10 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4b6c2a9806265d22b4da549d4eddfb79.pdf 261b8dcd26eb21de56ed5855e0299535 PDF Text Text College ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1986-1987 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR 1986-87 ANNAPOLIS 1986-87 September 2-3 . . . . . . . . . . . . . . September 3 . . . . . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . . . October 10-13 .............. November 27-30 ............ December 12-January 4 ...... January 18 ................. January 19 ................. January 21 ................. February 6-9 . . . . . . . . . . . . . . . March 5-22 . . . . . . . . . . . . . . . . May 21 . . . . . . . . . . . . . . . . . . . . May 22 . . . . . . . . . . . . . . . . . . . . May 24 . . . . . . . . . . . . . . . . . . . . Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Classes Begin with Seminars Long Weekend Thanksgiving Recess Winter Vacation End of First Semester Second Semester Registration January Freshman Registration Long Weekend Spring Vacation Last Day of Classes End of Second Semester Commencement SANTA FE 1986-87 August 27-28 ............... August 28 . . . . . . . . . . . . . . . . . . August 29 . . . . . . . . . . . . . . . . . . August 29 . . . . . . . . . . . . . . . . . . August 29 .................. September 1 . . . . . . . . . . . . . . . . October 10-13 . . . . . . . . . . . . . . November 27-December 1 .... December 15 . . . . . . . . . . . . . . . December 18 . . . . . . . . . . . . . . . December 19-January 12 ..... January 9 .................. May 15 . . . . . . . . . . . . . . . . . . . . May 17 . . . . . . . . . . . . . . . . . . . . Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration End of Second Semester Commencement SUMMER 1987 SUMMER 1987 June 1 ..................... June 22 . . . . . . . . . . . . . . . . . . . . August 7 ................... August 14 .................. January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Begins Second Semester Ends Ends June 1 ..................... June 22 . . . . . . . . . . . . . . . . . . . . August 6 ................... August 14 . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �TABLE Of CONTENTS Introduction The Curriculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy 6 8 10 11 16 20 22 28 29 30 31 32 34 3S 37 37 37 Residence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses 47 63 Admissions Requirements and Procedure Campus Visit 53 Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 38 43 so SS S7 S9 S9 60 ..................... 61 Bibliography 64 Board of Visitors and Governors 6S faculty 66 Officers, Associates and Staff 80 Profile: 1985-86 Freshman Classes 81 �6/ST. JOHN'S COLLEGE INTRODUCTION Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may conc~r~ itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Pr~ncipally, however, the aim is to ascertain not how things were, but how thmgs are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of langua~e; and arithmetic, geometry, music and astronomy- the arts of math~m~hcs. In 1:1ore contemporary terms, the liberal arts bring to light what is mvolved m the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensible. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE UR CULUM THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of otherso Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approacho Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its memberso Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?"But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). 0 THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the readmg but bearing only indirectly on the text itself in �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAL THE TUTORIALS For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in explorat:· ' of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminaL Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning Human Understanding Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �I I ! I l ~ 12/ST. JOHN'S COLLEGE govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read- either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE CURRICULUM/13 THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be 1s suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art not artificially separated from what have come to be called the humanities. When .matherr:atics is taught at an unhurried pace, in an atmosphere of reflective mqmry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has as its name implies, a particularly close connection with the human capacity for learnits study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness ~f imagination and ~legance ?f e~pression. But while they are practicing •.he art of mathematics m all its ngor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �THE CURRICULUM/IS 14/ST. JOHN'S COLLEGE are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the studeRts peform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding realof good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one mawork is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 THE LABORATORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscr.ibe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion, to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM/19 18/ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The students compare the views of Aristotle and Lavoisier on the nature of substance and substantial change, and go on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak.The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by their work with electrical phenomena, the students can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T.H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod- are studied. �20/ST. JOHN'S COLLEGE THE FORIVIAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. THE CURRICULUM/21 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem'' Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" Jo T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" N!artha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: Bookstore, AnnapoliS Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republi4 Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics~ Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles;' ''.Alcibiades;' "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood Poems by: Descartes: Pascal: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections �11' 1' THE CURRICULUM/25 24/ST. JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches . Philosophical Fragments, Fear and Trembling I I St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* Fables* La Fontaine: Pensees* Pascal: Treatise on Light*, On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government Locke: Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundmental Principles of Kant: Metaphysics of Morals, Critique of Judgement Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli I Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Einstein: Millikan: Conrad: Joyce: Poems by: Essays by: Tristan and Isolde Communist Manifesto, Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM/27 CLASSIFICATI.ON OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U. 5. Constitution Hamilton, Madison, jay Toqueville Galileo Kepler Young Euler lVIoliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens TS. Eliot Mark Twain Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Literature Year James Joyce Joseph Conrad The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon lVIayer S. Carnot Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern D. Bernoulli Mozart Newton Leibniz Huygens Dedekind Maxwell L. Carnot Kelvin Taylor Faraday Lobachevski Lorenz Rutherford lv1inkowski Bernard Davisson Wagner ). ). Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �28/ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and THE ACADEMIC ORDER/29 to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 THE LIBRARY SCHEDULES The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 50,000. Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:.5011:00 11-1012:20 1:20- MONDAY TUESDAY Language WEDNESDAY THURSDAY Language Chorus Mathematics Laboratory FRIDAY Language Mathematics Mathematics Laboratory Ll:lO 8:0010:00 Seminar Seminar Formal Lecture A SAMPLE FRESHMAN SCHEDULE, SANTA FE Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' and the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 7,725 records and tapes. HOUR MONDAY TUESDAY 9:00 Mathematics Language 10:3012:00 Tutorial 1:00 Laboratory 8:00Seminar 1000 WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics Language Language Tutorial Tutorial Laboratory Seminar Formal Lecture Except for the preceptorials in the junior and and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three and a half to four and a half hours per week. Freshmen, juniors, and seniors spend to six hours each week in the laboratory. Two evenings from eight to ten students attend a seminar. A formal lecture or concert is given once a 1Neek. Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. �32/ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remembeL Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL EXAMINATION The senior oral examination is given to students in the fall at the beginning of the fourth year and is based on readings from previous seminar lists. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. �THE ACADEMIC ORDER/35 34/ST. JOHN'S COLLEGE ACADEMIC STANDING Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. Senior Oral, Annapolis THE ST. JOHN'S DEGREE, BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDIES AND CAREERS AFTER ST. JOHN'S Ea.ch year many St. John's seniors elect to do advanced work in a wide of graduate and professional schools. Experience shows that leading µuiversities admit St. John's graduates with creditable records. Since St. John's offers no major in specific subjects, however, some may find it · \ttecessary to take undergraduate courses during their first year of graduate professional study in some, but not all, fields. �36/ST. JOHN'S COLLEGE Many other graduates choose to embark directly upon careers in a variety of fields. Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employment. St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Engineering Music Advertising Finance Nursing Agriculture Geology Oceanography Archaeology Government Service Philosophy Architecture History Physics Art History of Art Political Science Biochemistry History of Science Psychology Biology International Relations Public Administration Bio-physics Journalism Publishing Business Administration Languages Scientific Research City Planning Law Social Anthropology Social Work Classics Library Science Sociology Computer Programming Literature Dentistry Logistics Management Systems Analysis Drama & Playwriting Mathematics Theatre Arts Economics Medicine Theology Education Meteorology Writing THE ACADEMIC ORDER/37 THE ST. JOHN'S DEGREE, IVIASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. During the academic year it is also offered in Albuquerque, New Mexico, and in Baltimore, Maryland. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a essay. For each segment of the program nine credits are granted. AH four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The segments may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the studenf s name, address, telephone listing, date and place of birth, field of participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational. agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information" Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld, The College will respect any such request for �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss problems of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges RESIDENCE & STUDENT LIFE/39 from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St. John's Review, and Energeia, the three official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by �RESIDENCE & STUDENT LIFE/41 40/ST. JOHN'S COLLEGE students, others by tutors-in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the Colle£e curriculum. Most prominent among them have been those of the Liber~y Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery continue throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jewish student life is available on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural program has flourished. About two-thirds of the students, both men women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in touch football, soccer, basketvolleyball, softball and track, each in its season" Doubles and single compete in tennis, handball, squash, badminton, fencing, paddleball table tennis" Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LIFE/ 43 THE SANTA FE CAMPUS In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexicds capital city, founded in 1610 by Spanish colonists. Its population of 85,000 people is occupied principaUy with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 250 acres lies in the southeast corner of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governorso The architecture of the Santa Fe campus reflects the territorial style introdm::ed in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain rangeso The Campus includes a classroom building, a laboratory, a student center, a music and fine arts building, an administration building and two of dormitories. A library, dining hall and infirmary are also located in i:hese buildingso View from Dining Hall, Santa Fe �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and facultY: as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct comnrnnication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Cornmittee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities the artistic, the academic and the athletic. Artistic expression is encouraged extracurricular classes in drawing, paintphotography, weaving, ballet and modern dance. The art in the Fine Arts the darkroom and the pottery studio profor these activities. The art gallery, which artists each month. RESIDENCE & STUDENT LIFE/45 Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an to perform before a small, receptive audience. Through this organization students and who play instruments or who sing can find teachers and fellow musicians with whom to study or The St Chorus and the Madrigal Singers also give recitals, The Colnumerous instruments including two grand for practice and Practice rooms in the Fine Arts The St. Film Society is organized by students to a wide of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, visual arts. Others have participated in tutoring in elementary counseling for the Santa Fe crisis center, working at the local co-op or in other local activities. The St. John's bus takes stud.2nts into town daily. Ivfost students come to St. 1Nith definite interests outside the of the program and these interests in extracurricular classes discussion groups on and off campus. Informal discussions of cor,i:<>mporary literature, forums on public concerns, and slide shows on �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 47 art history are frequent on-campus activities, as are study groups i~ such languages as Latin, German, Spanish, and Hebrew. Students prepanng for entrance into medical school have attended classes at the University of New Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical .. prerequisites during the summer months. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic and athletic competition. of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. BOfH CAMPUSES ..· RELIGIOUS ACTIVITIES ,.} 'The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant .:·~piscopal Church, but these no longer exist. While the College schedules !lo formal religious services, there is a baccalaureate service before comill\encement. Attendance is voluntary, in consonance with the Charter. Many rs and students attend church or synagogue in town. It is customary extracurricular Bible classes to be conducted by tutors of the College. CILITIES FOR STUDENTS St. John's College Search and Rescue Team, Santa Fe ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range College Bookstore on each campus has all the books and supplies the dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is rated without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. dition, there are smaller, comfortably furnished social rooms in the itories and elsewhere on the campus. �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the Assistant Deans or Head Resident to live off-campus. The College currently can offer no married student housing. Students who wish to have married student housing must find suitable housing offcampus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation, They may remain during spring vacation, although a small fee is charged. DINING HAll The dining hall on each campus is operated a catering service. A vegetarian menu is available, Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted upon examination and recommendation by the College Physician or Assistant Dean. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-Hme summer employment in the local community. HEALTH SERVICES Well-equipped health services are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A weekly medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. entenng student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the com~unity is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been ~arnaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE ADMISSIO ADMISSIONS/ 51 s The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss, among other things, their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ap- plicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class 15 of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �52/ST. JOHN'S COLLEGE REQUIREMENTS FOR ADMISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter St. John's following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. - St. John's has a policy of rolling admissions. There is no application deadline, but applications for both fall and January classes should be submitted as early in the year as possible. Because there are occasional vacan- ADMISSIONS/53 des in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first-choice campus is full; the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class, 2) the deposit may be used to secure a place on the list or in a subsequent class on the applicant's first-choice campus; or 3) the deposit may be returned if neither of the first two options is acceptable. Deposits are non-refundable, except as noted in 3 above, and are applied to first semester tuition and fees. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginmng of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by February 25 of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 1. All such transfers are subject to approval by the Deans of both campuses. IN(llJIRIES ~. Inquines should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 57501 (Tel. 505/982-3691). VISIT is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any one may be thinking of attending, but it is especially wise the case of St. John's because of its unique curriculum and teaching on campus the visitor may attend a seminar on Monday or �S4/ST. JOHN'S COLLEGE Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty from Annapolis. An airport limousine goes to and from Annapolis; are advised to check schedules in advance. Bus service from the is not practical. Hourly buses run between Baltimore and Annapolis the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, six blocks from the College. By car one takes Route SO from or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also/ is available. It is called the "Shuttlejack;' and reservations should be mad in advance. Greyhound and Continental bus lines pass through Santa Fe Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi ser vice is available to town (reservations should be made with the taxi ser vice one day in advance). Upon arrival at the bus station or at one of th Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID/SS ES FI NCI L ID The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2 The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, and additional children to be educated. 3 Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4, In keeping with the philosophy that students should contribute to �56/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/57 their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. . . . 7. Students receiving financial aid must meet the cntena for mamtaining satisfactory progress in order to retain their award (See page education must provide a Financial Aid Transcript from that institution whether or not aid was received. Financial Aid Transcripts can be obtained from the Financial Aid Office. 9. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. 6D. Following are the deadlines and notification dates for financial aid: h · · 8. Financial aid awards are made in accordance with t e prov1s10ns of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follo':s: . . 1. Applicants for admission who also plan to apply for fmancial md should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office: 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal pro~ran: des~ribe~ in Section D below. The College Scholarship Services Financial Azd Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax ~et_u.rn. 5. Self-supporting students are required to meet the Federal ~efi~itlon of independence and have an affidavit of non-support on file m. the Financial Aid Office. This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. . 6. All recipients of federally-funded financial assistan~e mus~ sub~rnt a Statement of Educational Purpose and Selective Service Reg1strat10n Compliance. If requested to do so, students must su.brnit i:iroof. of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. . . . 7. Residents of Connecticut, Delaware, the D1stnct of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. . . . 8. An applicant who has previously attended an instltut10n of higher FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial ;ssistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 1 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applyfor financial aid for the first time. Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose firencial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April 1. Applications completed after February 25 will not be considered until awards have been made for applications combefore the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. Funds for financial aid awards from the College are available from the sources listed below. Except for the Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE All these sources are automatically considered in making up the College's financial aid awards. ST. JOHN'S GRANTS . is a full-time student. Repayment begins six months after termination of college attendence. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent. Students who have previously obtained GSl.:s at seven percent interest will continue to borrow at this same interest rate. Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. 1986-87 STUDENT BUDGET* PELL GRANT This Federal program is designed to provide financial assistance to th~se who need it to attend a post-secondary institution. Pell Grants are mtended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrnlled students each year. These grants are made to students who have fmancial need and are unable to pursue a course of study without the grant. Eligibility for the SEOG is limited to $2000 per year. FALL FRESHMEN DEPENDENT $9,720 3,300 200 500, 550, 6501 INDEPENDENT Tuition Room and Board Books Personal Expenses $9,720 3,300 200 650 JANUARY FRESHMEN DEPENDENT $8,748 200 400, 500, 585 1 INDEPENDENT Tuition Room and Board Books Personal Expenses $8,748 200 585 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. *Fees are subject to change without notice. lThe al!ovvance for personal expenses varies with the distance between the student's home and the College. 2Undetermined at time of publication. NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. T~e imum loan for four years of undergraduate study for the first bacc calaureate degree is $6000. No interest accrues and no payment is quired while the borrower is enrolled at the College. Repayment six months after the borrower terminates attendance at the '-VH'-J~~ There is a provision for deferment if the borrower returns to at half-time study at another institution. GUARANTEED STUDENT LOAN (GSL) The Guaranteed Student Loan program enables a student to borrow directly from a bank, credit union, savings and loan asso~iation, o( other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,500 a year: No interest accrues and no payment is required while the borrower for tuition and fees is done prior to each semester. These charges may paid under one of two plans: payment in full on or before the registration dates for the semester, or payment in four equal installments during the semester. Under the installment plan, the first installment is due on or before registration day each semester; the remaining installments, finance charges on the unpaid balances, are due in October, November, March, April, and May, according to a schedule published by office of the Treasurer. A penalty is assessed on installment payments · .,,,h ..,i.. are made after the due dates. Payment plan schedules are normally ·""·"-'-C'""' with the semester billings. Copies may be obtained by contacthe college Treasurer. Since determinations affecting students, faculty and physical facilities be made well in advance of the beginning of each academic year, College must know in April which returning students will register in A deposit of $150 on the fees for the following year is therefore �60/ST. JOHN'S COLLEGE due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have those awards cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal or (in the case of prospedive juniors) failure to enable. If the student should decide not to enroll in the year for which a deposit has been made, the deposit is forfeited and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board. If applicable, refun will be made to students only after refund payments are first made to sue federal and state funds as the Pell Grant Program, the Supplemental Educa tional Opportunity Grant Program, the National Direct Student Loan Pro grams, Guaranteed Student Loan Programs, State Student Grant or Scholar ship Programs, and to any institutional financial aid programs. Enrolle students due refunds because their financial aid exceeds monies due t College will receive those refunds in accordance with a schedule of payme determined by the Financial Aid Director on each campus. Refunds f substantiated medical reasons will' be on a pro rata basis. FEES & FINANCIAL AID/61 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions .of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the ·semester. In these cases, a student is not repeating work and is deemed lo be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met the Dean, in consultation with the Instruction Committee, decides what furer determination is to be made of the case. Federal regulations require that an institution set a maximum time ame in which students must complete their educational objectives. St. hn's has set eight years as the maximum time frame in which students ho are recipients of federal financial aid funds must earn their B.A. rees. This may be eight years of full or part-time study. Years in which udent is not enrolled at St. John's will not count in the eight-year limitan. However, years in which a student is repeating work (and thereby t receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously lled for more than three weeks, the class will be considered as repeated rk, and the student will not be eligible for financial assistance. Exceps to this policy may be granted by the Dean in the case of an involunwithdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter next semester with incomplete grades on their records are deemed to making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS SITE PLANS/63 SITE PLANS OF ST. JOHN'S COLLEGE Annapolis, Maryland In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA A third semester of certification may not be granted for V.A benefits without approval of a VA counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on VA benefits of this policy on minimum standards of progress. Santa Fe, New Mexico ""'-'IGAAlill' GAllD!NAND R!fUCTINGPOOl �64/ST. JOHN'S COLLEGE BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press; 1953. LEWIS, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginnin of the St. John's Program, St. John's College Press, 1983. . BOARD/65 BOARD OF VISITORS AND GOVERNORS OFFICERS Vice Chairmen Mr. James H. Frame Miss Harriet Higgins Secretary Mrs. Lovejoy R. Duryea MEMBERS EMERITI Mr. Mortimer J. Adler . Mrs. Eleanor Ditzen Mr. Douglas H. Gordon ·• Mrs. Elizabeth Mitchell Mrs. Duane Peterson Mr. Adolph W. Schmidt Mr. Karl Van Tassel MEMBERS EX OFFICIO Mr. Thomas M. Carnes San Francisco, CA Albert G. Simms II, M.D. Santa Fe, NM Mr. Ray C. Cave New York, NY Mr. Roger W. Straus, Jr. New York, NY Mrs. Lovejoy R. Duryea New York, NY Mr. Steven L. Tucker Santa Fe, NM Mr. James H. Frame New York, NY Mr. D. Robert Yarnall, Jr. Philadelphia, PA Mr. Harvey M. Goldstein Miami, FL Term Expiring 1987 Chairman Mr. John H. Dendahl Mr. John Gaw Meem Santa Fe, NM Mr. Owen M. Lopez Santa Fe, NM Mr. Peter A. Benoliel Philadelphia, PA Mrs. Sharon Bishop Dailey Reston, VA Mr. John H. Dendahl Santa Fe, NM Mr. Stephen L. Feinberg El Paso, TX e Governor of Maryland he Governor of New Mexicc Miss Harriet Higgins e President of the College New York, NY Dean at Annapolis Irwin Hoffman, M.D. e Dean at Santa Fe Santa Fe, NM Mr. A. Scott Kelso Houston, TX Mr. Frank B. Marshall, Jr. Severna Park, MD Mrs. Mara Robinson Santa Fe, NM Mr. Charles A. Nelson Croton-on-Hudson, NY Mr. Robert C. Poole Albuquerque, NM Mr. David B. Rea New York, NY Mrs. Elspeth D. Rostow Austin, TX Mrs. Joyce Rumsfeld Chicago, IL Mr. Michael A. Scully Washington, DC Mr. J. I. Staley Wichita Falls, TX Mrs. Louise T. Trigg Santa Fe, NM Thomas B. Turner, M.D. Baltimore, MD Mr. Theodore H. Smyth Santa Barbara, CA Mrs. Julia Wilkinson . Vice Adm·Ira l James B. Stockdale Austin ' TX Stanford, CA Mr. John Van Doren Chicago, IL Term Expiring 1988 Miss M. Brownell Anderson Washington, DC Mr. John L. Williams Belvedere, CA �66/ST. JOHN'S COLLEGE FACULTY/67 FACULTY TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; InstructorAssociate Professor of Philosophy, University of Toledo, 1968-76; Mem~er, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. ANNAPOLIS Dean of the College in Annapolis George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut· Part-time Instructor in English, University of Connecticut, 1957-62; Instructor i~ English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1983-84, Interim Dean, 1984-85, Dean, 1985-. Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, S~nta Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D. 1948, University of Rochest_er; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Ma:me Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Techmc1a'.1, Department of Pathology, Yale Medical School, 1938-39; Gra~uate Scholar m Biology, University of Rochester, 1940-41, Graduate 1:eachmg Assistant m Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45;_ Instructo~ m Zoology, Smith College, 1945-51; Smith College Scholar, Manne B10log1c~l Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, ~t. Johns College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulb~1ght Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale Univers_ity; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the Amencan School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanc~d Study, Pr~nceton, 1958-59; Member, U.S. Advisory Commission for International Educat10n and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Cent.e~ for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; V1s1tmg Scholar in Honors Education, University of Delaware, 1984-85. Edward Grant Sparrow B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew W. Mellon Tutorship, 1972-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Lawrence Berns B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St, John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton B.S,, 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, �68/ST. JOHN'S COLLEGE FACULTY/69 1952-54; Duryea Fellow in Modem European History, 1954-55, lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Unive.rsity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A, Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, SL John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; AR.CM., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting lee- t~rer in Physics, Western New England College, 1980; Visiting Senior Member, Lmacre College, Oxford University, 1982-133. Gisela Berns ~~itur, Hoe!derlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63· Staatsexamen I University of Heidelberg, 1963; Fellow Deutscher Akademisch~r Austauchdienst' ~nivers~ty of Flor~nce, 1963-64; Ph.D., University of Heidelberg, 1964; Instructo; m Classics and Ph1losophy, Bismarck Gymnasium, Karlsruhe, 1964-65· Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy: Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. ' Nicholas Maistrellis B.S.: Bates College, 19~2; D_epartment of History of Science, 1962-67, Teaching Assistant, 1962-66, Umvers1ty Fellow, 1966-67, University of Wisconsin· Tutor St. John's College, Annapolis, 1967-. ' ' Harvey Flaumenhaft ~.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson l~ellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fell?w, 19~3-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer m the Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Vl'.heaton College, Massachusetts, · 1966-68; Tutor, St. John's College, t\nnapohs, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington Umvers1ty, 1981; M~T/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow 1984-85. ' Wye Jamison Allanbrook B.~,., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University; 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. John F. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College Annapolis 1971-. ' ' David Edward Starr B.A., Gord_on C~llege, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Ass1sta~t m Philosophy,_ Boston University, 1963-64; Teaching Intern, Boston U}11vers1ty College of Basic Studies, 1964-66; Instructor in Philosophy, University or_ Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Dlrector of The Graduate Institute in Liberal Education, Santa Fe, 1980-132. Leo F. Raditsa B~,., Harvard College'. 195~; Ui:iversity Scholar, 1960-61, University Fellow, hol-62: M.A., Col~mb1a Umvers1ty, 1962; President's Fellow, 1962-63; Fulbright, Un1v~rs1ty of Mumch, 1964-65, Berlin, 1965; Instructor, New York University, Washn:igton Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia Umvers1ty, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. H01Nard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Prmceton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. �70/ST. JOHN'S COLLEGE FACULTY/71 B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Col~ege, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77· Teachine Assistant and Associate, Department of English, Berkeley, 1973-78· li t 'St J h ;' College, Annapolis, 1979-. ' u or, · o ns Joe Sachs Thomas May Deborah Schwartz Renaut ~.A., Loyola College, ~971; M.A., 1975, Ph.D. Cand., Fordham Universit . Assistant Professor of Philosophy, Loyola College 1974-79· v· · · Le y, . Philosophy, Goucher College, 1976-78· Tutor St 'John's College1sAn1tmg lctulre9r m " . ' ' · , napo is, 79-. B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Manlyn Douville B.S., University of Michigan, 1975; M.S., University of Michigan 1977· A · Mathematiciafi; 1977-79, Johns Hopkins University Applied Ph;sics L~b;:~tc1at: Tutor, St. Johns College, Annapolis, 1979-. ory, Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.n, 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.CE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Michael G. Dink ~Iarvard Unive~sity, 1970-72; B.A. St: John's College, Annapolis, 1975 ; M.A., 1978, Ph.D. 1986,_ Phil~sop~y, The Catholic University of America; Teaching Assistant The Catholic Umvers1ty of America, 1978-80· Tutor St John' C 11 S F ' 1980-84, Annapolis, 1984-. ' ' . s o ege, anta e, James Howard Beall Ac~ve duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado 1972· M...:>., Physics, 1975; Ph.D., Physics, 1979, University of Maryland· Astra h' · · t' Laboratory for Astronomy & Solar Physics, NASA Goddard Spa~e Fligfu t!~:=r' Gr~n~elt, Maryland, 1975-78; Congressional Fellow, United States Congress Offi~ o_ .ec nolog_Y ~~sessment, Washington, D.C, 1978-79; Project Scientist BKD Arhng~on, V1rg1ma, 1979-81; National Academy of Sciences/National R~search Co~n.c11/Naval Research Laboratory Resident Research Associate, Space Science D1v1s1on, Naval Research Laboratory, Washington, D.C. 1981-83· 1i t s Jh ' College, Annapolis, 1982-. ' ' u or, t. o ns Janet A Dougherty B.fl'(: Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow m uovernment at Harvard College 1976-78 1979-80· F h G F Jl h. . ' ' , renc overnment e ows .'P, 1978-79; As;1stant Professor of Political Science, Stonehill Colle e 1980-82, Tutor, St. Johns College, Annapolis, 1982-. g ' HEnry H. Higuera B.A, Cornell University, 1974· M.A. 1976 PhD 1983 u · ·t f ,, · p !" · I S . ' ' ' · ., , n1vers1 y o ioronto· , 1uc or m o 1bca c1ence, Dickinson College 1981-82· Tutor St J h ' C 1' lege, Annapolis, 1982-. ' ' ' · 0 ns o - In"t" t David Lee Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris 196~, 1973; Ph.D Harv~rd, 1976; J.D. Yale Law School, 1981. Graduate Prize Fellow' ~a~~ard, 1969-19~4; High English Teacher, 1970-72'. ;;,1nabpo is, 1984-. Intern, SchoolOrganized Crime Cambridge Free School, 1971980'. en\_Tutor, Ehot House, 1971-73; Tutor, St. John's College, Santa Fe, 78 U.S. Strike Force, Manhattan 4_ M em er, Massachusetts Bar, 1981-. ' · Michael Blaustein BS.A~, Jonathan S. Tuck St., John's College, Annapolis, 1974; Ph.D., Harvard University 1984· 1i t . t JOhns College, Annapolis, 1984-. ' ' u OI, Patricia M. Locke B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose i~~chmSgt FeJllho"';, BCosltlon College, 1978-1982; Instructor, Assumption Colle~e' i~:~: B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston Colle e or, . o ns o ege, Annapolis, 1984-. . ' ' �FACULTY/73 72/ST. JOHN'S COLLEGE Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Stewart Umphrey BA Senior College of the New School for Social Research,_ 1966; £:1·~·' 1971f . Ph D., 1973 Graduate Faculty of The New School; Ass1staGnt dro esFsor lot · ., ' . y, 1 G 1972-1976· ra uate acu Y Philosophy, State University of NewU . or< ~t efnOesleol, h ma 1980-1984· Tutor St. of The New School, 1976-1980, mvers1ty o <.a o ' ' ' John's College, Annapolis, 1984-. Paul Antal Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. ·h BA University of Scranton, 1960; Ph.D., University of_Chicago, 1975; Fulbng ~ F.11., (CE s R France) 1962· Universita degli stud1 (Florence, Italy), 1963, l.ss~::ant P;ofes.~or, Reed' Colle~e, 1968-74, University of Minnesota, 1975-79; Tutor, St. John's College, Annapolis, 1985-. Max Dov Dublin Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L.Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Thfologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, SL John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. . AB University of Chicago, 1969, Ed.M., Harvard University, 1970; Lyman Ch1l~ C~r~ Center Radcliffe College, 1971; University of Toronto Fa~ulty .of Law'. 19!2, PhD Han.:ard University, 1984; Research Associate, Yale 1!mvers1ty. Instit~~o~ . S~cial and Policy Studies, 1980-82; Ministry of Educatlo~, Pr?vmce o n ftor. 1983· Ontario Institute for Studies in Education at the Umvers1ty of Toronto, ano, ' i· 1985 1984; Tutor, St. John's College, Annapo is, -. Charles G. Bell Leland Giovannelli B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, !VI.A., 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of New York at Old Westbury, Spring 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. BA St John's College, 1978; M.A., University of Chicago, ,1979; Tea~r, Cor~o~~e~lth School, Boston, Mass., 1979-1985; Tutor, St. Johns College, napo is, 1985-. SANTA FE Dean of the College in Santa Fe Robert A Neidorf . . 1951 M.A., 1955, University of Chicago; Ph.D., Yale _Dm".ers1ty, 1959; ~~~~uctor ~nd Assistant Professor of Philosophy, Bucknell _Dmvers 1 trJ:~9y:;k Assistant and Associate Professor of P~ilosolphy, AState U~~ve~~!~-~4 Santa Fe, at Bin hamton 1964-67; Tutor, St. Johns Col ege, nnapo 1967-~Directo~ of The Graduate Institute in Liberal Education, 1970-73, Dean, 1:, Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. ' 1973-77, 1982-. William A Darkey St ohn's College, Annapolis, 1942; M.A., Columbia University, 1~49; Tutor, Thomas A McDonald B.A., · J l An i· 1942 46 1949-64 Santa Fe 1964-, Associate Dean, St John's Col ege, napo is, - ' ' ' ·b l A t 1974 19.68-1970, Dean, 1968-73, Director, Task Force on the Li era r s, Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. -. Robert S. Bart . BA Harvard College, 1940; M.A., St. John's College, 1957; Sheldo~ Travelmg F~ll~~' Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Thomas King Simpson . Dean R. Haggard B.A.., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopki'ns University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. . B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, We~leya~~~~~=[ts1trt 1955· PhD Johns Hopkins University, 1968; Instructor, AmencaAn . t Dy n ' .., 46 1949 64 S nta Fe 1964- ssocia e ea ' - ' a '. ' St John's College Annapolis, 1942- , 1970 , Dean: 1968-73, Director, Task Force on the Liberal Arts, 1974-. 19'68 _ Robert S. Bart l B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Trave mg Robert D. Sacks ··· B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; �74/ST. JOHN'S COLLEGE FACULTY/75 Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teachmg Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Universi~y of_Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, Umvers1ty of Melbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of Califor~ia at Dav.is, 1965; Woodrow Wilson Honorary Fellow, University of Cahforma at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Prepatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the ~ounc1! for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen l'.n~versity Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Chmcal Psychol~gy, Department of Psychiatry, Aberdeen University, 1948-52; Ins~ructor, Medical Psychology, University of Colorado Medical School, _1952-53; Director, Doctoral Training in Clinical Psychology, Denver Umvers1ty, 1954-57; Professor . of Psychology and Chairman, Department of Behav10ral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~bur?h University, Scotland, 1964-65; Professor of Psychiatry (Psych~logy), Umver:1ty of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Co~orad_o State University, 1959-62, Utah State University, 1962-66; Tutor, St. Johns College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 196~; N.~:H.~. F:llowship, University of Indiana, 1962-65; Ph.D., University of Cahforma, R1vers1de, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. Glenn A Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; ~icentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; tEcole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Phillip LeCuyer Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, lnstitute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. H. Taylor RA., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University �76/ST. JOHN'S COLLEGE FACULTY/77 of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heid~lberg ~niver­ sity, 1971-73; Instructor, University of Georgia, 1965-67; Tea~hmg Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. Johns College, Santa Fe, 1974-. Georgia S. Knight . B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 197~, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. Johns College, Santa Fe, 1974-. David Bolotin B.A., Cornell University, 1966; Graduate Student, University ?f Chica.go, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer m Cl~~s1cs, 1971-~3; Woodrow Wilson Fellow, 1966-67; University of Chicago Humamhes F~llowsh1p, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. Johns College, Annapolis, 1974-82; Santa Fe, 1983-. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Tea~hing Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philoso~hy, ~975, University of Southern California; M.A., Experimental Psychology, Umvers1ty of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of Californi~ at_ San Diego, 1975; Junior Fellow, Center for the Study of Democratic Inshtuh_ons, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State ~mv~r­ sity, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, U~1ver~1ty of California at San Diego; Instructor, Mathematics, Oklahoma State Umvers1ty, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Pro_fess~r, 1975-76, Assistant Director, Spring 1976, Collegiate Seminar Program, Umvers1ty of Notre Dame; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A., Unive:sity of North Caro~ina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. Johns College, Santa Fe, 1977-. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of N.orth Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Co~s, 1967-69; Graduate Study in Music, University of North Carolina, 1969; _Part-hme Instru~­ tor in Philosophy, East Carolina University, 1974-78; Part-time Ins~ructor m Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. Johns College, Annapolis, 1979-84, Santa Fe, 1985-. Edward Cary Stickney B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980:-, Nancy Dunning Buchenauer B.A.,. History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., University, 1980; Ford Foundation Fellow, 1966-68; University Fellow m Classics, Brown University, 1969-70; Tutor, St. John's College Santa Fe 1980-. ' ' Classic~, Brow~ Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dan~stipendium, U~ive~ity of Freiburg, 1972-73; Ph.D., Classics and Comparative S~u~~es, Boston Umvers1ty, 1979; Teaching Fellow, Boston University, 1975-78; V1s1tmg Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976~80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Martin Alan Cohen Brandeis University, 1968-70; A.B., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mulford B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Richard M. Bank B.A., University of Denver, 1974; M.A., 1975, Ph.D., 1979, University of California, Santa Barbara. Boettcher Scholar, 1970-74; University Fellow, 1974-75; Regents' Fellow, 1975-76. Assistant State Auditor, Wisconsin, 1977-79; Assistant Professor, Political Science, University of Colorado, Boulder, 1979-83; Tutor, St. John's College, Santa Fe, 1984-. �78/ST. JOHN'S COLLEGE FACULTY/79 Robert Richardson PRESIDENTS EMERITI B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Douglas H. Gordon Richard D. Weigle George H. Aigla BS Saint Mary's College, California, 1975. M.D. University of California San Francisco, 1979. California Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, Summer 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. John F. Cornell B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith F SC Robert Bunker ' . · · Douglas AIIanbrook Bryce DuVal Jacobsen HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A. 193l MA . . . University, 1961; LLD., Carnegi: Instit~t . f 1~38l Cambridge University; Litt.D., Oxford e o ec no ogy, 1967; LH.D., Yale University, 1967. T. �80/ST. JOHN'S COLLEGE FACULTY/81 OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President President Edwin J. Delattre Edwin J. Delattre Dean Dean Robert A. Neidorf George Doskow Chief Advancement Officer Vice President for College Dale F. Levy Advancement Charles Dunn Treasurer Emery C. Jennings Treasurer Jeri Rhodes Director of Graduate Institute Lynda F. Myers Director of Graduate Institute Geoffrey Comber Assistant Dean Timothy P. Miller Assistant Deans Barbara H. Leonard Director of Admissions and Financial Aid Malcolm Wyatt Marsha K. Drennon Director of Admissions Director of Career Counseling John M. Christensen Ron F. Hale Director of Alumni Activities Coordinator of Alumni Activities Elizabeth H. Blume and Public Relations Mary Sue Laurel Artist in Residence Burton Blistein Director of Laboratories Hans Von Briesen Director of Athletics Michael G. Dink Librarian James M. Benefiel Director of Career Counseling Marianne Braun Musician in Residence Peter D. Pesic Director of Continuing Education Geoffrey Comber Nurse Practitioner Deborah Walker Director of Development Janice C. Buys Registrar Joyce C. Spray Director of Financial Aid Caroline Taylor Christensen Director of Student Activities Istvan Fehervary Librarian Kathryn Kinzer Coordinator of Buildings and Grounds Dolores Vigil Director of Information Services Rebecca Wilson Supervisor of Maintenance Juanito Zamora Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians Charles W. Kinzer Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace Profile: Freshman Classes Entering Fall 1985 and January 1986 States Represented ... . Alabama ......... . Alaska .......... .. Arizona .......... . California ........ . Colorado ......... . Connecticut ....... . Delaware ........ .. Florida ........... . Georgia .......... . Illinois ........... . Indiana ........... . Kansas .......... .. Kentucky ......... . Louisiana ........ .. Maine ............ . Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota ........ . Missouri .......... . Montana ......... . Nebraska ......... . New Hampshire ... . New Jersey ........ . New Mexico ...... . New York ......... . North Carolina .... . Ohio ............. . Oklahoma ........ . Oregon .......... .. Pennsylvania ...... . Rhode Island ...... . South Dakota ..... . Tennessee ......... . Texas ............ .. Utah ............. . Vermont .......... . Virginia .......... . Washington ....... . West Virginia ..... . .Wisconsin ....... .. rict of Columbia .. ada ............ .. y .............. .. Annapolis 32 Santa Fe 28 1 1 1 8 1 4 1 1 22 1 2 1 5 3 4 11 1 1 1 2 18 6 1 1 1 1 8 6 2 5 4 2 1 1 10 1 13 3 5 1 2 10 5 Annapolis Number of Students Fall 1985 .......... . January 1986 ....... . Men ............ .. \tVomen ........... . Early Entrance ....... . Previously Attended College ........... . Range of Ages ....... . Veterans ............ . Kind of School Attended Public ............ . Independent ....... . Parochial .. .. .. .. .. Receiving Financial Aid .............. . Rank in Class• First Fifth .. .. .. . .. . First Tenth ...... . Second Tenth .... . Second Fifth ...... . Third Fifth ........ . Fourth Fifth .. .. .. .. Fifth Fifth .. . .. .. .. . National Merit Honors Scholars .......... . Finalists .......... . Semi-Finalists ..... . Commended Students Santa Fe 107 31 80 58 6 95 21 60 56 24 16-29 2 45 16-30 104 29 5 78 23 15 45% 58% 51% 32% 19% 26% 17% 5% 1% 60 1 16 9 34 54% 39% 15% 21% 17% 7% 1% 24 2 2 10 3 1 2 1 1 12 1 1 1 15 3 1 3 4 1 3 1 5 2 1 1 ot included in this table are 43 students for whom rank-in-class is not available and 3 mitted students. 3 1 3 6 14 � College ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 STATEMENT OF THE ST. JOHN'S PROGRAM 1986-1987 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR 1986-87 ANNAPOLIS 1986-87 September 2-3 . . . . . . . . . . . . . . September 3 . . . . . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . . . September 4 . . . . . . . . . . . . . . . . October 10-13 .............. November 27-30 ............ December 12-January 4 ...... January 18 ................. January 19 ................. January 21 ................. February 6-9 . . . . . . . . . . . . . . . March 5-22 . . . . . . . . . . . . . . . . May 21 . . . . . . . . . . . . . . . . . . . . May 22 . . . . . . . . . . . . . . . . . . . . May 24 . . . . . . . . . . . . . . . . . . . . Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Classes Begin with Seminars Long Weekend Thanksgiving Recess Winter Vacation End of First Semester Second Semester Registration January Freshman Registration Long Weekend Spring Vacation Last Day of Classes End of Second Semester Commencement SANTA FE 1986-87 August 27-28 ............... August 28 . . . . . . . . . . . . . . . . . . August 29 . . . . . . . . . . . . . . . . . . August 29 . . . . . . . . . . . . . . . . . . August 29 .................. September 1 . . . . . . . . . . . . . . . . October 10-13 . . . . . . . . . . . . . . November 27-December 1 .... December 15 . . . . . . . . . . . . . . . December 18 . . . . . . . . . . . . . . . December 19-January 12 ..... January 9 .................. May 15 . . . . . . . . . . . . . . . . . . . . May 17 . . . . . . . . . . . . . . . . . . . . Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration End of Second Semester Commencement SUMMER 1987 SUMMER 1987 June 1 ..................... June 22 . . . . . . . . . . . . . . . . . . . . August 7 ................... August 14 .................. January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Begins Second Semester Ends Ends June 1 ..................... June 22 . . . . . . . . . . . . . . . . . . . . August 6 ................... August 14 . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �TABLE Of CONTENTS Introduction The Curriculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy 6 8 10 11 16 20 22 28 29 30 31 32 34 3S 37 37 37 Residence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses 47 63 Admissions Requirements and Procedure Campus Visit 53 Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 38 43 so SS S7 S9 S9 60 ..................... 61 Bibliography 64 Board of Visitors and Governors 6S faculty 66 Officers, Associates and Staff 80 Profile: 1985-86 Freshman Classes 81 �6/ST. JOHN'S COLLEGE INTRODUCTION Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may conc~r~ itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Pr~ncipally, however, the aim is to ascertain not how things were, but how thmgs are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of langua~e; and arithmetic, geometry, music and astronomy- the arts of math~m~hcs. In 1:1ore contemporary terms, the liberal arts bring to light what is mvolved m the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensible. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE UR CULUM THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of otherso Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approacho Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its memberso Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?"But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). 0 THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the readmg but bearing only indirectly on the text itself in �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAL THE TUTORIALS For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in explorat:· ' of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminaL Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning Human Understanding Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �I I ! I l ~ 12/ST. JOHN'S COLLEGE govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read- either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE CURRICULUM/13 THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be 1s suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art not artificially separated from what have come to be called the humanities. When .matherr:atics is taught at an unhurried pace, in an atmosphere of reflective mqmry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has as its name implies, a particularly close connection with the human capacity for learnits study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness ~f imagination and ~legance ?f e~pression. But while they are practicing •.he art of mathematics m all its ngor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �THE CURRICULUM/IS 14/ST. JOHN'S COLLEGE are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the studeRts peform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding realof good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one mawork is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 THE LABORATORY The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscr.ibe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion, to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM/19 18/ST. JOHN'S COLLEGE LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The students compare the views of Aristotle and Lavoisier on the nature of substance and substantial change, and go on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak.The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by their work with electrical phenomena, the students can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T.H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod- are studied. �20/ST. JOHN'S COLLEGE THE FORIVIAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. THE CURRICULUM/21 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem'' Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" Jo T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" N!artha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: Bookstore, AnnapoliS Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republi4 Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, Physics~ Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles;' ''.Alcibiades;' "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood Poems by: Descartes: Pascal: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections �11' 1' THE CURRICULUM/25 24/ST. JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches . Philosophical Fragments, Fear and Trembling I I St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* Fables* La Fontaine: Pensees* Pascal: Treatise on Light*, On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Second Treatise of Government Locke: Phedre Racine: Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundmental Principles of Kant: Metaphysics of Morals, Critique of Judgement Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli I Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Einstein: Millikan: Conrad: Joyce: Poems by: Essays by: Tristan and Isolde Communist Manifesto, Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRICULUM/27 CLASSIFICATI.ON OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U. 5. Constitution Hamilton, Madison, jay Toqueville Galileo Kepler Young Euler lVIoliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens TS. Eliot Mark Twain Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Literature Year James Joyce Joseph Conrad The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon lVIayer S. Carnot Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern D. Bernoulli Mozart Newton Leibniz Huygens Dedekind Maxwell L. Carnot Kelvin Taylor Faraday Lobachevski Lorenz Rutherford lv1inkowski Bernard Davisson Wagner ). ). Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �28/ST. JOHN'S COLLEGE THE ACADEMIC ORDER THE TUTORS At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and THE ACADEMIC ORDER/29 to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The full Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 THE LIBRARY SCHEDULES The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 50,000. Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:.5011:00 11-1012:20 1:20- MONDAY TUESDAY Language WEDNESDAY THURSDAY Language Chorus Mathematics Laboratory FRIDAY Language Mathematics Mathematics Laboratory Ll:lO 8:0010:00 Seminar Seminar Formal Lecture A SAMPLE FRESHMAN SCHEDULE, SANTA FE Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' and the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and the Weigle Building. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 7,725 records and tapes. HOUR MONDAY TUESDAY 9:00 Mathematics Language 10:3012:00 Tutorial 1:00 Laboratory 8:00Seminar 1000 WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics Language Language Tutorial Tutorial Laboratory Seminar Formal Lecture Except for the preceptorials in the junior and and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three and a half to four and a half hours per week. Freshmen, juniors, and seniors spend to six hours each week in the laboratory. Two evenings from eight to ten students attend a seminar. A formal lecture or concert is given once a 1Neek. Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. �32/ST. JOHN'S COLLEGE ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remembeL Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. THE SENIOR ORAL EXAMINATION The senior oral examination is given to students in the fall at the beginning of the fourth year and is based on readings from previous seminar lists. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. �THE ACADEMIC ORDER/35 34/ST. JOHN'S COLLEGE ACADEMIC STANDING Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. Senior Oral, Annapolis THE ST. JOHN'S DEGREE, BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they too complete a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDIES AND CAREERS AFTER ST. JOHN'S Ea.ch year many St. John's seniors elect to do advanced work in a wide of graduate and professional schools. Experience shows that leading µuiversities admit St. John's graduates with creditable records. Since St. John's offers no major in specific subjects, however, some may find it · \ttecessary to take undergraduate courses during their first year of graduate professional study in some, but not all, fields. �36/ST. JOHN'S COLLEGE Many other graduates choose to embark directly upon careers in a variety of fields. Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employment. St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Engineering Music Advertising Finance Nursing Agriculture Geology Oceanography Archaeology Government Service Philosophy Architecture History Physics Art History of Art Political Science Biochemistry History of Science Psychology Biology International Relations Public Administration Bio-physics Journalism Publishing Business Administration Languages Scientific Research City Planning Law Social Anthropology Social Work Classics Library Science Sociology Computer Programming Literature Dentistry Logistics Management Systems Analysis Drama & Playwriting Mathematics Theatre Arts Economics Medicine Theology Education Meteorology Writing THE ACADEMIC ORDER/37 THE ST. JOHN'S DEGREE, IVIASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and during the summer in Annapolis. During the academic year it is also offered in Albuquerque, New Mexico, and in Baltimore, Maryland. The program, which is based on the St. John's list of readings, is divided into four subject areas: Politics and Society, Literature, Philosophy Theology, and Mathematics and Natural Science. Each summer session lasts eight weeks and consists of seminars, tutorials and preceptorials. The seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a essay. For each segment of the program nine credits are granted. AH four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three summers. The segments may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis, Maryland 21404. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the studenf s name, address, telephone listing, date and place of birth, field of participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational. agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information" Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld, The College will respect any such request for �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss problems of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges RESIDENCE & STUDENT LIFE/39 from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St. John's Review, and Energeia, the three official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by �RESIDENCE & STUDENT LIFE/41 40/ST. JOHN'S COLLEGE students, others by tutors-in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the Colle£e curriculum. Most prominent among them have been those of the Liber~y Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery continue throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jewish student life is available on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. ATHLETICS Since 1939, when intercollegiate athletics were abolished, the intramural program has flourished. About two-thirds of the students, both men women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate use of the facilities, which include a well-equipped gymnasium, large playing tennis courts and a boathouse with a number of sailboats and other small craft. Men's and women's teams compete in touch football, soccer, basketvolleyball, softball and track, each in its season" Doubles and single compete in tennis, handball, squash, badminton, fencing, paddleball table tennis" Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports is the most important fruit of the athletic program and is its own reward. �RESIDENCE & STUDENT LIFE/ 43 THE SANTA FE CAMPUS In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexicds capital city, founded in 1610 by Spanish colonists. Its population of 85,000 people is occupied principaUy with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 250 acres lies in the southeast corner of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governorso The architecture of the Santa Fe campus reflects the territorial style introdm::ed in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain rangeso The Campus includes a classroom building, a laboratory, a student center, a music and fine arts building, an administration building and two of dormitories. A library, dining hall and infirmary are also located in i:hese buildingso View from Dining Hall, Santa Fe �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and facultY: as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct comnrnnication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Cornmittee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities the artistic, the academic and the athletic. Artistic expression is encouraged extracurricular classes in drawing, paintphotography, weaving, ballet and modern dance. The art in the Fine Arts the darkroom and the pottery studio profor these activities. The art gallery, which artists each month. RESIDENCE & STUDENT LIFE/45 Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an to perform before a small, receptive audience. Through this organization students and who play instruments or who sing can find teachers and fellow musicians with whom to study or The St Chorus and the Madrigal Singers also give recitals, The Colnumerous instruments including two grand for practice and Practice rooms in the Fine Arts The St. Film Society is organized by students to a wide of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, visual arts. Others have participated in tutoring in elementary counseling for the Santa Fe crisis center, working at the local co-op or in other local activities. The St. John's bus takes stud.2nts into town daily. Ivfost students come to St. 1Nith definite interests outside the of the program and these interests in extracurricular classes discussion groups on and off campus. Informal discussions of cor,i:<>mporary literature, forums on public concerns, and slide shows on �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 47 art history are frequent on-campus activities, as are study groups i~ such languages as Latin, German, Spanish, and Hebrew. Students prepanng for entrance into medical school have attended classes at the University of New Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial support toward fulfilling medical .. prerequisites during the summer months. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic and athletic competition. of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each week. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by kayak, canoe, and rubber raft with overnight camping along the way. BOfH CAMPUSES ..· RELIGIOUS ACTIVITIES ,.} 'The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant .:·~piscopal Church, but these no longer exist. While the College schedules !lo formal religious services, there is a baccalaureate service before comill\encement. Attendance is voluntary, in consonance with the Charter. Many rs and students attend church or synagogue in town. It is customary extracurricular Bible classes to be conducted by tutors of the College. CILITIES FOR STUDENTS St. John's College Search and Rescue Team, Santa Fe ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range College Bookstore on each campus has all the books and supplies the dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is rated without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. dition, there are smaller, comfortably furnished social rooms in the itories and elsewhere on the campus. �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the Assistant Deans or Head Resident to live off-campus. The College currently can offer no married student housing. Students who wish to have married student housing must find suitable housing offcampus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation, They may remain during spring vacation, although a small fee is charged. DINING HAll The dining hall on each campus is operated a catering service. A vegetarian menu is available, Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted upon examination and recommendation by the College Physician or Assistant Dean. CAREER COUNSELING OFFICE The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Counseling also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-Hme summer employment in the local community. HEALTH SERVICES Well-equipped health services are maintained at both campuses, each under the supervision of a College Physician and a College Nurse. A weekly medical report is sent to the Assistant Deans. A psychiatrist or clinical psychologist is available for consultation. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. entenng student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the com~unity is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been ~arnaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE ADMISSIO ADMISSIONS/ 51 s The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss, among other things, their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ap- plicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class 15 of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �52/ST. JOHN'S COLLEGE REQUIREMENTS FOR ADMISSION Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not required, but may prove helpful. Occasionally St. John's accepts an applicant who is not a secondary school graduate. Such a student must be well qualified to profit from the College program. A campus visit and interview are especially important for such candidates. These students usually wish to enter St. John's following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. PROCEDURE St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. - St. John's has a policy of rolling admissions. There is no application deadline, but applications for both fall and January classes should be submitted as early in the year as possible. Because there are occasional vacan- ADMISSIONS/53 des in classes due to last-minute withdrawals, students who wish to apply late in the year should contact the Admissions Office for particulars. As soon as the application essays and supporting documents are assembled, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are accepted on a first-come, first-served basis until the entering classes are filled. If the entering class on the applicant's first-choice campus is full; the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class, 2) the deposit may be used to secure a place on the list or in a subsequent class on the applicant's first-choice campus; or 3) the deposit may be returned if neither of the first two options is acceptable. Deposits are non-refundable, except as noted in 3 above, and are applied to first semester tuition and fees. A physical examination is required of each student before registration. A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but only after receipt of the $200 deposit. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginmng of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by February 25 of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 1. All such transfers are subject to approval by the Deans of both campuses. IN(llJIRIES ~. Inquines should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 57501 (Tel. 505/982-3691). VISIT is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any one may be thinking of attending, but it is especially wise the case of St. John's because of its unique curriculum and teaching on campus the visitor may attend a seminar on Monday or �S4/ST. JOHN'S COLLEGE Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Wednesday or from Thursday to Saturday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens and soap are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty from Annapolis. An airport limousine goes to and from Annapolis; are advised to check schedules in advance. Bus service from the is not practical. Hourly buses run between Baltimore and Annapolis the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, six blocks from the College. By car one takes Route SO from or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also/ is available. It is called the "Shuttlejack;' and reservations should be mad in advance. Greyhound and Continental bus lines pass through Santa Fe Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi ser vice is available to town (reservations should be made with the taxi ser vice one day in advance). Upon arrival at the bus station or at one of th Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID/SS ES FI NCI L ID The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2 The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, and additional children to be educated. 3 Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4, In keeping with the philosophy that students should contribute to �56/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/57 their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. . . . 7. Students receiving financial aid must meet the cntena for mamtaining satisfactory progress in order to retain their award (See page education must provide a Financial Aid Transcript from that institution whether or not aid was received. Financial Aid Transcripts can be obtained from the Financial Aid Office. 9. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. 6D. Following are the deadlines and notification dates for financial aid: h · · 8. Financial aid awards are made in accordance with t e prov1s10ns of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follo':s: . . 1. Applicants for admission who also plan to apply for fmancial md should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office: 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal pro~ran: des~ribe~ in Section D below. The College Scholarship Services Financial Azd Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax ~et_u.rn. 5. Self-supporting students are required to meet the Federal ~efi~itlon of independence and have an affidavit of non-support on file m. the Financial Aid Office. This form will be mailed to parents or guardians upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status. . 6. All recipients of federally-funded financial assistan~e mus~ sub~rnt a Statement of Educational Purpose and Selective Service Reg1strat10n Compliance. If requested to do so, students must su.brnit i:iroof. of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. . . . 7. Residents of Connecticut, Delaware, the D1stnct of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. . . . 8. An applicant who has previously attended an instltut10n of higher FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial ;ssistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 1 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by February 25 from enrolled students who are returning to the College and reapplying for financial aid or are applyfor financial aid for the first time. Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose firencial aid credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on April 1. Applications completed after February 25 will not be considered until awards have been made for applications combefore the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. Funds for financial aid awards from the College are available from the sources listed below. Except for the Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE All these sources are automatically considered in making up the College's financial aid awards. ST. JOHN'S GRANTS . is a full-time student. Repayment begins six months after termination of college attendence. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent. Students who have previously obtained GSl.:s at seven percent interest will continue to borrow at this same interest rate. Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. 1986-87 STUDENT BUDGET* PELL GRANT This Federal program is designed to provide financial assistance to th~se who need it to attend a post-secondary institution. Pell Grants are mtended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrnlled students each year. These grants are made to students who have fmancial need and are unable to pursue a course of study without the grant. Eligibility for the SEOG is limited to $2000 per year. FALL FRESHMEN DEPENDENT $9,720 3,300 200 500, 550, 6501 INDEPENDENT Tuition Room and Board Books Personal Expenses $9,720 3,300 200 650 JANUARY FRESHMEN DEPENDENT $8,748 200 400, 500, 585 1 INDEPENDENT Tuition Room and Board Books Personal Expenses $8,748 200 585 COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. *Fees are subject to change without notice. lThe al!ovvance for personal expenses varies with the distance between the student's home and the College. 2Undetermined at time of publication. NATIONAL DIRECT STUDENT LOAN (NDSL) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. T~e imum loan for four years of undergraduate study for the first bacc calaureate degree is $6000. No interest accrues and no payment is quired while the borrower is enrolled at the College. Repayment six months after the borrower terminates attendance at the '-VH'-J~~ There is a provision for deferment if the borrower returns to at half-time study at another institution. GUARANTEED STUDENT LOAN (GSL) The Guaranteed Student Loan program enables a student to borrow directly from a bank, credit union, savings and loan asso~iation, o( other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,500 a year: No interest accrues and no payment is required while the borrower for tuition and fees is done prior to each semester. These charges may paid under one of two plans: payment in full on or before the registration dates for the semester, or payment in four equal installments during the semester. Under the installment plan, the first installment is due on or before registration day each semester; the remaining installments, finance charges on the unpaid balances, are due in October, November, March, April, and May, according to a schedule published by office of the Treasurer. A penalty is assessed on installment payments · .,,,h ..,i.. are made after the due dates. Payment plan schedules are normally ·""·"-'-C'""' with the semester billings. Copies may be obtained by contacthe college Treasurer. Since determinations affecting students, faculty and physical facilities be made well in advance of the beginning of each academic year, College must know in April which returning students will register in A deposit of $150 on the fees for the following year is therefore �60/ST. JOHN'S COLLEGE due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have those awards cancelled. The deposit is refundable only in case of withdrawal due to ill health, military service, academic dismissal or (in the case of prospedive juniors) failure to enable. If the student should decide not to enroll in the year for which a deposit has been made, the deposit is forfeited and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board. If applicable, refun will be made to students only after refund payments are first made to sue federal and state funds as the Pell Grant Program, the Supplemental Educa tional Opportunity Grant Program, the National Direct Student Loan Pro grams, Guaranteed Student Loan Programs, State Student Grant or Scholar ship Programs, and to any institutional financial aid programs. Enrolle students due refunds because their financial aid exceeds monies due t College will receive those refunds in accordance with a schedule of payme determined by the Financial Aid Director on each campus. Refunds f substantiated medical reasons will' be on a pro rata basis. FEES & FINANCIAL AID/61 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions .of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the ·semester. In these cases, a student is not repeating work and is deemed lo be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met the Dean, in consultation with the Instruction Committee, decides what furer determination is to be made of the case. Federal regulations require that an institution set a maximum time ame in which students must complete their educational objectives. St. hn's has set eight years as the maximum time frame in which students ho are recipients of federal financial aid funds must earn their B.A. rees. This may be eight years of full or part-time study. Years in which udent is not enrolled at St. John's will not count in the eight-year limitan. However, years in which a student is repeating work (and thereby t receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously lled for more than three weeks, the class will be considered as repeated rk, and the student will not be eligible for financial assistance. Exceps to this policy may be granted by the Dean in the case of an involunwithdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter next semester with incomplete grades on their records are deemed to making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS SITE PLANS/63 SITE PLANS OF ST. JOHN'S COLLEGE Annapolis, Maryland In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA A third semester of certification may not be granted for V.A benefits without approval of a VA counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on VA benefits of this policy on minimum standards of progress. Santa Fe, New Mexico ""'-'IGAAlill' GAllD!NAND R!fUCTINGPOOl �64/ST. JOHN'S COLLEGE BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. AMERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., Boston, 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press; 1953. LEWIS, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginnin of the St. John's Program, St. John's College Press, 1983. . BOARD/65 BOARD OF VISITORS AND GOVERNORS OFFICERS Vice Chairmen Mr. James H. Frame Miss Harriet Higgins Secretary Mrs. Lovejoy R. Duryea MEMBERS EMERITI Mr. Mortimer J. Adler . Mrs. Eleanor Ditzen Mr. Douglas H. Gordon ·• Mrs. Elizabeth Mitchell Mrs. Duane Peterson Mr. Adolph W. Schmidt Mr. Karl Van Tassel MEMBERS EX OFFICIO Mr. Thomas M. Carnes San Francisco, CA Albert G. Simms II, M.D. Santa Fe, NM Mr. Ray C. Cave New York, NY Mr. Roger W. Straus, Jr. New York, NY Mrs. Lovejoy R. Duryea New York, NY Mr. Steven L. Tucker Santa Fe, NM Mr. James H. Frame New York, NY Mr. D. Robert Yarnall, Jr. Philadelphia, PA Mr. Harvey M. Goldstein Miami, FL Term Expiring 1987 Chairman Mr. John H. Dendahl Mr. John Gaw Meem Santa Fe, NM Mr. Owen M. Lopez Santa Fe, NM Mr. Peter A. Benoliel Philadelphia, PA Mrs. Sharon Bishop Dailey Reston, VA Mr. John H. Dendahl Santa Fe, NM Mr. Stephen L. Feinberg El Paso, TX e Governor of Maryland he Governor of New Mexicc Miss Harriet Higgins e President of the College New York, NY Dean at Annapolis Irwin Hoffman, M.D. e Dean at Santa Fe Santa Fe, NM Mr. A. Scott Kelso Houston, TX Mr. Frank B. Marshall, Jr. Severna Park, MD Mrs. Mara Robinson Santa Fe, NM Mr. Charles A. Nelson Croton-on-Hudson, NY Mr. Robert C. Poole Albuquerque, NM Mr. David B. Rea New York, NY Mrs. Elspeth D. Rostow Austin, TX Mrs. Joyce Rumsfeld Chicago, IL Mr. Michael A. Scully Washington, DC Mr. J. I. Staley Wichita Falls, TX Mrs. Louise T. Trigg Santa Fe, NM Thomas B. Turner, M.D. Baltimore, MD Mr. Theodore H. Smyth Santa Barbara, CA Mrs. Julia Wilkinson . Vice Adm·Ira l James B. Stockdale Austin ' TX Stanford, CA Mr. John Van Doren Chicago, IL Term Expiring 1988 Miss M. Brownell Anderson Washington, DC Mr. John L. Williams Belvedere, CA �66/ST. JOHN'S COLLEGE FACULTY/67 FACULTY TUTORS President Edwin Jules Delattre B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at Austin; Instructor of Philosophy, Texas Lutheran College, 1967; InstructorAssociate Professor of Philosophy, University of Toledo, 1968-76; Mem~er, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-; National Endowment for the Humanities Board of Consultants, 1978-; President, St. John's College, 1980-. ANNAPOLIS Dean of the College in Annapolis George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut· Part-time Instructor in English, University of Connecticut, 1957-62; Instructor i~ English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1983-84, Interim Dean, 1984-85, Dean, 1985-. Curtis A. Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, S~nta Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor 1968-73, University of California, San Diego; Corresponding Member, Academie Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-. Barbara Hopkins Leonard B.A., Oberlin College, 1937; M.S., 1941, Ph.D. 1948, University of Rochest_er; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Ma:me Biological Laboratory, Woods Hole, Massachusetts, 1937; Histological Techmc1a'.1, Department of Pathology, Yale Medical School, 1938-39; Gra~uate Scholar m Biology, University of Rochester, 1940-41, Graduate 1:eachmg Assistant m Biology, 1941-44; Visiting Lecturer in Zoology, Oberlin College, 1944-45;_ Instructo~ m Zoology, Smith College, 1945-51; Smith College Scholar, Manne B10log1c~l Laboratory, Woods Hole, Massachusetts, 1949; Tutor and Assistant Dean, ~t. Johns College, Annapolis, 1951-, Arthur de Talma Valk Tutorship, 1968-; Fulb~1ght Lecturer and Honorary Professor of Zoology, Lady Doak College and American College, Madurai, South India, 1962-63. Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale Univers_ity; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the Amencan School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanc~d Study, Pr~nceton, 1958-59; Member, U.S. Advisory Commission for International Educat10n and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Cent.e~ for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; V1s1tmg Scholar in Honors Education, University of Delaware, 1984-85. Edward Grant Sparrow B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew W. Mellon Tutorship, 1972-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, 1976-, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, Associate Professor, 1974-76, St. Mary's College. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Lawrence Berns B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St, John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton B.S,, 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, �68/ST. JOHN'S COLLEGE FACULTY/69 1952-54; Duryea Fellow in Modem European History, 1954-55, lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Unive.rsity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A, Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, SL John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; AR.CM., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting lee- t~rer in Physics, Western New England College, 1980; Visiting Senior Member, Lmacre College, Oxford University, 1982-133. Gisela Berns ~~itur, Hoe!derlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63· Staatsexamen I University of Heidelberg, 1963; Fellow Deutscher Akademisch~r Austauchdienst' ~nivers~ty of Flor~nce, 1963-64; Ph.D., University of Heidelberg, 1964; Instructo; m Classics and Ph1losophy, Bismarck Gymnasium, Karlsruhe, 1964-65· Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy: Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. ' Nicholas Maistrellis B.S.: Bates College, 19~2; D_epartment of History of Science, 1962-67, Teaching Assistant, 1962-66, Umvers1ty Fellow, 1966-67, University of Wisconsin· Tutor St. John's College, Annapolis, 1967-. ' ' Harvey Flaumenhaft ~.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson l~ellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fell?w, 19~3-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer m the Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Vl'.heaton College, Massachusetts, · 1966-68; Tutor, St. John's College, t\nnapohs, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington Umvers1ty, 1981; M~T/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow 1984-85. ' Wye Jamison Allanbrook B.~,., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University; 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. John F. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College Annapolis 1971-. ' ' David Edward Starr B.A., Gord_on C~llege, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Ass1sta~t m Philosophy,_ Boston University, 1963-64; Teaching Intern, Boston U}11vers1ty College of Basic Studies, 1964-66; Instructor in Philosophy, University or_ Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Dlrector of The Graduate Institute in Liberal Education, Santa Fe, 1980-132. Leo F. Raditsa B~,., Harvard College'. 195~; Ui:iversity Scholar, 1960-61, University Fellow, hol-62: M.A., Col~mb1a Umvers1ty, 1962; President's Fellow, 1962-63; Fulbright, Un1v~rs1ty of Mumch, 1964-65, Berlin, 1965; Instructor, New York University, Washn:igton Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia Umvers1ty, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. H01Nard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Prmceton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. �70/ST. JOHN'S COLLEGE FACULTY/71 B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Col~ege, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77· Teachine Assistant and Associate, Department of English, Berkeley, 1973-78· li t 'St J h ;' College, Annapolis, 1979-. ' u or, · o ns Joe Sachs Thomas May Deborah Schwartz Renaut ~.A., Loyola College, ~971; M.A., 1975, Ph.D. Cand., Fordham Universit . Assistant Professor of Philosophy, Loyola College 1974-79· v· · · Le y, . Philosophy, Goucher College, 1976-78· Tutor St 'John's College1sAn1tmg lctulre9r m " . ' ' · , napo is, 79-. B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Manlyn Douville B.S., University of Michigan, 1975; M.S., University of Michigan 1977· A · Mathematiciafi; 1977-79, Johns Hopkins University Applied Ph;sics L~b;:~tc1at: Tutor, St. Johns College, Annapolis, 1979-. ory, Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.n, 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.CE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Michael G. Dink ~Iarvard Unive~sity, 1970-72; B.A. St: John's College, Annapolis, 1975 ; M.A., 1978, Ph.D. 1986,_ Phil~sop~y, The Catholic University of America; Teaching Assistant The Catholic Umvers1ty of America, 1978-80· Tutor St John' C 11 S F ' 1980-84, Annapolis, 1984-. ' ' . s o ege, anta e, James Howard Beall Ac~ve duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado 1972· M...:>., Physics, 1975; Ph.D., Physics, 1979, University of Maryland· Astra h' · · t' Laboratory for Astronomy & Solar Physics, NASA Goddard Spa~e Fligfu t!~:=r' Gr~n~elt, Maryland, 1975-78; Congressional Fellow, United States Congress Offi~ o_ .ec nolog_Y ~~sessment, Washington, D.C, 1978-79; Project Scientist BKD Arhng~on, V1rg1ma, 1979-81; National Academy of Sciences/National R~search Co~n.c11/Naval Research Laboratory Resident Research Associate, Space Science D1v1s1on, Naval Research Laboratory, Washington, D.C. 1981-83· 1i t s Jh ' College, Annapolis, 1982-. ' ' u or, t. o ns Janet A Dougherty B.fl'(: Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow m uovernment at Harvard College 1976-78 1979-80· F h G F Jl h. . ' ' , renc overnment e ows .'P, 1978-79; As;1stant Professor of Political Science, Stonehill Colle e 1980-82, Tutor, St. Johns College, Annapolis, 1982-. g ' HEnry H. Higuera B.A, Cornell University, 1974· M.A. 1976 PhD 1983 u · ·t f ,, · p !" · I S . ' ' ' · ., , n1vers1 y o ioronto· , 1uc or m o 1bca c1ence, Dickinson College 1981-82· Tutor St J h ' C 1' lege, Annapolis, 1982-. ' ' ' · 0 ns o - In"t" t David Lee Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris 196~, 1973; Ph.D Harv~rd, 1976; J.D. Yale Law School, 1981. Graduate Prize Fellow' ~a~~ard, 1969-19~4; High English Teacher, 1970-72'. ;;,1nabpo is, 1984-. Intern, SchoolOrganized Crime Cambridge Free School, 1971980'. en\_Tutor, Ehot House, 1971-73; Tutor, St. John's College, Santa Fe, 78 U.S. Strike Force, Manhattan 4_ M em er, Massachusetts Bar, 1981-. ' · Michael Blaustein BS.A~, Jonathan S. Tuck St., John's College, Annapolis, 1974; Ph.D., Harvard University 1984· 1i t . t JOhns College, Annapolis, 1984-. ' ' u OI, Patricia M. Locke B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose i~~chmSgt FeJllho"';, BCosltlon College, 1978-1982; Instructor, Assumption Colle~e' i~:~: B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston Colle e or, . o ns o ege, Annapolis, 1984-. . ' ' �FACULTY/73 72/ST. JOHN'S COLLEGE Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Stewart Umphrey BA Senior College of the New School for Social Research,_ 1966; £:1·~·' 1971f . Ph D., 1973 Graduate Faculty of The New School; Ass1staGnt dro esFsor lot · ., ' . y, 1 G 1972-1976· ra uate acu Y Philosophy, State University of NewU . or< ~t efnOesleol, h ma 1980-1984· Tutor St. of The New School, 1976-1980, mvers1ty o <.a o ' ' ' John's College, Annapolis, 1984-. Paul Antal Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty, The Key School, 1970-73. ·h BA University of Scranton, 1960; Ph.D., University of_Chicago, 1975; Fulbng ~ F.11., (CE s R France) 1962· Universita degli stud1 (Florence, Italy), 1963, l.ss~::ant P;ofes.~or, Reed' Colle~e, 1968-74, University of Minnesota, 1975-79; Tutor, St. John's College, Annapolis, 1985-. Max Dov Dublin Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L.Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Thfologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music, Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor, Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor, SL John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship, 1975-. . AB University of Chicago, 1969, Ed.M., Harvard University, 1970; Lyman Ch1l~ C~r~ Center Radcliffe College, 1971; University of Toronto Fa~ulty .of Law'. 19!2, PhD Han.:ard University, 1984; Research Associate, Yale 1!mvers1ty. Instit~~o~ . S~cial and Policy Studies, 1980-82; Ministry of Educatlo~, Pr?vmce o n ftor. 1983· Ontario Institute for Studies in Education at the Umvers1ty of Toronto, ano, ' i· 1985 1984; Tutor, St. John's College, Annapo is, -. Charles G. Bell Leland Giovannelli B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, !VI.A., 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1943-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of New York at Old Westbury, Spring 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. BA St John's College, 1978; M.A., University of Chicago, ,1979; Tea~r, Cor~o~~e~lth School, Boston, Mass., 1979-1985; Tutor, St. Johns College, napo is, 1985-. SANTA FE Dean of the College in Santa Fe Robert A Neidorf . . 1951 M.A., 1955, University of Chicago; Ph.D., Yale _Dm".ers1ty, 1959; ~~~~uctor ~nd Assistant Professor of Philosophy, Bucknell _Dmvers 1 trJ:~9y:;k Assistant and Associate Professor of P~ilosolphy, AState U~~ve~~!~-~4 Santa Fe, at Bin hamton 1964-67; Tutor, St. Johns Col ege, nnapo 1967-~Directo~ of The Graduate Institute in Liberal Education, 1970-73, Dean, 1:, Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. ' 1973-77, 1982-. William A Darkey St ohn's College, Annapolis, 1942; M.A., Columbia University, 1~49; Tutor, Thomas A McDonald B.A., · J l An i· 1942 46 1949-64 Santa Fe 1964-, Associate Dean, St John's Col ege, napo is, - ' ' ' ·b l A t 1974 19.68-1970, Dean, 1968-73, Director, Task Force on the Li era r s, Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. -. Robert S. Bart . BA Harvard College, 1940; M.A., St. John's College, 1957; Sheldo~ Travelmg F~ll~~' Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977, 1982-, Dean, 1977-82. Thomas King Simpson . Dean R. Haggard B.A.., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopki'ns University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. . B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, We~leya~~~~~=[ts1trt 1955· PhD Johns Hopkins University, 1968; Instructor, AmencaAn . t Dy n ' .., 46 1949 64 S nta Fe 1964- ssocia e ea ' - ' a '. ' St John's College Annapolis, 1942- , 1970 , Dean: 1968-73, Director, Task Force on the Liberal Arts, 1974-. 19'68 _ Robert S. Bart l B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Trave mg Robert D. Sacks ··· B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; �74/ST. JOHN'S COLLEGE FACULTY/75 Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teachmg Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Universi~y of_Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, Umvers1ty of Melbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of Califor~ia at Dav.is, 1965; Woodrow Wilson Honorary Fellow, University of Cahforma at Davis, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Prepatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the ~ounc1! for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen l'.n~versity Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Chmcal Psychol~gy, Department of Psychiatry, Aberdeen University, 1948-52; Ins~ructor, Medical Psychology, University of Colorado Medical School, _1952-53; Director, Doctoral Training in Clinical Psychology, Denver Umvers1ty, 1954-57; Professor . of Psychology and Chairman, Department of Behav10ral Sciences, New Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~bur?h University, Scotland, 1964-65; Professor of Psychiatry (Psych~logy), Umver:1ty of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Co~orad_o State University, 1959-62, Utah State University, 1962-66; Tutor, St. Johns College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 196~; N.~:H.~. F:llowship, University of Indiana, 1962-65; Ph.D., University of Cahforma, R1vers1de, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-. Glenn A Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; ~icentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; tEcole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Phillip LeCuyer Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, lnstitute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-. Bruce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. H. Taylor RA., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University �76/ST. JOHN'S COLLEGE FACULTY/77 of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heid~lberg ~niver­ sity, 1971-73; Instructor, University of Georgia, 1965-67; Tea~hmg Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. Johns College, Santa Fe, 1974-. Georgia S. Knight . B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 197~, University of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. Johns College, Santa Fe, 1974-. David Bolotin B.A., Cornell University, 1966; Graduate Student, University ?f Chica.go, 1966-68; Ph.D., New York University, 1974; Yale University Lecturer m Cl~~s1cs, 1971-~3; Woodrow Wilson Fellow, 1966-67; University of Chicago Humamhes F~llowsh1p, 1966-68; National Defense Education Act Fellow, 1968-71; Tutor, St. Johns College, Annapolis, 1974-82; Santa Fe, 1983-. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Tea~hing Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philoso~hy, ~975, University of Southern California; M.A., Experimental Psychology, Umvers1ty of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A., St. John's College, Santa Fe, 1968; Ph.D., University of Californi~ at_ San Diego, 1975; Junior Fellow, Center for the Study of Democratic Inshtuh_ons, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State ~mv~r­ sity, 1969-70; N.D.E.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, U~1ver~1ty of California at San Diego; Instructor, Mathematics, Oklahoma State Umvers1ty, Summer, 1973, Summer, 1975; Instructor, 1974-75, Assistant Pro_fess~r, 1975-76, Assistant Director, Spring 1976, Collegiate Seminar Program, Umvers1ty of Notre Dame; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. Lynda Jean Myers B.A., St. John's College, Santa Fe, 1971; M.A., Unive:sity of North Caro~ina, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. Johns College, Santa Fe, 1977-. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of N.orth Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Co~s, 1967-69; Graduate Study in Music, University of North Carolina, 1969; _Part-hme Instru~­ tor in Philosophy, East Carolina University, 1974-78; Part-time Ins~ructor m Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. Johns College, Annapolis, 1979-84, Santa Fe, 1985-. Edward Cary Stickney B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980:-, Nancy Dunning Buchenauer B.A.,. History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., University, 1980; Ford Foundation Fellow, 1966-68; University Fellow m Classics, Brown University, 1969-70; Tutor, St. John's College Santa Fe 1980-. ' ' Classic~, Brow~ Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dan~stipendium, U~ive~ity of Freiburg, 1972-73; Ph.D., Classics and Comparative S~u~~es, Boston Umvers1ty, 1979; Teaching Fellow, Boston University, 1975-78; V1s1tmg Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976~80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Martin Alan Cohen Brandeis University, 1968-70; A.B., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mulford B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Richard M. Bank B.A., University of Denver, 1974; M.A., 1975, Ph.D., 1979, University of California, Santa Barbara. Boettcher Scholar, 1970-74; University Fellow, 1974-75; Regents' Fellow, 1975-76. Assistant State Auditor, Wisconsin, 1977-79; Assistant Professor, Political Science, University of Colorado, Boulder, 1979-83; Tutor, St. John's College, Santa Fe, 1984-. �78/ST. JOHN'S COLLEGE FACULTY/79 Robert Richardson PRESIDENTS EMERITI B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Douglas H. Gordon Richard D. Weigle George H. Aigla BS Saint Mary's College, California, 1975. M.D. University of California San Francisco, 1979. California Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, Summer 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. John F. Cornell B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith F SC Robert Bunker ' . · · Douglas AIIanbrook Bryce DuVal Jacobsen HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A. 193l MA . . . University, 1961; LLD., Carnegi: Instit~t . f 1~38l Cambridge University; Litt.D., Oxford e o ec no ogy, 1967; LH.D., Yale University, 1967. T. �80/ST. JOHN'S COLLEGE FACULTY/81 OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President President Edwin J. Delattre Edwin J. Delattre Dean Dean Robert A. Neidorf George Doskow Chief Advancement Officer Vice President for College Dale F. Levy Advancement Charles Dunn Treasurer Emery C. Jennings Treasurer Jeri Rhodes Director of Graduate Institute Lynda F. Myers Director of Graduate Institute Geoffrey Comber Assistant Dean Timothy P. Miller Assistant Deans Barbara H. Leonard Director of Admissions and Financial Aid Malcolm Wyatt Marsha K. Drennon Director of Admissions Director of Career Counseling John M. Christensen Ron F. Hale Director of Alumni Activities Coordinator of Alumni Activities Elizabeth H. Blume and Public Relations Mary Sue Laurel Artist in Residence Burton Blistein Director of Laboratories Hans Von Briesen Director of Athletics Michael G. Dink Librarian James M. Benefiel Director of Career Counseling Marianne Braun Musician in Residence Peter D. Pesic Director of Continuing Education Geoffrey Comber Nurse Practitioner Deborah Walker Director of Development Janice C. Buys Registrar Joyce C. Spray Director of Financial Aid Caroline Taylor Christensen Director of Student Activities Istvan Fehervary Librarian Kathryn Kinzer Coordinator of Buildings and Grounds Dolores Vigil Director of Information Services Rebecca Wilson Supervisor of Maintenance Juanito Zamora Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians Charles W. Kinzer Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace Profile: Freshman Classes Entering Fall 1985 and January 1986 States Represented ... . Alabama ......... . Alaska .......... .. Arizona .......... . California ........ . Colorado ......... . Connecticut ....... . Delaware ........ .. Florida ........... . Georgia .......... . Illinois ........... . Indiana ........... . Kansas .......... .. Kentucky ......... . Louisiana ........ .. Maine ............ . Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota ........ . Missouri .......... . Montana ......... . Nebraska ......... . New Hampshire ... . New Jersey ........ . New Mexico ...... . New York ......... . North Carolina .... . Ohio ............. . Oklahoma ........ . Oregon .......... .. Pennsylvania ...... . Rhode Island ...... . South Dakota ..... . Tennessee ......... . Texas ............ .. Utah ............. . Vermont .......... . Virginia .......... . Washington ....... . West Virginia ..... . .Wisconsin ....... .. rict of Columbia .. ada ............ .. y .............. .. Annapolis 32 Santa Fe 28 1 1 1 8 1 4 1 1 22 1 2 1 5 3 4 11 1 1 1 2 18 6 1 1 1 1 8 6 2 5 4 2 1 1 10 1 13 3 5 1 2 10 5 Annapolis Number of Students Fall 1985 .......... . January 1986 ....... . Men ............ .. \tVomen ........... . Early Entrance ....... . Previously Attended College ........... . Range of Ages ....... . Veterans ............ . Kind of School Attended Public ............ . Independent ....... . Parochial .. .. .. .. .. Receiving Financial Aid .............. . Rank in Class• First Fifth .. .. .. . .. . First Tenth ...... . Second Tenth .... . Second Fifth ...... . Third Fifth ........ . Fourth Fifth .. .. .. .. Fifth Fifth .. . .. .. .. . National Merit Honors Scholars .......... . Finalists .......... . Semi-Finalists ..... . Commended Students Santa Fe 107 31 80 58 6 95 21 60 56 24 16-29 2 45 16-30 104 29 5 78 23 15 45% 58% 51% 32% 19% 26% 17% 5% 1% 60 1 16 9 34 54% 39% 15% 21% 17% 7% 1% 24 2 2 10 3 1 2 1 1 12 1 1 1 15 3 1 3 4 1 3 1 5 2 1 1 ot included in this table are 43 students for whom rank-in-class is not available and 3 mitted students. 3 1 3 6 14 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1986-1987 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 81 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1986-1987 Date A point or period of time associated with an event in the lifecycle of the resource 1986-1987 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1986-1987 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4f0b5ede787f281be0d93615e252cb9c.pdf a8e67ec687a84e127b3f8efe2f0104e4 PDF Text Text ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 STATEMENT Of THE ST. JOHN'S PROGRAM 1987-1988 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR 1987-88 ANN APO US 1987-88 SANTA FE 1987-88 September 2 ....... . September 3 ........ . September 3 September 3 October 2-5 November 26-29 December 18 December 19-January 10 January 11 January 11 January 20 February 5-8 March 5-20 20 May 22 Freshman and Senior Registration Sophomore and Junior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Seminars January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 26-27 ........ . August 27 .......... . August 28 ......... . August 28 ........... . August 28 August 31 October 9-12 ............ . November 26-30 December 14 December 17 December 18-January 10 January 8 May 13 May 15 Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration End of Second Semester Commencement SUMMER SUMMER 1988 May 30 June 20 August 5 August 11 January Freshman Graduate Institute Freshman Graduate Institute Second Semester Begins Begins Second Semester Ends Ends May 30 June 19 August 4 August 11 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �TABLE OF CONTENTS Introduction The Curriculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses Admissions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 6 8 10 11 16 20 22 28 29 30 31 32 34 35 37 37 37 38 43 47 .. 63 50 53 55 57 59 59 60 .............. 61 Bibliography 64 Board of Visitors and Governors 65 Faculty 66 Officers, Associates and Staff 80 Profile: 1986-87 Freshman Classes 81 �6/ST. JOHN'S COLLEGE INTRODUCTION Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may conc~r~ itself primarily with trying to establish the meaning of a poem or the vahdtty of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Pr~ncipally, however, the aim is to ascertain not how things were, but how thmgs are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and ~n numbers so that they_ become means of understanding. Traditionally, the liberal arts were seven m number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy- the arts of math~m~tics. In r:iore contemporary terms, the liberal arts bring to light what is involved m the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. . There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledg~ advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE CURRICULUM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question 'Why?"But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAl For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest ·--'· a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years" Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T. S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning Human Understanding Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE TUTORift..lS The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices rnust therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one lan2'uaP-e and one mathematics tutorial three or fo~r times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely vvith one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellowso Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutoriah The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion" In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the rnodes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �12/ST. JOHN'S COLLEGE 'I govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE CURRICULUM/13 THE MATHEMATICS TUTORIAL ~athematics is a vital p~rt of edu~~ion; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art not artificially separated from what have come to be called the humanities When _ma~he~atics is taught at an unhurried pace, in an atmosphere of reflective m_qmry and from treatises chosen not only fortheir matter but also for their elegance and imagination, as it is at St. John's, mathematics beco~es not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our n:~~ern world, perhaps even defines it. Therefore anyone who means to criticize or r:~or?1, to .resist or cooperate with this world not only ?1ust have some famihanty with the mathematical methods by which it is mai:aged,_ but ~lso. must have thought about the assumptions that underlie their apphcat10n. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the ~at~ematics t~torial more specifically. Since mathematics has, as its name ~mpl~es, a part_icularlY_ close connection with the human capacity for learn~ng, its study is especially useful in helping students to think about what it means to come to know something. To prepare t~emselv~s for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve pr~blems. By doing this over four years they learn a good deal of ~ath:m~tics, and they gain noticeably in rigor of thought, nimbleness of imagmation and ~le~ance ?f e~pression. But while they are practicing the art of ma~hemahcs ~n _all its ngor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �THE CURRICULUM/15 14/ST. JOHN'S COLLEGE I I I are examples, are raised during the four years: . . Why and how do mathematical proofs carry such _co~v1ct10n? Wha~ is a mathematical system and what are _its proper be,gmnm,7s an~ ends;, What is the relation of logic to mathematics? Are there 'better and w~rse, "ugly" and "beautiful" in mathematics? Do mathematical symbols c?nstitute a language? Are there "mathematical object_s"? How might the discoverer of a particular theorem have come to see it? . By means of such questions, which grow out of the d~1ly wor~ and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. . . , The students begin with the Elements of Euclid. Usmg Euchd s organization of the mathematical discoveries of his predec~ssors, the students gain a notion of deductive scien~e and of a. mathematical sys~em in general; they become acquainted with one view of _mathem~t1c~l objects-its central expression found in the theor>'. of rat10s-w~1ch is buried under the foundations of modern mathematics. After Euchd they begin the study of Ptolemy's Almagest, centering their attention ~n the problem of "hypotheses" constructed to. "s~ve the ap~earances" m the heavens. That the tutorial reads Ptolemy md1cates the difference betwe~n the mathematics tutorial at St. John's and the ordinary course m mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an ~xampl~ of mathematics applied to phenomena and a companion_ to the ph1losoph1cal, poetic and religious readings that are taken up m the first and second yea_rs. In the second year the students continue the study of Ptole~y, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revoluti~n. Th~y study Copernicus's transformation of the Ptolem_aic theory into hehoc~ntnc form. They next take up the Conics of Apollomus to learn a synthetic presentation of the very objects whose analytical treatme~t by Descartes mar~s the beginning of modern mathematics. Af~er this t~ey study analytic geometry, which presents the conic sectio~s m al~ebra~,c.form. They thus gain an understanding of algebra as the analytic ar~ m ~en~ral. In the third year calculus is studied both analytically m its ~od_er_n form and geometrically as Newton presented it in hi~ ~nnczpta Mathematica. This is followed by an examination of Dedekmds theory of real numbers, the endeavor to provide a rigorous arithm,etica~ f~ui:da­ tion for the calculus. The student then returns to Newtons Prmczpta to take up its treatment of astronomy, in which Newton brings ~eavenly and earthly motions under one law and replaces a purely_geometnc astronomy with a "dynamic" theory in which orbits are determined b~ laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates_ o~ geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativi~y, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students peform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 THE LABORATORY IiI ' II The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion, to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM/19 18/ST JOHN'S COLLEGE TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST 1-~~~.,~ ..~· begins with twelve weeks devoted to topics in observational 1 l Ii of i:ypes, structure, cells and their aggregation and differentiation, development Close observation naked eye or vvith is accompanied constant theoretical based on readmg works bioiogical student confronts organisms as self-moving entities with properties of wholeness, dependent on, yet distinct the surrounding world. The fr:>shman next turns to the non-living, in a search for soffte of its fundamental laws. Archimedes on the lever and on hydrostatics then the laws of of gases, temperature and are taken up, experimentally and in discussion of the relevant theories. These topics lead into an exarnination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The students compare the views of Aristotle and Lavoisier on the nature of substance and substantial change, and go on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak.The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutoriak As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same i:ime the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light- corpuscular and wave - and the success of either theory in account1ng for optical phenomena is examined. The phenomena and processes of leading to the first and second laws of thermodynamics are given consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is MaxHeil's derivation of an electromagnetic theory of light. THE FOURTH YEAR In rnany ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by their work with electrical ,.;n':'.11vLm:.ttci. the students can focus on the questions of atomic stability lead to the revolutionary quantum hypothesis of Bohr and the wave n:iechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life7, the senior laboratory then turns or returns to biological topics, and first to to Mendel's theory of heredity and its development through the ,experimentation and interpretation by TH. IV!organ and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology- for instance by Beadle and Tatum, Vvatson and Crick, Jacob and Monod-are studied. �20/ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. THE CURRICULUM/21 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum ''Against Time" Eva Brann ~What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring'' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" 1'/!ay Coppinger ~Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "l\/iinds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant.· Something over two thousand years of intellectual history form the. background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Horner: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicornachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agar:zemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno,_ Gorgias, ReJ?ublic; Apology, Crito, Phaedo, Symposium, Parmemdes, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, P~ysics~ Metaphysics~ Nicomachean Ethics~ On Generatwn and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles;' ''Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: Poems by: Descartes: Pascal: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Rules fo; the Direction of the Mind, Geometry* Generatwn of Conic Sections �THE CURRICULUM/25 24/ST. JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* Fables* La Fontaine: Pensees* Pascal: Treatise on Light~ On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Locke: Second Treatise of Government Racine: Phedre Principia Mathematica* Newton: Kepler: Epitome IV Monadology, Discourse on Metaphysics, What is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Berkeley: Principles of Human Knowledge Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundmental Principles of Kant: Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: IiI 111!1 SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Einstein: Millikan: Conrad: Joyce: Poems by: Essays by: Tristan and Isolde Communist Manifesto, Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRlCULUM/27 ACCORJJING TO CONVENTIOT-JAL THE FOUR YEARS Philosophy and Theology History and Social Science IviathemaHcs and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pasca! Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus l'v1arcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes i\!iilton Svvift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Wagner Mendel J. ). Thomson Bohr Millikan Schrodinger Literature Kafka vVa llace Stevens TS. Eliot !Vlark Tvvain James Joyce Joseph Conrad us rVlusic Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Dries ch Boveri Palestrina Bach IVlozart Beethoven Schubert Stravinsky Haydn Des Prez Webern DarVl.Tin Freud Einstein Heisenberg 1.!\lhi tehead Maxwell Mozart �THE ACADEMIC ORDER/29 28/ST. JOHN'S COLLEGE THE c I RDER THE TUTORS At SL John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help" The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves" In order that conversations at St" John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training" For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another departmenL There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the SL John's program" This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at SL John's than the preparation for classes usually allows" In order to avoid staleness and the ever present danger of succumbing to routir1e performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical faculty study groups are set up. Leaders of such groups are relieved of their ordinary teaching duties" They engage in a thorough study exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's" INSTRUCTION co:rvtMITTEE The Instruction Committee is a committee of tutors responsible for advisthe Deans on all matters of instruction" It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year" The full Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �THE ACADEMIC ORDER/JI 30/ST JOHN'S COLLEGE The books chosen for at SL are in the in the best editions and translations that can be obtamed, These books form the to the of the for a are purchased in poetry, subscribes to of the vc'"'"~~'· 0 the distinctive mark of SL is the fact that aH of the same year are the same irnrnediate freshmen are the or weeks when the of Greek mathematics in the fifth book of the first vvhen students r , ror m a common program of A HOUR lTIOSt SA!v~PLE JVIONDAY Al\JNAPOUS fRESHivlAi\l TUESDAY WEDNESDAY THURSDAY Language 9501100 1110- Chorus Mathe1natics Iv1athematics Mathematics ).2,?,0 l,20- 8:00lG. fJO Se1ninar Serninas Lecture A SAM.PUS FRESHivIAN HOUP. M:ONDAY TUESDAY Mathematics vVEDNESDAY THURSDAY Mathematics FRIDAY Iviathe:rnatics Language Tutorial Se1ninar Collection, and and the Peter and architectun2, The V\1itLee Bov1ei1 Collection of Allen Poe Collection in Santa Fe conter Collection and The as well as other belles lettres, In a"'"'""'cYu, tain first editions of each music collections, inand the Holzman Sierninar Formal fl as a modern faci1carrels and stacks as well and and senior years. and m the r:nay vwrk for 'i/lhich the sarne for students The the schedule is and r.nusic tutorials each ir1eet for three and 3_ ha]f hou.rn to four and a half hours per week six hours each week in them.~''""'"'" an Peterson Student Center and onz:e 'l.Jeek. Sixteen to nineteen hours per vveek are The )'1':3.r is divided into two semesters of sixteen �32/ST JOHN'S COLLEGE ESSAYS ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language" THE SENIOR ORAL EXAMINATION The senior oral examination is given to students in the fall at the beginning of the fourth year and is based on readings from previous seminar lists. In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' worlc It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 STANDING Because St. classes are small and and because students participate actively, tutors are aware of their students' progress from ,day to day. The tutors' appraisals of a student are based on the students total performance as a member of the tutorials and seminaL It is assumed that each student has the required capacities to pursue this course of until there is dear evidence to the contrary, The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, SL John's is free from the pressures of conventional examinations and competition for grades, Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. SOPHOMORE ENABUNG is a review by the Instruction Committee, with the of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially imin the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are suffiCiently prepared for the work of the final two years. In particular, the enabljudgment looks to the possibility of the student's writing an acceptable senior essay. THE Within the College, the most important form of evaluation is the don rag, Once a semester, freshmen, sophomores and juniors meet v,rith their tutors in the don rag . The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own worL Advice may be requested and given; difficulties may be but grades are not reported or discussed, In the junior year, students may request a conference rather than a don rag. In that case, students report on their own 1Nork, and then the tutors comment on that report. By the time students are semors, it lS assumed that they can evaluate their own and there is no don rag unless a tutor believes that there is a special need for one, If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal period is one ser.nester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college, Vlfithin the College, gradine is not of central importance. Students will be told their grades only on req~est. They are enco~raged, not to .wor~ for gra~es, but rather to try to develop their powers of understandmg, h it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. Senior Oral, Annapolis The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of .Arts. who enter in the January sess1or, in three and one-half years, but they spend their first sumffcer in completing their freshman year, so that they too complete a fourcurriculum. For transcript purposes, St. John's seminars, tutorials and are translated into terms of conventional subjects, The curriculum is the equivalent of one hundred thirty-two semester STUDIES AND CAREERS AFTER STo JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading univemties admit St. John's graduates with creditable records, Since St. offers no major in specific subjects, however, some may find it raecessari1 to take undergraduate courses during their first year of graduate or study in some, but not all, fields" �36/ST. JOHN'S COLLEGE Many other graduates choose to embark directly upo~ car~ers in a variety of fields. Their undergraduate background- especiallY_ its. scope and its emphasis on thoughtful inquiry and subsequent apphcatlon of principles - has been found to be an excellent preparation f?r emplo~~nt. St. John's refuses to accept the imposition of preprofess1onal specialized requirements on its liberal curriculum. The College bel~eves t~at to edu~ate men and women requires less, and yet far more, than is reqmred to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Engineering Music Advertising Finance Nursing Agriculture Geology Oceanography Archaeology Government Service Philosophy Physics Architecture History Art History of Art Political Science Biochemistry History of Science Psychology Biology International Relations Public Administration Bio-physics Journalism Publishing Business Administration Languages Scientific Research City Planning Law Social Anthropology Classics Library Science Social Work Computer Programming Literature Sociology Dentistry Logistics Management Systems Analysis Mathematics Theatre Arts Drama & Playwriting Economics Medicine Theology Education Meteorology Writing THE ACADEMIC ORDER/37 THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses and during the academic year at a satellite location in Albuquerque. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars are modeled on those of the undergraduate college; they are limited to twenty students. The tutorials are smaller classes devoted to the close reading of texts. The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in depth. At the end of the term students write a major essay on topics of their choice. For the successful completion of each segment of the program nine credits are granted. All four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or Annapolis, Maryland 21404-1671. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38/ST. JOHN'S COLLEGE RES RESIDENCE & STUDENT LIFE/39 CE&ST LI The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS · Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the studwt kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss problems of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St. John's Review, and Energeia, the three official publications of SL Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual Inembers of the community come and go. Many extracurricular activities directly out of the curriculum as students' interests overflow from classroom. The past years have seen small classes - some led by �'10/ST. JOHN'S COLLEGE others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one classical a year, perform one or two modern and several one-act plays. Recent productions have included Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, The Ascent of Man and Roots, have been shown the week. There is also a special winter film series on Wedrn.;sday Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a to work. Permanent facilities such as the art studio, ceramic woodshop, photography darkroom and stage floor specific skills. The College also maintains an art gallery, which specializes in circulating exhibitions artists of maior stature. Recent shows have been devoted to the of Daumier, and l3arye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college coxnmumty. There are periodic trips to galleries and museums in and Baltimore; transportation is free of charge for St students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists in their field of Classes in drawing, painting, the year. Materials and tools are in most cases. Parties, an important part of community life where students and tutors meet come in several varieties. The Society of Bacchus rock and the ween Christmas Party, Cotillion. square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend~ begins with student skits and after a up Main Street, a full of and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues (detailed information on student life is available on request), concerts, plays, historic tours, the Naval Academy, hiking, cycling, State government, service groups, etc. D.C. and both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/41 Since 1939, when an extensive intramural program, now team competition in touch soccer, and track, as well as individual tournaments in table and Participation is and enthusiastic; the competition between intramural teams is but good-natured. Students and l:utors also pursue interests in sailing, canoeing, fencing, cai chi, weight training and aerobics. Facilities include a gymnasium with racquetball courts and room, fields, tennis courts, and a boathouse. The athletic program is designed to offer the community opportunities for physical exercise, of skills, in h:am sports, and a place for recreation and In a single departure from the long against formal intercollegiate competition, there has in recent years been an annual croquet rnatch with a team from the United States Naval Academy, for the Annapolis �RESIDENCE & STUDENT LIFE/43 THE SANTA FE CAMPUS In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 85,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 250 acres lies in the southeast corner of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student center, a music and fine arts building, an administration building and two dusters of dormitories. A library, dining hall and infirmary are also located in these buildings. View from Dining Hall, Santa Fe �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the of his own quarters and at the same time close student. The head resident helps students arrange to live in "'"'""""ttw,,oQ who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged extracurricular classes in painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the has a new show by professional artists each month. A student Art Show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting and in making RESIDENCE & STUDENT LIFE/45 jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The Colprovides numerous keyboard instruments including two grand pianos a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide of classic and current films for the College community every Satu.rnight. Many students are attracted to the town of Santa Fe its crafts, theater and visual arts. Others have participated in tutoring in elementary counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities. The St. John's bus takes students into town Most students come to SL John's with definite interests outside the of the program and pursue these interests in extracurricular classes groups both on and off campus. Informal discussions of tvrnnnr;1rv literature, forums on concerns, and slide shows on �RESIDENCE & STUDENT LIFE/47 46/ST. JOHN'S COLLEGE art history are frequent on-campus activities, as are study gro.ups in such languages as Latin, German, Spanish, and Hebrew. Students for entrance into medical school have classes at the University of Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial fulfilling medical prerequisites during the summer months. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest the mountains surrounding the College), the Halloween Costume Party, the Fasching the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic and athletic competition. of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the has one of the finest teams in the There are indoor facilities for judo, karate, tai chi gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities, A men's soccer team and a v-10men's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The SL basketball team in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each vveek. A horse corral on the campus is available for student and faculty use; horses may be hired at a ranch. The adjoining Sangre de Cristo Mountains r.,,.~'"""'r. rrciles of forest and wilderness areas for hiking and Search and Rescue unit trains in and diff evacuation. The team first aid, wilderness survival, rock is called out in emergencies several times a year; students have permission l:·J be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen rmles to the north) and the Taos Ski Basin hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow boots and from the College, and the SL bus provides transportation. the weather is warmer, the Student Activities canoe, and Office organizes excursions down the Rio Grande rubber raft with along the way. ACTIVITIES The Charter of 1784 established SL College as a non-denominational institution, In its early years there ttVere sorr1e ties vvith the Protestant but these no exisL l/Vhile the College schedules no formal services, there is a baccalaureate service before commencement. is voluntary, in consonance with the Charter. Many tutors and students attend church or in tovvn. It is custornary for exrracurricular Bible classes to be tutors of the College. FOR STUDENTS St. John's College Search and Rescue Team, Santa Fe ATHLETICS The Student Activities Office coordinates a volunteer athletic ~--~-~·­ which offers opportunities for training and competition in a Bookstore on each has all the books and supplies the students need for their classes, It maintains a stock of books related of the program, and books of more interesL It is without profit. As supports for an active social the College on each camcommon room for use of all students. a coffee shop and a there are smaller, comfortably furnished social rooms in the and elsewhere on the campus, �RESIDENCE & STUDENT LIFE/49 48/ST JOHN'S COLLEGE The dormitories form small communities within the the port that other students can Unmarried students not dormitories and to take their meals in the apply in to and obtain Deans or Head to live nti--r:;cirn The College can offer no married student offwho wish to have student must find suitable and should of the Assistant Deans in Anstudents have the Head Resident in Santa Fe. the summer the privilege of for rooms before vacation_ In •Ninter vacation_ They may remain a small fee is hall on each rnenu is available. dining hall. for medical reasons are amination and recomrnendation the College Dean. upon exor Assistant OFFICE to continue their education in schools across the nation The Director of Career assist<mce to those students who wish to embark upon careers after STUDE!\.JT Erv'IPLOYI\-1Ef'ff OFBCE locates si:udents for fuH-thrte surn1ner A Student Health Center on each carnp1.Is a of health services for enrolled students. -- services are also available on campus,, These services are free of or low-cosL RULES OF RESIDENCE of each student make ne,cess2u rules of residence the use of dorrmtories. These rules decided upon Dean in consultation 'Nith students and Every student is informed of and upperclassmen are rerninded of them each falL The rules differ in certain details on the two carnpuses, in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the to show respect for the individuality of each student. AH students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. Johns assumes that students not only the enacted rules but also the community-accepted decent behavior. In extreme cases, where these canons are flouted, may require withdrawal of the offending student. PROPERTY DArvIAGE provides a housekeeping staff to care for the dormitories. The inspects the rooms periodically and repairs at the expense of the occiipant or occupants any dormitory room and furniture that have been beyond normal wear and tear. Any damage to college property to the caution fee of the student or students responsible for the The College is not responsible for the loss of, or damage to, any student property from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE AD ISSIO ADMISSIONS/51 s The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily" The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss, among other things, their education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested, The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveaL Next the Committee considers the applicant's academic achievement and promise, Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at SL John's Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ap- plicant, or by any other factors unrelated to the vvork of the College" The s:pplication asks a minimum of personal data, Need for financial assistance does not affect the Committee's decisions on admission" St John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January class on one campus. New students are enrolled as freshmen; a fourth or more cf each entering class have done one, two, or even three years of college w0rk elsewhere. These students, despite good records at other ~~''LF,'-"· IElinquish their advanced standing to take part in the St. program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if had postponed their entrance until the following falL The January class is of particular interest to students who come to St John's from other colleges, or who have traveled or worked since graduation from school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �54/ST. JOHN'S COLLEGE Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrivaL When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a roon-1 in a dorrnitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATIOf\l The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from VVashington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and r~servations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival.at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID/SS ES FI CI L The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �56/ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply· each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page FEES & FINANCIAL AID/57 9. An ~pplicant who has previously attended an institution of higher educat10n must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are required to. notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which t~ey ~ecome eligible; any change in their or their family's financial situat10n; and changes of name, marital status and address. 61). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship .. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES ~tho.ugh the C~llege has no d~ad.line for receipt of financial aid applications, candidates for admiss10n who are in need of financial a~sist~nce should indicate that need as soon as possible. The Financial Azd F~rm!Pe~l Grant Application should be filed with the College Sc~olarship Se~vice as soon as possible after January 1 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the pr~ceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after.F~bruary 25 for financial aid have a significantly lower chance of receivmg all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by February 25 from enrolled students who are ~eturnin? to t~e C?llege and reapplying for financial aid or are applymg for fmancial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadlin~ wi!l be notified of the decision on their application on April 1. Applicat10ns completed after February 25 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance but the availability of funds cannot be guaranteed. ' Funds for financial aid awards from the College are available from th~ sources listed below. Except for the Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE All these sources are automatically considered in making up the College's financial aid awards. ST. JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. ment is required while the borrower is a full-time student. Repayment begins six.months after termination of college attendance. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent. Students who have previously obtained GSI.:s at seven or nine percent interest will continue to borrow at this same interest rate. PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. 1987-88 STUDENT BUDGET* FALL FRESHMEN Tuition Room and Board Books Personal Expenses Transportation SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. NATIONAL DIRECT STUDENT IDAN (Perkins Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $6000for1986-87 borrowers and before and $9000 for new borrowers beginning in 1987-88. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is a provision for deferment if the borrower returns to at least half-time study at another institution. GUARANTEED STUDENT IDAN (GSL) The Guaranteed Student Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study. No interest accrues and no pay~ $10,200 3,475 250 500 100, 250, 5001 JANUARY FRESHMEN Tuition Room and Board Books Personal Expenses Transportation $9,180 250 450 100, 250, 5001 *Fees are subject to change without notice. 'The allowance for transportation varies with the distance between the student's home and the College. 'Undetermined at time of publication. BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. These charges may be paid under one of two plans: payment in full on or before the registration dates for the semester, or payment in four equal installments during the semester. Under the installment plan, the first installment is due on or before registration day each semester; the remaining installments, plus finance charges on the unpaid balances, are due in October, November, December, March, April, and May, according to a schedule published by the office of the Treasurer. A penalty is assessed on installment payments which are made after the due dates. Payment plan schedules are normally included with the semester billings. Copies may be obtained by contacting the college Treasurer. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have those awards cancelled. The deposit is refundable only in case of withdrawal due to HI health, military service, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which a deposit has been made, the deposit is forfeited and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. · CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average" Should a VOAo enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4, St. John's will report to the VA. when a student has not successfully completed 75 % of the credits attempted" 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. SITE PLANS/63 SITE PLANS OF ST. JOHN'S COLLEGE Annapolis, Maryland DJ TENNIS COURTS Santa Fe, New Mexico "'""5 GAASQ" GNlD<NAND Rffl.ECTlNG•OOL �64/ST. JOHN'S COLLEGE BOARD/65 BIBlIOGRAPH'Y BOARD OF VISITORS AND ABOUT LIBERAL ADLER, MORTIMER J,, and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and l\/!ILTON MAYER The Revolution in Education, University of Chicago Press, 1958. AIVIERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, and 1970. Teacher in America, Little, Brown and Boston, 1945. BELL, DANIEL: The Reforming of General Educai'ion, Columbia University Press, 1966. BESTOR, ARTHUR L Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955 EVA The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT· Embers of the edited by Harris Wofford, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. JOHN: 1\lly Life as a Teacher, J.B. Lippincott 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Nlodern Democracy, Rand McNally and 1967. GRANT, GERALD and DA:VID REISMAN• The Perpetual Dream. Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M. The Conflict in Education in a Democratic Society, Harper and Brothers, 1953 Education for Freedom, Louisana State University Press, 1943 The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. CS: The Abolition of Man, Macmillan Publishing Co., 1947. JACQUES: Education at the Crossroads, Yale University Press, 1943. ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE A Search for the Liberal College; The Beginning of the St. John's Program, St. College 1983. OFHCERS Chairman Mr. John H. Dendahl Vice Chairmen !V[r. James H. Frame Miss Harriet Higgins Secretary rvfrs. Lovejoy R. Duryea MEMBERS EMERITI Mr. Mortimer J. Adler h'lrs. Eleanor Ditzen j\/Ir. Walter Evers f./[rs. Elizabeth Mitchell Iv1rs. Duane Peterson Mr. Adolph W. Schmidt jV!r. Thomas B. Turner, M.D. M:r. Karl Van Tassel !VfEMBERS EX OFFICIO The The The The The The Governor of Maryland Governor of New Mexico President at Annapolis President at Santa Fe Dean at Annapolis Dean at Santa Fe Mr. Vincent A. Carrozza Dallas, TX Mr. Robert C. Poole Albuquerque, NM Mr. Ray Cave New York, NY Mr. David B. Rea New York, NY Mr. Seth Cropsey Washington, DC Mrs. Hope D. Ritchie Santa Fe, NM Mr. John H. Dendahl Santa Fe, NM Mrs. Mara Robinson Santa Fe, NM David Dobreer, M.D. Alhambra,. CA Mr. John E. Robson Atlanta, GA Mrs. Lovejoy R. Duryea New York, NY Mrs. Elspeth D. Rostow Austin, TX Mr. Stephen L. Feinberg El Paso, TX Mrs. Joyce Rumsfeld Chicago, IL Mr. James H. Frame New York, NY Mr. Michael A Scully Washington, DC Mr. Harvey Goldstein Miami, FL Mr. William W. Simmons Annapolis, MD Mrs. Anna E. Greenberg Annapolis, MD Albert G. Simms II, M.D. Santa Fe, NM Miss Harriet Higgins New York, NY Mr. J. I. Staley Wichita Falls, TX Mr. Allan Hoffman Lawrence, NY Vice Admiral James B. Stockdale Standford, CA Irwin Hoffman, M.D. Santa Fe, NM Miss IV!. Brownell Anderson Washington, DC Mr Ernest Angelo, lv!idland, TX Jr. r-1Ir. J. Burchenal Ault Santa Fe, NM Mr Peter A Benoliel Philadelphia, PA Mr. A. Scott Kelso Houston, TX Mr. Owen M. Lopez Santa Fe, NM Mr. W. T. Terry, St. Louis, MO Jr Mrs. Louise T. Trigg Santa Fe, NM Mr. John Van Doren Mr. Frank B. Marshall, Jr. Chicago, IL Severna Park, MD Mrs. Julia M. Wilkinson Austin, TX Mrs. Faith B. Meem Santa Fe, NM Mr. John L. Williams Belvedere, CA Mrs. Sharon Bishop Rcston, VA Mr. Charles A. Nelson Croton-on-Hudson, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Christopher B. Nelson New York, NY Hawthorne Woods, IL Mrs. Mary Bittner Wiseman �66/ST. JOHN'S COLLEGE FACULTY/67 FACULTY Beate Ruhm von Oppen TUTORS President William M. Dyal, Jr. B.A., Baylor University, 1949; M.Th., Southern Theological Seminary, 1953; Director, Peace Corps, Colombia, 1966-69; Regional Director, Peace Corps, North Africa, Near East, South Asia, 1969-71; President, Inter-American Foundation, 1971-80; Consultant to President, Ford Foundation, 1980-81; President, AFS International Intercultural Programs, 1981-86; President, St. John's College, 1986-. B.A., University of Birming.ham, England, 1939; Art Librarian, Barber Institute of Fme Arts, Urnvers1ty of Brrmmgham, 1939-43; British Foreign Office 1943-51 · Royal Institute of Internat~on~l Affairs, 1952-56; Research Staff, Nuffiei'd College'. Oxford, 1956-58; Mrcrofrlmmg .Proi.ect of the Committee for the Study of War Documents of the Amencan Hrstoncal Association 1959-60· Tuto St J h ' t College, Annapolis, 1960-63 (Leave of absence 1963__'65) 197l '. v· ·tr, L. 0 ns · H. · ' , -, rs1 mg ec urer m .rstory, Smith College, 1963-64, University of Massachusetts, 1964-65; Member Instrt.ute for Advanced. Study, Princeton, 1968-69; Member, Center of International Studies, Prmceton Umvers1ty, 1969-71; National Endowment for the H ·t· Editing Grant, 1978-79. umarn res ANN APO US Laurence Berns Dean of the College in Annapolis B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts B · Program of Liberal Education for Adults, University of Chicago 19 56 _59 . '1i ~sic St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship,' 1972-; A~so~i~;~ Professor of Philosophy, Rosary College (Leave of absence , 1966-67)·, A ssocra te, · ·d . . Cl H II C are a , amb n ge Urnvers1ty, 1971-72; Richard Hammond Elliot 1i t h. 1980-. u ors rp, Thomas J. Slakey B.A, St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, and Associate Professor of Philosophy, 1971-76, Saint Mary's College of California; Tutor, St. John's College, Annapolis, 1976-. On leave 1983-85 as founding dean of Whitney Young College, Kentucky State University; Dean, St. John's College, Annapolis, 1986-. Curtis A Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor 1968-73, University of California, San Diego; Corresponding Member, 1971-86, and Effective Member, 1987-, International Academy of The History of Sciences; Member, Institute for Advanced Study, Princeton, Autumn Terms, 1982 and 1986-; Andrew W. Mellon Tutorship, 1974-. Eva TH. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86. Edward Grant Sparrow B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew W. Mellon Tutorship, 1972-. Michael S. Littleton ~.S., 1954, B.A., 1955: University. of Maryland; B.D., Hartford Seminary FoundaLIOn, 1960; S.T.'.'11., Umon Theologrcal Seminary, 1967; United States Navy, 1955-57; Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia· Tutor St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. ' Samuel S. Kutler B.A., St'. John's College, Annapohs, 1954; Graduate Study, American University, 195,5-61, .Assistant Mathemat!Clan, 1954, Associate Mathematician, 1957, Ma,hematrcran, 1961, The Johns Hopkins University Applied Physics Laboratory· Instructor, Amencan Umversrty, 1960; Visiting Tutor, St. John's College, Annapolis'. 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman ~A, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, \~ambndge Umvers1ty; Kellett Fellow in the Humanities, Clare College Cambridge 1952-54; Duryea Fellow.in Modern European History, 1954-55, Lectu:er in Histor; ;956-61, Columbia Umvers1ty; Lecturer in History and Music, The New School ror Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education Santa Fe 1968 1969 Act1 D · f 1· A · ' ' , , ng ean, - ~nnapo is, pnl-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Phrlosophy, University of Chicago, 1956-57, 1959-62; Univer~;ty of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in ~1beral Arts, Univers.ity College, University of Chicago, 1960-62; Tutor, St. Jonns College, Annapolis, 1962-; Visiting Fellow, Yale Law School 1971-72· Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer F~llow 1973' Visiting Scholar, Oxford University, 1978-79. ' m; �68/ST. JOHN'S COLLEGE David H. Stephenson FACULTY/69 amen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy: Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. ' B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Bl_ind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. B.S.: Bates College, 196_2; D_epartment of History of Science, 1962-67, Teaching Assistan,t, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. Johns College, Annapolis, 1967-. Louis N. Kurs Harvey Flaumenhaft Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the C:ollege ~nd D~partment of Geology, University of Chicago, 1948-49; Instructor m Physical Science ~nd Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Producti~n Division, South Works, United States Steel Corporation, 1951-:54; Instructo~ m Geology, University of Illinois, Chicago, 1954-64; National Science Foun~at10n Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. Johns College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, An_napo~is, 1%5-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, _Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Gra~uate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut· Part-time Instructor in English, University of Connecticut, 1957-62; Instructor i~ English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Nicholas Maistrellis B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson ~ellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in the Liberal Arts, University of Chicago, 1965-66; Instructor in Government,_ Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Ani:apolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control 1983· National Endowment for the Humanities Constitutional Fellow, 1984-85; N~tional Endowment for the Humanities planning grant in Humanities, Science and Technology, 1986;-87. Wye Jamison Allanbrook B.".'-., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. John F. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis 1971-. , David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. Howard J. Fisher Howard Zeiderman B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsex- · Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Joe Sachs B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; �FACULTY/71 70/ST. JOHN'S COLLEGE Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967,_ Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Ahce Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper ~orch­ books, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-7_6; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundat10n Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State Un~versity; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; Nat10nal Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician; 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. Johns College, Annapolis, 1979-. Michael G. Dink Harvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, Ph.D. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technolo~y Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/Naval Research Laboratory Resident Research Associate, Space Science Division, Naval Research Laboratory, Washington, D.C., 1981-83; Tutor, St. John's College, Annapolis, 1982-. Janet A. Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-. Henry Ho Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Deidre Susan Fain B.A., Armstrong State College, 1978; M.A., Georgetown University, 1980; Ph.D., The Catholic University of America, 1985; Tutor, St. John's College, Annapolis, 1983-. David Lee Townsend B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of sCience, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for SoCial Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universit~ de Paris, 1967, 1973; Ph.D Harvard, 1976; J.D. Yale Law School, 1981. Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-. Intern, U.S. Organized Crime Strike Force, Manhattan, 1980. Member, Massachusetts Bar, 1981-. Jonathan S. Tuck Michael Blaustein B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasen?se College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teachm~ Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. Johns B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Patricia M. Locke College, Annapolis, 1979-. B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Thomas May Stewart Umphrey B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Fordham University; Assistant Professor of Philosophy, Loyola College, 1974-79; Visiting Lecturer m Philosophy, Goucher College, 1976-78; Tutor, St. John's College, _!\nnapohs, 1979-. B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of �FACULTY/73 72/ST JOHN'S COLLEGE Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Paul Antal B.A., University of Scranton, 1960; Ph.D., University of Chicago, 1975; Fulbright Fellow (C.E.S.R., France), 1962; Universita degli studi (Florence, Italy), 1963; Assistant Professor, Reed College, 1968-74, University of Minnesota, 1975-79; Tutor, St. John's College, Annapolis, 1985-. Leland Giovannelli B.A., St. John's College, 1978; M.A., University of Chicago, 1979; Teacher, Commonwealth School, Boston, Mass., 1979-1985; Tutor, St. John's College, Annapolis, 1985-. William Pastille A.B. in Music, Brown University, 1976;.M.A. in Musirnlogy, Cornell University~ 1979; Ph.D. in Musicology, Cornell Umvers1ty, 1985; V1s1tmg Faculty, School 01 Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Steven M. Nadler B.A., Washington University, 1980; M.A., 1981, Ph.D., 1986, Philosophy, Columbia University; Instructor, Humanities, Columbia University, 1983-86; Tutor, St. John's College, Annapolis, 1986-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins ~niversity, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teachmg Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty The Key School, 1970-73. ' Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1~43-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europ.e, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of New York at Old Westbury, Spring 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John ff Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. SANTA FE Thomas President Michael Patrick Riccards Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. B.A., 1966, M.A., 1967, M.Phil., 1968, Ph.D., 1970, Rutgers University; Special Assistant to the Chancellor of Higher Education, 1969-70; Department of Political Science, SUNY College, Buffalo, 1970-77; Fulbright Fellow to Japan, Fall, 1973; Henry Huntington Fellow, Summer, 1974; National Endowment for the Humanities Fellow, Princeton University, 1976-77; Provost, Hunter College, CUNY, 1982-86; President, St. John's College, Santa Fe, 1986-; National Advisory Council, Center for the Study of the Presidency, 1986-. Dean of the College in Santa Fe Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; G~ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. William A Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. A McDonald Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of the Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-86. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, �74/ST. JOHN'S COLLEGE Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Melbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82; Teacher, Santa Fe Prepatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Ins~ructor, Medical Psychology, University of Colorado Medical School, 1952-53; D1rector, Doctoral Training in Clinical Psychology, Denver University, 19~4-57; Professor . of Psychology and Chairman, Department of Behavioral Scienc~s, New _Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~bur_gh University, Scotland, 1964-65; Professor of Psychiatry (Psych~logy), Umver:ity of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Co~orado State University, 1959-62, Utah State University, 1962-66; Tutor, St. Johns College, Santa Fe, 1966-. FACULTY/75 tor of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-, Visiting Professor, University of California at Santa Cruz, 1985-86. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; ~icentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Phillip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E. Venable E. Ray Davis, Jr. B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Gerald Myers Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale Univers~ty; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955:-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; D1rec- B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. �FACULTY/77 76/ST. JOHN'S COLLEGE Georgia S. Knight . .l 1974, UrnverBS . , Ph1 osop hy, 1970 , MA ·' English ' 1972 ' Doctoral Candidate, J hn' c 11 . · sity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. o s o ege, Santa Fe, 1974-. David Bolotin B.A, Cornell University, 1966; Ph.D., New York UnlilversitAy, 1974;1·Le~~~:r8~n Classics, Yale University, 1971-73; Tutor, St. John's Co ege, nnapo IS, ; Santa Fe, 1982-. Elizabeth S. Engel B.A, Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1,975, University of Southern California; M.A., Experimental Psychology, Urnversuy of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A, St. John's College, Santa Fe, 1968; Ph.D., University of California at. San Diego, 1975; Junior Fellow, Center for the s.tudy of Democratic Institutrnns, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State University 1969-70; ND.KA Fellow, 1970-73, Dissertation Fellow, 1973-74, Umvers1ty of California at San Diego; Instructor, Mathematics, Oklahoma State Urnvers1ty, . Summer, 1973 , Summer, 1975·, Instructor, 1974-75 ' Assistant Professor, 1975-76, fN Assistant Director, Spring 1976, Collegiate Seminar Program, Umvers1ty o otre Dame; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. 0 Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Jack Lincoln US. Army, 1966-69; University of Rhode Island, 1969-70; B.A, St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Martin Alan Cohen Brandeis University, 1968-70; AB., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.A, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano • Lynda Lamson Myers B.A, St. John's College, 1971; M.A., University of North Carol~na, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. Johns College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985Edward Cary Stickney B.A., St. John's Coilege, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Nancy Dunning Buchenauer B.A, History, 1967, M.A., Ancient History, Cornell University, 1969;. Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, ~966-68; Umv:rs1ty Fellow in Classics, Brown University, 1969-70; Tutor, St. Johns College, San,a Fe, 1980-. Charlotte Gray Martin B.A, University of Colorado, 1972; Deutscher Akademischer Aus~uschdienst Dankstipendium, University of Freiburg, 1972-73; PhD., Classics. and.~omparative Studies, Boston University, 1979; Teaching Fellow, Boston Urnvers1ty 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, Urnvers1ty of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanfo~d University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Robert Richardson B.A, Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. George H. Aigla B.S. Saint Mary's College, California, 1975. MD. University of California San Francisco, 1979. California Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, Summer 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981, Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. �78/ST. JOHN'S COLLEGE FACULTY/79 John E Cornell PRESIDENTS EMERITI B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Richard D. W~igle Edwin Jules Delattre Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. R Glen Coughlin B.A., Liberal Arts, Thomas Aquinas College, 1981; M.A., Philosophy, Laval University, 1982; Instructor in Humanities, St. Lawrence College, Quebec, 1983-1986; Tutor, St. John's College, Santa Fe, 1986-. TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith, FS.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Michael Ossorgin HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A. 1931 MA 1938 C b 'd U · · · , am n ge rnvers1ty· L1'·t D o~· ~d U · · ' ' · ., rnvers1ty, 1961; LLD., Carnegie Institute of Technology 1967· LH D v 1 u' .' · ·.' ~roi · , , . ., ia e rnvers1ty, 1967 �80/ST. JOHN'S COLLEGE FACULTY Freshman Classes Fall and January 1987 OH!CERS, ASSOCIATES AND STAH SANTA FE ANNAPOLIS President William M. Dyal, Jr. President Michael R. Riccards Dean Thomas J. Slakey Vice President for College Advancement Jeffrey A. Bishop Dean Anthony James Carey Treasurer Jeri Rhodes Director of Graduate Institute Thomas May Treasurer Bryan Valentine Assistant Dean Malcolm Wyatt Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Directors of Athletics Michael G. Dink Roberta Rusch Director of Career Counseling Marianne Braun Director of Continuing Education Thomas May Director of Development Janice C Buys Direct-or of Financial Aid Caroline Taylor Christensen Librarian Kathryn Kinzer Vice President for College Advancement Graydon A. Tunstall, Jr. Director of Graduate Institute Lynda L. Myers Assistant Dean Timothy P. Miller Director of Admissions Marsha K. Drennon Director of Career Counseling Ron F. Hale Director of Community Events and Alumni Activities Toni Wilkinson Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic Nurse Practii-ioner Deborah Walker Registrar Diane M. Trudell Director of Student Activities Istvan Fehervary Director of Information Services Rebecca Wilson Registrar Nancy R. Lewis Coordinator of Buildings and Grounds Dolores Vigil Director of College Health Services l\/Iarilyn Mylander Supervisor of Maintenance Juanito Zamora College Physicians Charles W. Kinzer Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace States Represented Alabama Alaska Arizona Arkansas California Colorado Connecticut Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maryland Massachusetts Michigan lv!innesota lv!issouri Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming of Columbia Rico Annapolis Santa Fe 37 34 1 1 2 1 6 14 7 2 4 3 1 1 4 1 1 3 7 2 1 1 1 1 3 19 9 2 2 3 9 3 1 1 2 1 1 1 2 2 4 2 17 3 7 1 1 3 14 3 1 Number of Students Fall 1986 January 1987 Men Women Annapolis Santa Fe 108 32 86 54 101 16 78 39 5 4 Early Entrance Previously Attended College Range of Ages 36 16-50 Veterans Kind of School Attended Public Independent Parochial Receiving Financial Aid Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended St~d~~;s 1 3 94 35 11 83 28 6 44% 63% 52% 37% 15% 24% 12% 11% 1% 45% 27% 18% 34% 15% 4% 2% 47 11 1 1 7 1 2 l 9 9 27 2 1 7 2 4 1 4 3 13 1 1 12 3 l 2 I I 1 1 1 l 2 37 16-39 2 1 2 3 1 1 included in this table ar J 3 t d f students. e " s u ents or whom rank-in-class is not available and � ANNAPOLIS, MARYLAND 21404 (301) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 STATEMENT Of THE ST. JOHN'S PROGRAM 1987-1988 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �COLLEGE CALENDAR 1987-88 ANN APO US 1987-88 SANTA FE 1987-88 September 2 ....... . September 3 ........ . September 3 September 3 October 2-5 November 26-29 December 18 December 19-January 10 January 11 January 11 January 20 February 5-8 March 5-20 20 May 22 Freshman and Senior Registration Sophomore and Junior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Seminars January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 26-27 ........ . August 27 .......... . August 28 ......... . August 28 ........... . August 28 August 31 October 9-12 ............ . November 26-30 December 14 December 17 December 18-January 10 January 8 May 13 May 15 Senior Oral Examinations Freshman and Senior Registration Convocation Sophomore and Junior Registration Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration End of Second Semester Commencement SUMMER SUMMER 1988 May 30 June 20 August 5 August 11 January Freshman Graduate Institute Freshman Graduate Institute Second Semester Begins Begins Second Semester Ends Ends May 30 June 19 August 4 August 11 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �TABLE OF CONTENTS Introduction The Curriculum Seminar Preceptorial Tutorial Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses Admissions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Sample Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 6 8 10 11 16 20 22 28 29 30 31 32 34 35 37 37 37 38 43 47 .. 63 50 53 55 57 59 59 60 .............. 61 Bibliography 64 Board of Visitors and Governors 65 Faculty 66 Officers, Associates and Staff 80 Profile: 1986-87 Freshman Classes 81 �6/ST. JOHN'S COLLEGE INTRODUCTION Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may conc~r~ itself primarily with trying to establish the meaning of a poem or the vahdtty of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Pr~ncipally, however, the aim is to ascertain not how things were, but how thmgs are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and ~n numbers so that they_ become means of understanding. Traditionally, the liberal arts were seven m number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy- the arts of math~m~tics. In r:iore contemporary terms, the liberal arts bring to light what is involved m the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. . There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledg~ advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE THE CURRICULUM THE SEMINAR The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around a hundred pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in THE CURRICULUM/9 the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question 'Why?"But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAl For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest ·--'· a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years" Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T. S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Leibnitz: New Essays Concerning Human Understanding Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE TUTORift..lS The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices rnust therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one lan2'uaP-e and one mathematics tutorial three or fo~r times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together towards a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely vvith one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellowso Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutoriah The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication and effective persuasion" In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the rnodes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must �12/ST. JOHN'S COLLEGE 'I govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read-either Tartuffe or Le Misanthrope. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE CURRICULUM/13 THE MATHEMATICS TUTORIAL ~athematics is a vital p~rt of edu~~ion; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art not artificially separated from what have come to be called the humanities When _ma~he~atics is taught at an unhurried pace, in an atmosphere of reflective m_qmry and from treatises chosen not only fortheir matter but also for their elegance and imagination, as it is at St. John's, mathematics beco~es not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our n:~~ern world, perhaps even defines it. Therefore anyone who means to criticize or r:~or?1, to .resist or cooperate with this world not only ?1ust have some famihanty with the mathematical methods by which it is mai:aged,_ but ~lso. must have thought about the assumptions that underlie their apphcat10n. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the ~at~ematics t~torial more specifically. Since mathematics has, as its name ~mpl~es, a part_icularlY_ close connection with the human capacity for learn~ng, its study is especially useful in helping students to think about what it means to come to know something. To prepare t~emselv~s for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve pr~blems. By doing this over four years they learn a good deal of ~ath:m~tics, and they gain noticeably in rigor of thought, nimbleness of imagmation and ~le~ance ?f e~pression. But while they are practicing the art of ma~hemahcs ~n _all its ngor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following �THE CURRICULUM/15 14/ST. JOHN'S COLLEGE I I I are examples, are raised during the four years: . . Why and how do mathematical proofs carry such _co~v1ct10n? Wha~ is a mathematical system and what are _its proper be,gmnm,7s an~ ends;, What is the relation of logic to mathematics? Are there 'better and w~rse, "ugly" and "beautiful" in mathematics? Do mathematical symbols c?nstitute a language? Are there "mathematical object_s"? How might the discoverer of a particular theorem have come to see it? . By means of such questions, which grow out of the d~1ly wor~ and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. . . , The students begin with the Elements of Euclid. Usmg Euchd s organization of the mathematical discoveries of his predec~ssors, the students gain a notion of deductive scien~e and of a. mathematical sys~em in general; they become acquainted with one view of _mathem~t1c~l objects-its central expression found in the theor>'. of rat10s-w~1ch is buried under the foundations of modern mathematics. After Euchd they begin the study of Ptolemy's Almagest, centering their attention ~n the problem of "hypotheses" constructed to. "s~ve the ap~earances" m the heavens. That the tutorial reads Ptolemy md1cates the difference betwe~n the mathematics tutorial at St. John's and the ordinary course m mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an ~xampl~ of mathematics applied to phenomena and a companion_ to the ph1losoph1cal, poetic and religious readings that are taken up m the first and second yea_rs. In the second year the students continue the study of Ptole~y, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revoluti~n. Th~y study Copernicus's transformation of the Ptolem_aic theory into hehoc~ntnc form. They next take up the Conics of Apollomus to learn a synthetic presentation of the very objects whose analytical treatme~t by Descartes mar~s the beginning of modern mathematics. Af~er this t~ey study analytic geometry, which presents the conic sectio~s m al~ebra~,c.form. They thus gain an understanding of algebra as the analytic ar~ m ~en~ral. In the third year calculus is studied both analytically m its ~od_er_n form and geometrically as Newton presented it in hi~ ~nnczpta Mathematica. This is followed by an examination of Dedekmds theory of real numbers, the endeavor to provide a rigorous arithm,etica~ f~ui:da­ tion for the calculus. The student then returns to Newtons Prmczpta to take up its treatment of astronomy, in which Newton brings ~eavenly and earthly motions under one law and replaces a purely_geometnc astronomy with a "dynamic" theory in which orbits are determined b~ laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates_ o~ geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativi~y, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed towards performance but towards an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students peform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 THE LABORATORY IiI ' II The emblem of the St. John's program on the back cover shows seven books surrounding a pair of scales. The balance, no less than the books, symbolizes the tradition of the liberal arts. It stands for the instruments of the scientific laboratory, which may well be the most characteristic institution of the modern world. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion, to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of seventeen to twenty-one students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM/19 18/ST JOHN'S COLLEGE TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST 1-~~~.,~ ..~· begins with twelve weeks devoted to topics in observational 1 l Ii of i:ypes, structure, cells and their aggregation and differentiation, development Close observation naked eye or vvith is accompanied constant theoretical based on readmg works bioiogical student confronts organisms as self-moving entities with properties of wholeness, dependent on, yet distinct the surrounding world. The fr:>shman next turns to the non-living, in a search for soffte of its fundamental laws. Archimedes on the lever and on hydrostatics then the laws of of gases, temperature and are taken up, experimentally and in discussion of the relevant theories. These topics lead into an exarnination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The students compare the views of Aristotle and Lavoisier on the nature of substance and substantial change, and go on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak.The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutoriak As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same i:ime the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light- corpuscular and wave - and the success of either theory in account1ng for optical phenomena is examined. The phenomena and processes of leading to the first and second laws of thermodynamics are given consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is MaxHeil's derivation of an electromagnetic theory of light. THE FOURTH YEAR In rnany ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by their work with electrical ,.;n':'.11vLm:.ttci. the students can focus on the questions of atomic stability lead to the revolutionary quantum hypothesis of Bohr and the wave n:iechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life7, the senior laboratory then turns or returns to biological topics, and first to to Mendel's theory of heredity and its development through the ,experimentation and interpretation by TH. IV!organ and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology- for instance by Beadle and Tatum, Vvatson and Crick, Jacob and Monod-are studied. �20/ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. THE CURRICULUM/21 LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum ''Against Time" Eva Brann ~What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring'' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" 1'/!ay Coppinger ~Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "l\/iinds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 ST. JOHN'S LIST OF GREAT BOOKS The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant.· Something over two thousand years of intellectual history form the. background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review and revision by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. FRESHMAN YEAR Horner: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicornachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agar:zemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno,_ Gorgias, ReJ?ublic; Apology, Crito, Phaedo, Symposium, Parmemdes, Theaetetus, Sophist, Timaeus, Phaedrus Poetics, P~ysics~ Metaphysics~ Nicomachean Ethics~ On Generatwn and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles;' ''Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: Poems by: Descartes: Pascal: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* Marvell, Donne, and other 16th and 17th century poets Rules fo; the Direction of the Mind, Geometry* Generatwn of Conic Sections �THE CURRICULUM/25 24/ST. JOHN'S COLLEGE Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* Fables* La Fontaine: Pensees* Pascal: Treatise on Light~ On the Movement of Bodies by Impact Huygens: Theologico-Political Treatise Spinoza: Locke: Second Treatise of Government Racine: Phedre Principia Mathematica* Newton: Kepler: Epitome IV Monadology, Discourse on Metaphysics, What is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Berkeley: Principles of Human Knowledge Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundmental Principles of Kant: Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: IiI 111!1 SENIOR YEAR Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: Valery: Kafka: Einstein: Millikan: Conrad: Joyce: Poems by: Essays by: Tristan and Isolde Communist Manifesto, Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �THE CURRlCULUM/27 ACCORJJING TO CONVENTIOT-JAL THE FOUR YEARS Philosophy and Theology History and Social Science IviathemaHcs and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pasca! Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus l'v1arcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes i\!iilton Svvift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Wagner Mendel J. ). Thomson Bohr Millikan Schrodinger Literature Kafka vVa llace Stevens TS. Eliot !Vlark Tvvain James Joyce Joseph Conrad us rVlusic Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Dries ch Boveri Palestrina Bach IVlozart Beethoven Schubert Stravinsky Haydn Des Prez Webern DarVl.Tin Freud Einstein Heisenberg 1.!\lhi tehead Maxwell Mozart �THE ACADEMIC ORDER/29 28/ST. JOHN'S COLLEGE THE c I RDER THE TUTORS At SL John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help" The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves" In order that conversations at St" John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training" For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another departmenL There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the SL John's program" This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at SL John's than the preparation for classes usually allows" In order to avoid staleness and the ever present danger of succumbing to routir1e performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical faculty study groups are set up. Leaders of such groups are relieved of their ordinary teaching duties" They engage in a thorough study exploration of a subject chosen by the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's" INSTRUCTION co:rvtMITTEE The Instruction Committee is a committee of tutors responsible for advisthe Deans on all matters of instruction" It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the President and the Provost sit with the Instruction Committee ex officio. The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year" The full Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �THE ACADEMIC ORDER/JI 30/ST JOHN'S COLLEGE The books chosen for at SL are in the in the best editions and translations that can be obtamed, These books form the to the of the for a are purchased in poetry, subscribes to of the vc'"'"~~'· 0 the distinctive mark of SL is the fact that aH of the same year are the same irnrnediate freshmen are the or weeks when the of Greek mathematics in the fifth book of the first vvhen students r , ror m a common program of A HOUR lTIOSt SA!v~PLE JVIONDAY Al\JNAPOUS fRESHivlAi\l TUESDAY WEDNESDAY THURSDAY Language 9501100 1110- Chorus Mathe1natics Iv1athematics Mathematics ).2,?,0 l,20- 8:00lG. fJO Se1ninar Serninas Lecture A SAM.PUS FRESHivIAN HOUP. M:ONDAY TUESDAY Mathematics vVEDNESDAY THURSDAY Mathematics FRIDAY Iviathe:rnatics Language Tutorial Se1ninar Collection, and and the Peter and architectun2, The V\1itLee Bov1ei1 Collection of Allen Poe Collection in Santa Fe conter Collection and The as well as other belles lettres, In a"'"'""'cYu, tain first editions of each music collections, inand the Holzman Sierninar Formal fl as a modern faci1carrels and stacks as well and and senior years. and m the r:nay vwrk for 'i/lhich the sarne for students The the schedule is and r.nusic tutorials each ir1eet for three and 3_ ha]f hou.rn to four and a half hours per week six hours each week in them.~''""'"'" an Peterson Student Center and onz:e 'l.Jeek. Sixteen to nineteen hours per vveek are The )'1':3.r is divided into two semesters of sixteen �32/ST JOHN'S COLLEGE ESSAYS ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language" THE SENIOR ORAL EXAMINATION The senior oral examination is given to students in the fall at the beginning of the fourth year and is based on readings from previous seminar lists. In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' worlc It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 STANDING Because St. classes are small and and because students participate actively, tutors are aware of their students' progress from ,day to day. The tutors' appraisals of a student are based on the students total performance as a member of the tutorials and seminaL It is assumed that each student has the required capacities to pursue this course of until there is dear evidence to the contrary, The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, SL John's is free from the pressures of conventional examinations and competition for grades, Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. SOPHOMORE ENABUNG is a review by the Instruction Committee, with the of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially imin the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are suffiCiently prepared for the work of the final two years. In particular, the enabljudgment looks to the possibility of the student's writing an acceptable senior essay. THE Within the College, the most important form of evaluation is the don rag, Once a semester, freshmen, sophomores and juniors meet v,rith their tutors in the don rag . The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own worL Advice may be requested and given; difficulties may be but grades are not reported or discussed, In the junior year, students may request a conference rather than a don rag. In that case, students report on their own 1Nork, and then the tutors comment on that report. By the time students are semors, it lS assumed that they can evaluate their own and there is no don rag unless a tutor believes that there is a special need for one, If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal period is one ser.nester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college, Vlfithin the College, gradine is not of central importance. Students will be told their grades only on req~est. They are enco~raged, not to .wor~ for gra~es, but rather to try to develop their powers of understandmg, h it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. Senior Oral, Annapolis The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of .Arts. who enter in the January sess1or, in three and one-half years, but they spend their first sumffcer in completing their freshman year, so that they too complete a fourcurriculum. For transcript purposes, St. John's seminars, tutorials and are translated into terms of conventional subjects, The curriculum is the equivalent of one hundred thirty-two semester STUDIES AND CAREERS AFTER STo JOHN'S Each year many St. John's seniors elect to do advanced work in a wide range of graduate and professional schools. Experience shows that leading univemties admit St. John's graduates with creditable records, Since St. offers no major in specific subjects, however, some may find it raecessari1 to take undergraduate courses during their first year of graduate or study in some, but not all, fields" �36/ST. JOHN'S COLLEGE Many other graduates choose to embark directly upo~ car~ers in a variety of fields. Their undergraduate background- especiallY_ its. scope and its emphasis on thoughtful inquiry and subsequent apphcatlon of principles - has been found to be an excellent preparation f?r emplo~~nt. St. John's refuses to accept the imposition of preprofess1onal specialized requirements on its liberal curriculum. The College bel~eves t~at to edu~ate men and women requires less, and yet far more, than is reqmred to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by one or more St. John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Acting Engineering Music Advertising Finance Nursing Agriculture Geology Oceanography Archaeology Government Service Philosophy Physics Architecture History Art History of Art Political Science Biochemistry History of Science Psychology Biology International Relations Public Administration Bio-physics Journalism Publishing Business Administration Languages Scientific Research City Planning Law Social Anthropology Classics Library Science Social Work Computer Programming Literature Sociology Dentistry Logistics Management Systems Analysis Mathematics Theatre Arts Drama & Playwriting Economics Medicine Theology Education Meteorology Writing THE ACADEMIC ORDER/37 THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses and during the academic year at a satellite location in Albuquerque. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Science. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars are modeled on those of the undergraduate college; they are limited to twenty students. The tutorials are smaller classes devoted to the close reading of texts. The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in depth. At the end of the term students write a major essay on topics of their choice. For the successful completion of each segment of the program nine credits are granted. All four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order. More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or Annapolis, Maryland 21404-1671. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38/ST. JOHN'S COLLEGE RES RESIDENCE & STUDENT LIFE/39 CE&ST LI The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS · Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the studwt kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss problems of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the space. Students are also welcome to contribute work to The Reporter, The St. John's Review, and Energeia, the three official publications of SL Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual Inembers of the community come and go. Many extracurricular activities directly out of the curriculum as students' interests overflow from classroom. The past years have seen small classes - some led by �'10/ST. JOHN'S COLLEGE others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one classical a year, perform one or two modern and several one-act plays. Recent productions have included Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, The Ascent of Man and Roots, have been shown the week. There is also a special winter film series on Wedrn.;sday Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a to work. Permanent facilities such as the art studio, ceramic woodshop, photography darkroom and stage floor specific skills. The College also maintains an art gallery, which specializes in circulating exhibitions artists of maior stature. Recent shows have been devoted to the of Daumier, and l3arye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college coxnmumty. There are periodic trips to galleries and museums in and Baltimore; transportation is free of charge for St students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists in their field of Classes in drawing, painting, the year. Materials and tools are in most cases. Parties, an important part of community life where students and tutors meet come in several varieties. The Society of Bacchus rock and the ween Christmas Party, Cotillion. square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend~ begins with student skits and after a up Main Street, a full of and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues (detailed information on student life is available on request), concerts, plays, historic tours, the Naval Academy, hiking, cycling, State government, service groups, etc. D.C. and both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/41 Since 1939, when an extensive intramural program, now team competition in touch soccer, and track, as well as individual tournaments in table and Participation is and enthusiastic; the competition between intramural teams is but good-natured. Students and l:utors also pursue interests in sailing, canoeing, fencing, cai chi, weight training and aerobics. Facilities include a gymnasium with racquetball courts and room, fields, tennis courts, and a boathouse. The athletic program is designed to offer the community opportunities for physical exercise, of skills, in h:am sports, and a place for recreation and In a single departure from the long against formal intercollegiate competition, there has in recent years been an annual croquet rnatch with a team from the United States Naval Academy, for the Annapolis �RESIDENCE & STUDENT LIFE/43 THE SANTA FE CAMPUS In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 85,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 250 acres lies in the southeast corner of the City, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the Santa Fe valley and offers superb views of the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The Campus includes a classroom building, a laboratory, a student center, a music and fine arts building, an administration building and two dusters of dormitories. A library, dining hall and infirmary are also located in these buildings. View from Dining Hall, Santa Fe �44/ST. JOHN'S COLLEGE Each of the sixteen dormitories on campus houses from twelve to eighteen students and serves as a smaller of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the of his own quarters and at the same time close student. The head resident helps students arrange to live in "'"'""""ttw,,oQ who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged extracurricular classes in painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to the has a new show by professional artists each month. A student Art Show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting and in making RESIDENCE & STUDENT LIFE/45 jewelry. Au Verso, the literary magazine of the College, is published twice a year. It contains essays, artworks, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The Colprovides numerous keyboard instruments including two grand pianos a harpsichord for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide of classic and current films for the College community every Satu.rnight. Many students are attracted to the town of Santa Fe its crafts, theater and visual arts. Others have participated in tutoring in elementary counseling for the Santa Fe crisis center, working at the local health-food co-op or in other local activities. The St. John's bus takes students into town Most students come to SL John's with definite interests outside the of the program and pursue these interests in extracurricular classes groups both on and off campus. Informal discussions of tvrnnnr;1rv literature, forums on concerns, and slide shows on �RESIDENCE & STUDENT LIFE/47 46/ST. JOHN'S COLLEGE art history are frequent on-campus activities, as are study gro.ups in such languages as Latin, German, Spanish, and Hebrew. Students for entrance into medical school have classes at the University of Mexico, Los Alamos branch, under the sponsorship of the College. Thorne Fellowships also give students financial fulfilling medical prerequisites during the summer months. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest the mountains surrounding the College), the Halloween Costume Party, the Fasching the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a parade from the Plaza to the College, a picnic and athletic competition. of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the has one of the finest teams in the There are indoor facilities for judo, karate, tai chi gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities, A men's soccer team and a v-10men's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The SL basketball team in a city league. Santa Fe's municipal swimming pool is reserved for St. John's one night each vveek. A horse corral on the campus is available for student and faculty use; horses may be hired at a ranch. The adjoining Sangre de Cristo Mountains r.,,.~'"""'r. rrciles of forest and wilderness areas for hiking and Search and Rescue unit trains in and diff evacuation. The team first aid, wilderness survival, rock is called out in emergencies several times a year; students have permission l:·J be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (seventeen rmles to the north) and the Taos Ski Basin hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow boots and from the College, and the SL bus provides transportation. the weather is warmer, the Student Activities canoe, and Office organizes excursions down the Rio Grande rubber raft with along the way. ACTIVITIES The Charter of 1784 established SL College as a non-denominational institution, In its early years there ttVere sorr1e ties vvith the Protestant but these no exisL l/Vhile the College schedules no formal services, there is a baccalaureate service before commencement. is voluntary, in consonance with the Charter. Many tutors and students attend church or in tovvn. It is custornary for exrracurricular Bible classes to be tutors of the College. FOR STUDENTS St. John's College Search and Rescue Team, Santa Fe ATHLETICS The Student Activities Office coordinates a volunteer athletic ~--~-~·­ which offers opportunities for training and competition in a Bookstore on each has all the books and supplies the students need for their classes, It maintains a stock of books related of the program, and books of more interesL It is without profit. As supports for an active social the College on each camcommon room for use of all students. a coffee shop and a there are smaller, comfortably furnished social rooms in the and elsewhere on the campus, �RESIDENCE & STUDENT LIFE/49 48/ST JOHN'S COLLEGE The dormitories form small communities within the the port that other students can Unmarried students not dormitories and to take their meals in the apply in to and obtain Deans or Head to live nti--r:;cirn The College can offer no married student offwho wish to have student must find suitable and should of the Assistant Deans in Anstudents have the Head Resident in Santa Fe. the summer the privilege of for rooms before vacation_ In •Ninter vacation_ They may remain a small fee is hall on each rnenu is available. dining hall. for medical reasons are amination and recomrnendation the College Dean. upon exor Assistant OFFICE to continue their education in schools across the nation The Director of Career assist<mce to those students who wish to embark upon careers after STUDE!\.JT Erv'IPLOYI\-1Ef'ff OFBCE locates si:udents for fuH-thrte surn1ner A Student Health Center on each carnp1.Is a of health services for enrolled students. -- services are also available on campus,, These services are free of or low-cosL RULES OF RESIDENCE of each student make ne,cess2u rules of residence the use of dorrmtories. These rules decided upon Dean in consultation 'Nith students and Every student is informed of and upperclassmen are rerninded of them each falL The rules differ in certain details on the two carnpuses, in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the to show respect for the individuality of each student. AH students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. Johns assumes that students not only the enacted rules but also the community-accepted decent behavior. In extreme cases, where these canons are flouted, may require withdrawal of the offending student. PROPERTY DArvIAGE provides a housekeeping staff to care for the dormitories. The inspects the rooms periodically and repairs at the expense of the occiipant or occupants any dormitory room and furniture that have been beyond normal wear and tear. Any damage to college property to the caution fee of the student or students responsible for the The College is not responsible for the loss of, or damage to, any student property from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE AD ISSIO ADMISSIONS/51 s The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily" The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss, among other things, their education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested, The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveaL Next the Committee considers the applicant's academic achievement and promise, Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at SL John's Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ap- plicant, or by any other factors unrelated to the vvork of the College" The s:pplication asks a minimum of personal data, Need for financial assistance does not affect the Committee's decisions on admission" St John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January class on one campus. New students are enrolled as freshmen; a fourth or more cf each entering class have done one, two, or even three years of college w0rk elsewhere. These students, despite good records at other ~~''LF,'-"· IElinquish their advanced standing to take part in the St. program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if had postponed their entrance until the following falL The January class is of particular interest to students who come to St John's from other colleges, or who have traveled or worked since graduation from school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. �54/ST. JOHN'S COLLEGE Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrivaL When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a roon-1 in a dorrnitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATIOf\l The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from VVashington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and r~servations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival.at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. FEES & FINANCIAL AID/SS ES FI CI L The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to �56/ST. JOHN'S COLLEGE their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply· each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page FEES & FINANCIAL AID/57 9. An ~pplicant who has previously attended an institution of higher educat10n must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are required to. notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which t~ey ~ecome eligible; any change in their or their family's financial situat10n; and changes of name, marital status and address. 61). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents of dependent applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship .. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES ~tho.ugh the C~llege has no d~ad.line for receipt of financial aid applications, candidates for admiss10n who are in need of financial a~sist~nce should indicate that need as soon as possible. The Financial Azd F~rm!Pe~l Grant Application should be filed with the College Sc~olarship Se~vice as soon as possible after January 1 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the pr~ceeding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after.F~bruary 25 for financial aid have a significantly lower chance of receivmg all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by February 25 from enrolled students who are ~eturnin? to t~e C?llege and reapplying for financial aid or are applymg for fmancial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the February 25 deadlin~ wi!l be notified of the decision on their application on April 1. Applicat10ns completed after February 25 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance but the availability of funds cannot be guaranteed. ' Funds for financial aid awards from the College are available from th~ sources listed below. Except for the Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE All these sources are automatically considered in making up the College's financial aid awards. ST. JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. ment is required while the borrower is a full-time student. Repayment begins six.months after termination of college attendance. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent. Students who have previously obtained GSI.:s at seven or nine percent interest will continue to borrow at this same interest rate. PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. 1987-88 STUDENT BUDGET* FALL FRESHMEN Tuition Room and Board Books Personal Expenses Transportation SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. NATIONAL DIRECT STUDENT IDAN (Perkins Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $6000for1986-87 borrowers and before and $9000 for new borrowers beginning in 1987-88. No interest accrues and no payment is required while the borrower is enrolled at the College. Repayment begins six months after the borrower terminates attendance at the College. There is a provision for deferment if the borrower returns to at least half-time study at another institution. GUARANTEED STUDENT IDAN (GSL) The Guaranteed Student Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study. No interest accrues and no pay~ $10,200 3,475 250 500 100, 250, 5001 JANUARY FRESHMEN Tuition Room and Board Books Personal Expenses Transportation $9,180 250 450 100, 250, 5001 *Fees are subject to change without notice. 'The allowance for transportation varies with the distance between the student's home and the College. 'Undetermined at time of publication. BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. These charges may be paid under one of two plans: payment in full on or before the registration dates for the semester, or payment in four equal installments during the semester. Under the installment plan, the first installment is due on or before registration day each semester; the remaining installments, plus finance charges on the unpaid balances, are due in October, November, December, March, April, and May, according to a schedule published by the office of the Treasurer. A penalty is assessed on installment payments which are made after the due dates. Payment plan schedules are normally included with the semester billings. Copies may be obtained by contacting the college Treasurer. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have those awards cancelled. The deposit is refundable only in case of withdrawal due to HI health, military service, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which a deposit has been made, the deposit is forfeited and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the college Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20 % The sixth week and thereafter: no refund The above schedule also applies to room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. · CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. �62/ST. JOHN'S COLLEGE A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average" Should a VOAo enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4, St. John's will report to the VA. when a student has not successfully completed 75 % of the credits attempted" 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. SITE PLANS/63 SITE PLANS OF ST. JOHN'S COLLEGE Annapolis, Maryland DJ TENNIS COURTS Santa Fe, New Mexico "'""5 GAASQ" GNlD<NAND Rffl.ECTlNG•OOL �64/ST. JOHN'S COLLEGE BOARD/65 BIBlIOGRAPH'Y BOARD OF VISITORS AND ABOUT LIBERAL ADLER, MORTIMER J,, and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and l\/!ILTON MAYER The Revolution in Education, University of Chicago Press, 1958. AIVIERICAN LIBRARY ASSOCIATION: Classics of the Western World, with forewards by John Erskine and Everett Dean Martin, 1944. BARZUN, JACQUES: The American University, and 1970. Teacher in America, Little, Brown and Boston, 1945. BELL, DANIEL: The Reforming of General Educai'ion, Columbia University Press, 1966. BESTOR, ARTHUR L Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955 EVA The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT· Embers of the edited by Harris Wofford, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. JOHN: 1\lly Life as a Teacher, J.B. Lippincott 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Nlodern Democracy, Rand McNally and 1967. GRANT, GERALD and DA:VID REISMAN• The Perpetual Dream. Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M. The Conflict in Education in a Democratic Society, Harper and Brothers, 1953 Education for Freedom, Louisana State University Press, 1943 The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. CS: The Abolition of Man, Macmillan Publishing Co., 1947. JACQUES: Education at the Crossroads, Yale University Press, 1943. ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE A Search for the Liberal College; The Beginning of the St. John's Program, St. College 1983. OFHCERS Chairman Mr. John H. Dendahl Vice Chairmen !V[r. James H. Frame Miss Harriet Higgins Secretary rvfrs. Lovejoy R. Duryea MEMBERS EMERITI Mr. Mortimer J. Adler h'lrs. Eleanor Ditzen j\/Ir. Walter Evers f./[rs. Elizabeth Mitchell Iv1rs. Duane Peterson Mr. Adolph W. Schmidt jV!r. Thomas B. Turner, M.D. M:r. Karl Van Tassel !VfEMBERS EX OFFICIO The The The The The The Governor of Maryland Governor of New Mexico President at Annapolis President at Santa Fe Dean at Annapolis Dean at Santa Fe Mr. Vincent A. Carrozza Dallas, TX Mr. Robert C. Poole Albuquerque, NM Mr. Ray Cave New York, NY Mr. David B. Rea New York, NY Mr. Seth Cropsey Washington, DC Mrs. Hope D. Ritchie Santa Fe, NM Mr. John H. Dendahl Santa Fe, NM Mrs. Mara Robinson Santa Fe, NM David Dobreer, M.D. Alhambra,. CA Mr. John E. Robson Atlanta, GA Mrs. Lovejoy R. Duryea New York, NY Mrs. Elspeth D. Rostow Austin, TX Mr. Stephen L. Feinberg El Paso, TX Mrs. Joyce Rumsfeld Chicago, IL Mr. James H. Frame New York, NY Mr. Michael A Scully Washington, DC Mr. Harvey Goldstein Miami, FL Mr. William W. Simmons Annapolis, MD Mrs. Anna E. Greenberg Annapolis, MD Albert G. Simms II, M.D. Santa Fe, NM Miss Harriet Higgins New York, NY Mr. J. I. Staley Wichita Falls, TX Mr. Allan Hoffman Lawrence, NY Vice Admiral James B. Stockdale Standford, CA Irwin Hoffman, M.D. Santa Fe, NM Miss IV!. Brownell Anderson Washington, DC Mr Ernest Angelo, lv!idland, TX Jr. r-1Ir. J. Burchenal Ault Santa Fe, NM Mr Peter A Benoliel Philadelphia, PA Mr. A. Scott Kelso Houston, TX Mr. Owen M. Lopez Santa Fe, NM Mr. W. T. Terry, St. Louis, MO Jr Mrs. Louise T. Trigg Santa Fe, NM Mr. John Van Doren Mr. Frank B. Marshall, Jr. Chicago, IL Severna Park, MD Mrs. Julia M. Wilkinson Austin, TX Mrs. Faith B. Meem Santa Fe, NM Mr. John L. Williams Belvedere, CA Mrs. Sharon Bishop Rcston, VA Mr. Charles A. Nelson Croton-on-Hudson, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Christopher B. Nelson New York, NY Hawthorne Woods, IL Mrs. Mary Bittner Wiseman �66/ST. JOHN'S COLLEGE FACULTY/67 FACULTY Beate Ruhm von Oppen TUTORS President William M. Dyal, Jr. B.A., Baylor University, 1949; M.Th., Southern Theological Seminary, 1953; Director, Peace Corps, Colombia, 1966-69; Regional Director, Peace Corps, North Africa, Near East, South Asia, 1969-71; President, Inter-American Foundation, 1971-80; Consultant to President, Ford Foundation, 1980-81; President, AFS International Intercultural Programs, 1981-86; President, St. John's College, 1986-. B.A., University of Birming.ham, England, 1939; Art Librarian, Barber Institute of Fme Arts, Urnvers1ty of Brrmmgham, 1939-43; British Foreign Office 1943-51 · Royal Institute of Internat~on~l Affairs, 1952-56; Research Staff, Nuffiei'd College'. Oxford, 1956-58; Mrcrofrlmmg .Proi.ect of the Committee for the Study of War Documents of the Amencan Hrstoncal Association 1959-60· Tuto St J h ' t College, Annapolis, 1960-63 (Leave of absence 1963__'65) 197l '. v· ·tr, L. 0 ns · H. · ' , -, rs1 mg ec urer m .rstory, Smith College, 1963-64, University of Massachusetts, 1964-65; Member Instrt.ute for Advanced. Study, Princeton, 1968-69; Member, Center of International Studies, Prmceton Umvers1ty, 1969-71; National Endowment for the H ·t· Editing Grant, 1978-79. umarn res ANN APO US Laurence Berns Dean of the College in Annapolis B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts B · Program of Liberal Education for Adults, University of Chicago 19 56 _59 . '1i ~sic St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship,' 1972-; A~so~i~;~ Professor of Philosophy, Rosary College (Leave of absence , 1966-67)·, A ssocra te, · ·d . . Cl H II C are a , amb n ge Urnvers1ty, 1971-72; Richard Hammond Elliot 1i t h. 1980-. u ors rp, Thomas J. Slakey B.A, St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, and Associate Professor of Philosophy, 1971-76, Saint Mary's College of California; Tutor, St. John's College, Annapolis, 1976-. On leave 1983-85 as founding dean of Whitney Young College, Kentucky State University; Dean, St. John's College, Annapolis, 1986-. Curtis A Wilson B.A., University of California, Los Angeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe, 1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor 1968-73, University of California, San Diego; Corresponding Member, 1971-86, and Effective Member, 1987-, International Academy of The History of Sciences; Member, Institute for Advanced Study, Princeton, Autumn Terms, 1982 and 1986-; Andrew W. Mellon Tutorship, 1974-. Eva TH. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86. Edward Grant Sparrow B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew W. Mellon Tutorship, 1972-. Michael S. Littleton ~.S., 1954, B.A., 1955: University. of Maryland; B.D., Hartford Seminary FoundaLIOn, 1960; S.T.'.'11., Umon Theologrcal Seminary, 1967; United States Navy, 1955-57; Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia· Tutor St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. ' Samuel S. Kutler B.A., St'. John's College, Annapohs, 1954; Graduate Study, American University, 195,5-61, .Assistant Mathemat!Clan, 1954, Associate Mathematician, 1957, Ma,hematrcran, 1961, The Johns Hopkins University Applied Physics Laboratory· Instructor, Amencan Umversrty, 1960; Visiting Tutor, St. John's College, Annapolis'. 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman ~A, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, \~ambndge Umvers1ty; Kellett Fellow in the Humanities, Clare College Cambridge 1952-54; Duryea Fellow.in Modern European History, 1954-55, Lectu:er in Histor; ;956-61, Columbia Umvers1ty; Lecturer in History and Music, The New School ror Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education Santa Fe 1968 1969 Act1 D · f 1· A · ' ' , , ng ean, - ~nnapo is, pnl-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Phrlosophy, University of Chicago, 1956-57, 1959-62; Univer~;ty of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in ~1beral Arts, Univers.ity College, University of Chicago, 1960-62; Tutor, St. Jonns College, Annapolis, 1962-; Visiting Fellow, Yale Law School 1971-72· Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer F~llow 1973' Visiting Scholar, Oxford University, 1978-79. ' m; �68/ST. JOHN'S COLLEGE David H. Stephenson FACULTY/69 amen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy: Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. ' B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Bl_ind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. B.S.: Bates College, 196_2; D_epartment of History of Science, 1962-67, Teaching Assistan,t, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. Johns College, Annapolis, 1967-. Louis N. Kurs Harvey Flaumenhaft Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the C:ollege ~nd D~partment of Geology, University of Chicago, 1948-49; Instructor m Physical Science ~nd Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Producti~n Division, South Works, United States Steel Corporation, 1951-:54; Instructo~ m Geology, University of Illinois, Chicago, 1954-64; National Science Foun~at10n Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. Johns College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, An_napo~is, 1%5-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, _Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Gra~uate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut· Part-time Instructor in English, University of Connecticut, 1957-62; Instructor i~ English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Nicholas Maistrellis B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson ~ellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in the Liberal Arts, University of Chicago, 1965-66; Instructor in Government,_ Wheaton College, Massachusetts, 1966-68; Tutor, St. John's College, Ani:apolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control 1983· National Endowment for the Humanities Constitutional Fellow, 1984-85; N~tional Endowment for the Humanities planning grant in Humanities, Science and Technology, 1986;-87. Wye Jamison Allanbrook B.".'-., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-. John F. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis 1971-. , David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. Howard J. Fisher Howard Zeiderman B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsex- · Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. Joe Sachs B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; �FACULTY/71 70/ST. JOHN'S COLLEGE Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967,_ Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Ahce Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper ~orch­ books, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-7_6; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundat10n Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State Un~versity; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; Nat10nal Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician; 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. Johns College, Annapolis, 1979-. Michael G. Dink Harvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, Ph.D. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technolo~y Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/Naval Research Laboratory Resident Research Associate, Space Science Division, Naval Research Laboratory, Washington, D.C., 1981-83; Tutor, St. John's College, Annapolis, 1982-. Janet A. Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-. Henry Ho Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Deidre Susan Fain B.A., Armstrong State College, 1978; M.A., Georgetown University, 1980; Ph.D., The Catholic University of America, 1985; Tutor, St. John's College, Annapolis, 1983-. David Lee Townsend B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of sCience, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for SoCial Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universit~ de Paris, 1967, 1973; Ph.D Harvard, 1976; J.D. Yale Law School, 1981. Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-. Intern, U.S. Organized Crime Strike Force, Manhattan, 1980. Member, Massachusetts Bar, 1981-. Jonathan S. Tuck Michael Blaustein B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasen?se College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teachm~ Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. Johns B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Patricia M. Locke College, Annapolis, 1979-. B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Thomas May Stewart Umphrey B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Fordham University; Assistant Professor of Philosophy, Loyola College, 1974-79; Visiting Lecturer m Philosophy, Goucher College, 1976-78; Tutor, St. John's College, _!\nnapohs, 1979-. B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of �FACULTY/73 72/ST JOHN'S COLLEGE Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Paul Antal B.A., University of Scranton, 1960; Ph.D., University of Chicago, 1975; Fulbright Fellow (C.E.S.R., France), 1962; Universita degli studi (Florence, Italy), 1963; Assistant Professor, Reed College, 1968-74, University of Minnesota, 1975-79; Tutor, St. John's College, Annapolis, 1985-. Leland Giovannelli B.A., St. John's College, 1978; M.A., University of Chicago, 1979; Teacher, Commonwealth School, Boston, Mass., 1979-1985; Tutor, St. John's College, Annapolis, 1985-. William Pastille A.B. in Music, Brown University, 1976;.M.A. in Musirnlogy, Cornell University~ 1979; Ph.D. in Musicology, Cornell Umvers1ty, 1985; V1s1tmg Faculty, School 01 Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Steven M. Nadler B.A., Washington University, 1980; M.A., 1981, Ph.D., 1986, Philosophy, Columbia University; Instructor, Humanities, Columbia University, 1983-86; Tutor, St. John's College, Annapolis, 1986-. Thomas King Simpson B.A., St. John's College, Annapolis, 1950; M.A. in Teaching, Wesleyan University, 1955; Ph.D., Johns Hopkins ~niversity, 1968; Instructor, American University at Cairo, Egypt, 1950-53; Teachmg Intern, St. John's College, Annapolis, 1955-56, Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty The Key School, 1970-73. ' Charles G. Bell B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938, M.A., 1966, B. Litt., 1939; Instructor and Assistant Professor of English, Iowa State College, 1~43-45; Wartime Assistant in Physics, 1945, Research Assistant in Physics, 1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer, Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europ.e, 1948; Assistant Professor of Humanities, University College, University of Chicago, 1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschischte symbolischer Formen); Poet in Residence and Guest Professor, University of Rochester, Spring 1967; Guest Professor, State University of New York at Old Westbury, Spring 1970; Tutor, St. John's College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-, Director, Graduate Preceptorial in Dimensions of History, 1972-73. Samuel Emmons Brown Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John ff Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. SANTA FE Thomas President Michael Patrick Riccards Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. B.A., 1966, M.A., 1967, M.Phil., 1968, Ph.D., 1970, Rutgers University; Special Assistant to the Chancellor of Higher Education, 1969-70; Department of Political Science, SUNY College, Buffalo, 1970-77; Fulbright Fellow to Japan, Fall, 1973; Henry Huntington Fellow, Summer, 1974; National Endowment for the Humanities Fellow, Princeton University, 1976-77; Provost, Hunter College, CUNY, 1982-86; President, St. John's College, Santa Fe, 1986-; National Advisory Council, Center for the Study of the Presidency, 1986-. Dean of the College in Santa Fe Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; G~ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. William A Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. A McDonald Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Robert A. Neidorf B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of the Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-86. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, �74/ST. JOHN'S COLLEGE Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, University of Melbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82; Teacher, Santa Fe Prepatory School, 1972-73. Elliot T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Stuart Boyd M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Ins~ructor, Medical Psychology, University of Colorado Medical School, 1952-53; D1rector, Doctoral Training in Clinical Psychology, Denver University, 19~4-57; Professor . of Psychology and Chairman, Department of Behavioral Scienc~s, New _Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edi~bur_gh University, Scotland, 1964-65; Professor of Psychiatry (Psych~logy), Umver:ity of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Co~orado State University, 1959-62, Utah State University, 1962-66; Tutor, St. Johns College, Santa Fe, 1966-. FACULTY/75 tor of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-, Visiting Professor, University of California at Santa Cruz, 1985-86. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; ~icentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Phillip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E. Venable E. Ray Davis, Jr. B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Gerald Myers Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale Univers~ty; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955:-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; D1rec- B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. �FACULTY/77 76/ST. JOHN'S COLLEGE Georgia S. Knight . .l 1974, UrnverBS . , Ph1 osop hy, 1970 , MA ·' English ' 1972 ' Doctoral Candidate, J hn' c 11 . · sity of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. o s o ege, Santa Fe, 1974-. David Bolotin B.A, Cornell University, 1966; Ph.D., New York UnlilversitAy, 1974;1·Le~~~:r8~n Classics, Yale University, 1971-73; Tutor, St. John's Co ege, nnapo IS, ; Santa Fe, 1982-. Elizabeth S. Engel B.A, Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1,975, University of Southern California; M.A., Experimental Psychology, Urnversuy of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-. Phillip Prescott Chandler, II B.A, St. John's College, Santa Fe, 1968; Ph.D., University of California at. San Diego, 1975; Junior Fellow, Center for the s.tudy of Democratic Institutrnns, 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State University 1969-70; ND.KA Fellow, 1970-73, Dissertation Fellow, 1973-74, Umvers1ty of California at San Diego; Instructor, Mathematics, Oklahoma State Urnvers1ty, . Summer, 1973 , Summer, 1975·, Instructor, 1974-75 ' Assistant Professor, 1975-76, fN Assistant Director, Spring 1976, Collegiate Seminar Program, Umvers1ty o otre Dame; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. John's College, Santa Fe, 1976-. 0 Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Jack Lincoln US. Army, 1966-69; University of Rhode Island, 1969-70; B.A, St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Martin Alan Cohen Brandeis University, 1968-70; AB., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.A, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano • Lynda Lamson Myers B.A, St. John's College, 1971; M.A., University of North Carol~na, 1975; Ph.D. Candidate, The Catholic University of America; Tutor, St. Johns College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985Edward Cary Stickney B.A., St. John's Coilege, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Nancy Dunning Buchenauer B.A, History, 1967, M.A., Ancient History, Cornell University, 1969;. Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, ~966-68; Umv:rs1ty Fellow in Classics, Brown University, 1969-70; Tutor, St. Johns College, San,a Fe, 1980-. Charlotte Gray Martin B.A, University of Colorado, 1972; Deutscher Akademischer Aus~uschdienst Dankstipendium, University of Freiburg, 1972-73; PhD., Classics. and.~omparative Studies, Boston University, 1979; Teaching Fellow, Boston Urnvers1ty 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, Urnvers1ty of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanfo~d University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Robert Richardson B.A, Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. George H. Aigla B.S. Saint Mary's College, California, 1975. MD. University of California San Francisco, 1979. California Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, Summer 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981, Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. �78/ST. JOHN'S COLLEGE FACULTY/79 John E Cornell PRESIDENTS EMERITI B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Richard D. W~igle Edwin Jules Delattre Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. R Glen Coughlin B.A., Liberal Arts, Thomas Aquinas College, 1981; M.A., Philosophy, Laval University, 1982; Instructor in Humanities, St. Lawrence College, Quebec, 1983-1986; Tutor, St. John's College, Santa Fe, 1986-. TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith, FS.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Michael Ossorgin HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A. 1931 MA 1938 C b 'd U · · · , am n ge rnvers1ty· L1'·t D o~· ~d U · · ' ' · ., rnvers1ty, 1961; LLD., Carnegie Institute of Technology 1967· LH D v 1 u' .' · ·.' ~roi · , , . ., ia e rnvers1ty, 1967 �80/ST. JOHN'S COLLEGE FACULTY Freshman Classes Fall and January 1987 OH!CERS, ASSOCIATES AND STAH SANTA FE ANNAPOLIS President William M. Dyal, Jr. President Michael R. Riccards Dean Thomas J. Slakey Vice President for College Advancement Jeffrey A. Bishop Dean Anthony James Carey Treasurer Jeri Rhodes Director of Graduate Institute Thomas May Treasurer Bryan Valentine Assistant Dean Malcolm Wyatt Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Directors of Athletics Michael G. Dink Roberta Rusch Director of Career Counseling Marianne Braun Director of Continuing Education Thomas May Director of Development Janice C Buys Direct-or of Financial Aid Caroline Taylor Christensen Librarian Kathryn Kinzer Vice President for College Advancement Graydon A. Tunstall, Jr. Director of Graduate Institute Lynda L. Myers Assistant Dean Timothy P. Miller Director of Admissions Marsha K. Drennon Director of Career Counseling Ron F. Hale Director of Community Events and Alumni Activities Toni Wilkinson Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic Nurse Practii-ioner Deborah Walker Registrar Diane M. Trudell Director of Student Activities Istvan Fehervary Director of Information Services Rebecca Wilson Registrar Nancy R. Lewis Coordinator of Buildings and Grounds Dolores Vigil Director of College Health Services l\/Iarilyn Mylander Supervisor of Maintenance Juanito Zamora College Physicians Charles W. Kinzer Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace States Represented Alabama Alaska Arizona Arkansas California Colorado Connecticut Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maryland Massachusetts Michigan lv!innesota lv!issouri Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming of Columbia Rico Annapolis Santa Fe 37 34 1 1 2 1 6 14 7 2 4 3 1 1 4 1 1 3 7 2 1 1 1 1 3 19 9 2 2 3 9 3 1 1 2 1 1 1 2 2 4 2 17 3 7 1 1 3 14 3 1 Number of Students Fall 1986 January 1987 Men Women Annapolis Santa Fe 108 32 86 54 101 16 78 39 5 4 Early Entrance Previously Attended College Range of Ages 36 16-50 Veterans Kind of School Attended Public Independent Parochial Receiving Financial Aid Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended St~d~~;s 1 3 94 35 11 83 28 6 44% 63% 52% 37% 15% 24% 12% 11% 1% 45% 27% 18% 34% 15% 4% 2% 47 11 1 1 7 1 2 l 9 9 27 2 1 7 2 4 1 4 3 13 1 1 12 3 l 2 I I 1 1 1 l 2 37 16-39 2 1 2 3 1 1 included in this table ar J 3 t d f students. e " s u ents or whom rank-in-class is not available and � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1987-1988 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1987-1988 Date A point or period of time associated with an event in the lifecycle of the resource 1987-1988 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1987-1988 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9ed9bcdee4d6f30c52d3ff9816ce8ef0.pdf 590de031732fe5fefd8ee958bc49d95a PDF Text Text 's STATEMENT OF THE STO JOHN'S PROGRAM 1988-1989 ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO 21404 87501 (301) 263-2371 (505) 982-3691 Founded as King William's School, 1696; chartered as SL John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schook The College is co-educational and has no religious affiliationo It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicappedo �ANN APO US 1988-89 August 31 September 1 September 1 September 1 October 14-17 November 24-27 December 15 December 18-January 8 January 9 ......... . January 9 ......... . February 3-6 March 2-19 May 19 May 21 Freshman Registration Sophomore, Junior, and Senior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Tutorials Long Weekend Spring Vacation End of Second Semester Commencement FE August 25-27 August 25 August 26 August 26 August 26 ........... . August 29 October 7-10 .. November 24-28 December 12 .. December 15 December 16-January 8 January 6 IVIarch 4-12 12 14 SUMMER 1989 June 19 .. August 10 Graduate Institute Begins Graduate Institute Ends 1988-89 Fall Senior Oral Examinations Freshman and Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration Spring Vacation End of Second Semester Commencement SUMMER 1989 29 June 19 August 3 August 10 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction 6 The Curriculum Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Books 8 10 11 16 20 22 The Academic Order Tutors Instruction Committee 28 29 Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Gnduate Institute in Liberal Educatwn ....... . Directory Information and Right to Privacy 30 31 33 34 35 37 37 37 Residence and Student Life 38 43 Santa Fe Both Carrtpuses 47 Site Plans of the Campuses 50 .P_,,.<lmiss]ons R<>qulfements and Procedure Campus Visit 54 56 fe£5 and fin:n1dal Aid Prccedures and Deadlines Grants and Loans Student Budget and Deposits Policy Criteria for Judgmg Satisfactory Progress 58 60 62 62 63 64 66 E0ard of Visitors and Governors 67 ................................ 68 Assodales ;;md Staff Prnme: 1987-88 freshman Classes PHOTO CREDITS-Front Cover: Kitty Leaken/ Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). 85 86 �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizeens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, ~hile seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Tradithe liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light v1hat is involved in the use of words and numbers in all kinds of discurin analyzing, speaking and writing, and also in measuring, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes of them: discussion, translation, writing, experiment, mathematical denrnnstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enabli: them to practice freedom. By these means students will be able to actual situations, to deliberate by articulating clear alternatives of arriving at a proper choice. The acquisition of these inwill serve the students who have learned them throughout Y..i1ovvledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or an0ther indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and m use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten Under their discipline they can acquire the habit of listento reason. A genuinely conceived liberal arts curriculum cannot avoid at these most far reaching of all human goals. �THE CURRICULUM/9 8/ST JOHN'S COLLEGE The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is deterrather by the necessity of "following the argument;' of facing the issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a fe·w of its IT!.ernbers. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, t0 the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the · perhaps the most useful device of all is the question "Why?" But leader~ may- also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration Reason is the only recognized authority. Consequently, all opin10n.s must be defended with reason, and any single opinion can prevail general consent. The aim is always to develop the students' powers cf re2son and understanding and to help them arrive at intelligent opinions Gf their own. freshman, sophomore and junior submits an essay on some by the seminar readings. In Santa Fe, an essay is submittt:d each semester; in Annapolis, each yeaL The essay is not a research paper vrith extensive footnotes and a bibliography, but rather an attempt ~L- the part of the students to set out in writing, as clearly as they can, th2lr own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophor.nores the annual essay holds a position of special importance: it beconles the major part of the process called enabling. (See page 35). or �10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: . Being Time Design. and. Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu Confucius Aristotle: THE CURR!CULUM/11 The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutoL The tutorial provides conditions for a small group to work together toward analysis, often through translation or demonstration, of an imwork As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruct10n and insight to their fellows. Other tutors often attend, seeking to b:.rn about a particular subject which they may later teach. assignments are normally made in all classes: mathematics, ff,us 1c 2,nd sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL in higher education has led to a profound neglect of language skills As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may of as a present-day restoration of the traditional studies of gramff\iff, and logic The tutorial seeks to foster an intelligent and activ'" grasp of the relations between language on the one hand and thought and · on the other. To do this it must direct attention to the fundamental ·1Nays in which words can be put together; to the modes things; the varied connotations and ambiguities of terms; rcle of metaphors, analogies and images; and the logical relations of foreign languages (Greek in the first and second years, Frer:x:h in the third and fourth years) provides an effective means to these languages, by translating from them into and comparing them with each other and with English, the cc.c'"''"""' karn something of the nature of languages in general and of their During the four years, then, they study language as the ""''cn.:vu.,''"' of reason, as the articulation of experience, and as the medium �THE CURRICULU!vl/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. . In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak ·welL A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility m the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read - Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its. immediate object is the understanding and enjoyment of each poem m its parts and as a whole, It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of comedies is read-either Tartuffe or Le Misanthrope. The year ends ·with analysis and discussion of modern British and American poets, such as T S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. TI-IE TUTORIAL Ivfathematics is a vital part of education; that this is true or ought to be ;c,u:.:,;e.''~"'·"u by the word itself, for it is derived from a Greek word mean"to learn'.' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematicaL It is equally that competent mathematicians are often unaware of the assumptions upon •Nhich mathematical equations and for;m:o based, Mathematics at St. John's is studied as a liberal art, not from what have come to be called the humanities. mathematics is taught at an unhurried pace, in an atmosphere of r':'flecl:ive inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics the most readily learnable liberal art but also one which access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern perhaps even defines it Therefore anyone who means i:o cnticize or reform, to resist or cooperate with this world not only mus': h2Jlc= some familiarity with the mathernatical methods by which it but also must have thought about the assumptions that underlie their It is the task of the mathematics tutorial and the together to help students to think about vvhat it means to count z::c1d rneasure things in the universe. The second main reason for studying mathematics concerns the rnc;;thematics tutorial more specifically. Since mathematics has, as its name dose connection with the human capacity for learnuseful in helping students to think about what m:'ans tc come to know something, To themselves for such reflection students study artfully comtreatises, demonstrate propositions at the blackboard By doing this over four years they learn a good deal �THE CURRICULUM/15 14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse" "ugly" and "beautiful" in mathematics? Do mathematical symbols constitu;e a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and selfsufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �THE CURRICULUM/17 16/ST. JOHN'S COLLEGE Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recordEd history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. Johns program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chernistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterpris~ involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain inwholes of subject matters are to be selected as problems in which roles of theory and experimentation can be distinguished through cril:ical (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative u,·cn••'J',,u, and on occasion to repeat an entire experiment. Only thus can ccme to a mature understanding of the sciences called "exact'.' A laboratory section consists of fourteen to sixteen students workunder the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A labor;;o.tory session may be used for exposition and discussion of theory, for or for both, as the progress of the work require:c. Occaa laboratory meeting is reserved for the discussion of a classic or other text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, l{utherford and Bohr are among those regularly used in this way. In all the work of the and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and TOPICS topics of study have been chosen from elementary physical science. The sequence of study may be outlined as follows: �18/ST. JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: THE CURRICULUM/19 Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry 3rd Year 4th Year Topics in 10 weeks: 18 1Neeks: rnechanics, optics,. heatl on to study and discuss important original texts bearing on the of the atomic-molecular theory. Experiments are performed with the understanding of the texts and the physical and chemical of which they speak. The year's work culminates in the of the problem of determining atomic weights and in an examination of some consequences of this determination. molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and laboratory deals with topics common to a number of the of physics, such as mechanics, optics, thermodynamics electromagnetism. Throughout the year, experimentation is accomthe reading of important original writings by Galileo, Descartes, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of are to be put to work in the laboratory at the same time that their development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, description of force, acceleration, work, energy and potential to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The c~·,.~,,~1-c of mechanics are to be used to formulate alternative theories of corpuscular and wave - and the success of either theory in accountphenomena is examined. The phenomena and processes leading to the first and second laws of thermodynamics are consideration. The fundamental phenomena of electricity and are studied observationally and experimentally, and formulated in niathematical terms. The final and culminating topic of the year is Maxwell.'~ 2e:ivation of an electromagnetic theory of light. FC.HJRTH YEAR In fft2ny v1ays the work of the senior year is a return to questions the students fest confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with. electrical the student can focus on the questions of atomic stability that to the revolutionary quantum hypothesis of Bohr and thJ: wave me:::har:ics of de Broglie and Schrodinger. Through a sequence of historic sciennfo: papers and related experiments, the concepts of particle ar:d wave, of - . and continuity, gain new meaning. the course of thought in Schrodinger's What is Life?, the then turns or returns to biological topics, and first to theory of heredity and its development through the and interpretation by TH. Morgan and his associates. rer;ults of laboratory studies of bacteria populations are considered from standpoint of their evolutionary significance, in the papers of Hardt and of L~ria and Delbruck. Next, fundamental papers leading to rnolecular biology-for instance by Beadle and Tatum, \tVatJacob and Monod- are studied. �20/ST JOHN'S COLLEGE THE CURR!CULUM/21 Al' JD The curriculmn as described so far calls for student at every active stage of the a different form of instruction occurs The formal lecture is the occasion when the students have an opand The connected with seminar up a new field of inreadiness to absorb to follow arguments in or space science, in or architecbut not infrequently Visitors may be from the academic lTiay be poets or artists. rk' list below provides on(: 'The i/iad: A War Poem" Knox "Wh2t lvlakes Crime Go Down?" Jarnes Q Wilson ''G 2lactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fme Arts Quartet Machson and the Bill of Rights" (~old\11/in "Evolutlon and Development" J, --r Here the lecturers submit with the faculty turns into a serninar. Thus the to exercise their very different from the can test the degree of their understanding classroom. It is here that and the of what have learned. The lectures range variety of Sometimes the views on a given Some of students are confronted with in the seminars and tutorials. the lectures have immediate Others may have a lasting effect on the direction that students' work takes 'Nithin the framework of the prograrn some of lectures and concerts given on the other carnpt1s in recent ye3-rs: Bon:nef Emerson Stnng Quartet Reason, and Recantation in Plato's Phaedrus" Eva Brann "What Good o.nd What Harm Can Lederer Vera: Anatomy of a Do?" and th<:> Mechanisms of Human Vision" Chord of Wagner's Ring" 'The Evo1ut1on of Behavior in Hurr1ans and Dogs" 1 Themes in the Speculative Theology of St. Thomas Aquinas" "lv1inds ;rnd Bn!ns: Men and Machines" lvlortiirn·r J. Adler "Paul o.s He 1/Vas and Paul as He Looks" Stendal-·d "The Parable cf Don Quixote" Sachs of Romantic Love: Flaubert's Madame Bovary" -Quarter a Mass Denwcracy" Equality and Identity" �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 Homer Thucydides: Plato Anstotle: Euclid Lucretius· Plutarch: Nicom3chus: lavoJ.sier. Essays Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theaetutus, Sophist, Timaeus, Phaedrus Poetics, Physics~ Metaphysics~ Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles;' 'Alcibiades;' "Lycurgus;' "Solon'' Arithmetic* Elements of Chemistry'' Archimedes, Torricellli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk ./-\_ristot:le Plutarch: Tacitus: Ptolemy Plotinus: Augustn\e: Anselm Aquinas: Dante: Chaucer Des Prez. MachlavelH. Copernicus: Luther: Rabelais . Palestrina: . Montaigne: Viete: Ba.con: Shakespeare· The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Price, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees * Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason~ Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: ·"~alery: ·:Kafka: .. Einstein: . 'llikan: ntad: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �26/ST JOHN'S COLLEGE AUTHORS, SUBJECT MATT.ER, YEARS Philosophy and Theology History and Social Science Mathematics and N atu.ral Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Plutarch Tacitus Machiave1li Ptolemy Apollonius Copernicus Descartes Pascal Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Molihe Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S Eliot Mark Twain James Joyce Joseph Conrad Hegel Kierkegaard Nietzsche William James Literature First Year Second Year Third Year Fourth Year I'v1arcus Aurelius The Bible Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Viete Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Locke Rousseau Adam Smith U.S Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supren1e Court Opinions Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell de Broglie Mendel J. J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �The tutors should be ~r\1iU not be li:cn_ited_ to v·rhat inside a single it is essential that SL tutors rethemselves to acquire incr/Oosed yJOgram that are outside tl:-ieir field of . tutors w1th advanced rn.:::1 th.2r11.atics 1.r1ould prepare translabons fron1. or f{acine, 'fhe stud~~n.ts of active learners who will not that these matters are ·-,_,~,~~'·-' The of vvor:ic.s of snch rich_n,::ss that to strive for greater of them. Smne tutors do find time to write articles and to teach the St. John's program This is full-tirne tutor is confined lo a part of the h9ve teaching members cf a serninar a:nd of one tutorial and a from them then tutors have time to into the foundz~_tio:ns and v\rider contexts of 1,Nh_a_t is studied th3-n the for classes aHovJs In order to avoid stale·ness and the ever present danger of succun1.b1ng to routine sabb::;hcal Ieaves to allow for leisure 2.nd serious faculty the members of the faccalled tutors, The title professor is it is not the chief role doctrines in their field is a cooperative groups with persons at different stages of learning working All participants in a class are expected to prepare for their discussion by studying fro:m the vvorks of the principal teacher of the class it might be Plato or l'Jewton an author of one of the great books who wrote from rhe of his or her learnin" -· What then is the role of the ai~d - -t;~chers, the tutors? .b,irst of should be questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. . must be able to determine the difficulties of their students and to their observations and examine the Instr-u.cbon Conlrnittee of the other institubons the for certain relatd to for advisadvises the President Tl1e Cor:n.rnittee consists of th~ Deans and of the College; the The Deans on their 01Nn carnpus; the rnernconstitute the Instruction Comintervals the yeaL full IY1 eets bet1.1\1een th-c t1NO campuses.' the Dean at the host campus at ihose anrrual meetings, �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS FRIDAY ta~age The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of_ the library, essential to the teaching of the program. A good gener<tl collect10n is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 50,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and Weigle Hall. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 8,318 records and tapes. Formal L¢cture ept for the preceptorials in the junior and senior years and certain of laboratory work for which the upperclassmen may choose their 'me, the schedule is the same for all students. The language, atics, and music tutorials each meet for three and a half hours to d a half hours per week. Freshmen, juniors, and seniors spend up ours each week in the laboratory. Two evenings from eight to ten ts attend a seminar. A formal lecture or concert is given once Sixteen to nineteen hours per week are spent in regular classes. r: is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 Annapolis and each semester in Santa Fe all freshmen, ~nnnun1u1 e~. and juniors submit essays to their seminar leaders on some of the liberal arts. These essays are based directly upon books in the program. the end of each semester, oral examinations are held. These are by the seminar leaders. The students are questioned freely and on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of exilrniners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other a.nd to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the vvinter and for juniors and seniors just before preceptorials begin. EXAMINATION must pass an examination in READING EXAPvHNATIOJ\J students must pass an examination to demonstrate of the French language. ENA.BUNG EXAMINATION senior oral enabling examination is given to the student in the fall of the fourth year. It is focused on a number of books the sernmar lists assigned for rereading and study during the mer. The passing of this examination confirms a student's si:atus as for the degree of Bachelor of Arts. AND ORAL EXAMINATION senior year the student is required to present to the faculty a final to some aspect of the four years' work It is not intended to of 3pecialized research, but rather a sustained perforrflance in Four weeks at the start of the second semester are reserved during this period the seniors attend no classes. If the by the faculty committee to which it has been the student is examined upon it by the committee examination. No degree is awarded unless both and the oral examination are satisfactory. The senior essay is of the student's learning" �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled ~ollege exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of condi tions that must be met if the student is to continue in the College. Th normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the De each semester as a conventional letter grade, A, B, C, D, or F where indicates that the work is at a satisfactory level. Such a grading syste is necessary in the case of students who wish to go on to graduate or pr fessional school or to transfer to another college. Within the Colle grading is not of central importance. Students will be told their grades o on request. They are encouraged, however, not to work for grades, rather to try to develop their powers of understanding. If it becomes e dent that a student is not progressing, or that the learning process stopped, the student is asked to leave the College. phomore enabling is a review by the Instruction Committee, with the vice of all the tutors of sophomores, of the student's learning during e two years spent in the College. The sophomore essay is especially imrtant in the enabling procedure. Consequently, no students are enabled enter the junior class unless they have written a satisfactory essay, and only if in the judgment of the Instruction Committee they are suffitly prepared for the work of the final two years. In particular, the enabljudgment looks to the possibility of the student's writing an acceptable tudent who completes the four-year curriculum satisfactorily is ed the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their fast sumcompleting their freshman year, so that they, too, complete a fourrriculum. For transcript purposes, St. John's seminars, tutorials and ries are translated into terms of conventional subjects. The curis the equivalent of approximately one hundred thirty-two semester .UATE STUDIES AND CAREERS AFTER ST. JOHN'S r many St. John's seniors elect to do advanced work in a wide graduate and professional schools. Experience shows that leading �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 TutOis who have completed two years of teaching at St. John's may receive a degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. universities admit St. John's graduates with creditable records. Since SL John's offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fields. Many other graduates choose to embark directly upon careers in a variety of fields. Their undergraduate background - especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employmenL St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by SL John's graduates; mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Actin.g Engineering Finance Governmer1t Service Architecture of Art of Science International Relations Journalism Languages Oceanography Philosophy Physks Political Science La1N Science Literature Logistics Mamigemt>nt Nlathematics Medicine :tv1eteorology Sociology Systems Theatre Arts Theology Writing The Institute in Libera1 Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program It is offered year-round on both the Annapolis and Santa Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Scienci?. Each segment consists of three classes: seminar, tutorial and preceptoriaL The seminars are modeled on those of the undergraduate college; .they are limited to twenty students. The tutorials are smaller classes devoted to the dose reading of texts. The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in At the end of the term students write a major essay on topics of choice. For the successful completion of each segment of the program credits are granted. All four segments are required for the degree, students who have previous graduate credit may be eligible for after three segments. The segments may be taken in any order. detailed information and a separate bulletin may be obtained by lo the Graduate Institute in Liberal Education, St. John's College, •.··.s:<•a:amra Fe, New Mexico 87501-4599 or Annapolis, Maryland 21404-1671. INFORMATION AND RIGHT TO PRIVACY 'Nith the Family Education Rights and Privacy Act, the Colthe right to publish at its discretion the following information teach student presently or previously attending the College: the stu's narrv2, address, telephone listing, date and place of birth, field of in officially recognized activities and sports, dates of and awards received, and the most previous educaor institution attended by the student. As required by the . 'Will provide public notice annually of its intention to h such information. Students have a right to inform the within a reasonable period of time that any or all of this directory ation should be withheld. The College will respect any such request �38/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that light-hearted recreation are necessary to an intellectual life and it is committed to the facilities, funds and needed to make them available. such activities in are under the sponsorship of the Student In Santa Fe they are organized the Student Activities Office which is responsible for providing instruction and equipmenL as William's School in been situated in the colonial capital of the State of 50,000 persons is occupied with the government of the State and of Anne Arundel County; with the training of at the United States Naval the crab and oyster sailing and recreational t1v1t1es of the Chesapeake Bay; and with liberal education of students at St. College. The campus of thirty-six acres Hes in the Historic District, adjoining. College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include historic· homes classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the ones. There are six student dormitories, offering single and double rooms. The community of students has itself since 1945 with electe · officers and delegates representing each and the off-camp1 The Student representatives, the Delegate Coun cil, meet once a week to hear requests from students for funds, to alloca . time and use of facilities such as the student kitchen, to remind stu&:n of their responsibilities to the College and to express stude opinion on common problems. The Delegate Council also rneets wi members of the College administration to discuss matters of mutual conce and maintains a Student Committee on which works with t Faculty Instruction Committee on academic matters. A Food Commit works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium expression of opinion to the community as a whole. Controversy ran short stories, poetry and news take up the rest of the are also welcome to contribute work to The Reporter, The and Energeia, the three official publications of St. John's. acunic:.Ih1r organizations at St. John's are generally informal. Some after year while others spring up and die out as the individual community come and go. Many extracurricular activities �RESIDENCE & STUDENT LIFE/41 40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom, The past years have seen small classes - some led by students, others by tutors-in harmony, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology, Other activities stem from interests independent of the College curriculum, Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts, Theatre life is active, The King \!Villiam Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays, Recent productions have included Macbeth, The Mousetrap, and Miss Julia, Every weekend the student film club presents foreign and domestic films - the classics of cinema arL Additional film series, including The Ascent of Man and Roots, have been shown during the week There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually, Voice and instrumental ensembles train new members and perform at College events, The College provides practice rooms and pianos and a music library of scores and recordings, Private study can be easily arranged on campus or in towrL Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of mastature, Recent shows have been devoted to the works of Daumier, Peter and Barye, Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for SL John's students, An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists t<:aching in their field of specialization, Classes in drawing, painting, sculpture, and pottery continue throughout the yeaL Materials and tools are furnished without charge in most cases, Parties, an part of community life where students and meet informally, come in several varieties, The Society of Bacchus arranges rock dances, vvaltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Cotillion. Vigorous square dances and quiet jazz parties occur once or a year, A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full of picnicking and athletic competition, There are Sunday concerts at the College, and the Political Forum· invites lecturers to speak on weekday evenings, Annapolis itself offe church groups of all denominations, synagogues, concerts, plays, histor tours, seafood, sailing, the Naval Academy, hiking, cycling, State gover ment, political work, community service groups, etc Washington, and Baltimore, Maryland, both within an hour's drive, offer ~r1'i"''""" museums and stores too numerous to mention here, 1939, when intercollegiate athletics were abolished, the College has an extensive intramural program, now including ceam competiin touch soccer, basketball, volleyball, softball, and track, well cs individual tournaments in tennis, badminton, table tennis, and is voluntary and enthusiastic; the competition ~a''"''"'"'acc but good-natured. Students and interests in rowing, canoeing, karate, fencing, training and aerobics. facilities include a gymnasium with courts and weight room, playing fields, tennis courts, and a The athletic program is designed to offer the community opunities for physical exercise, development of skills, participation in and a place for recreation and enjoymenL departure from the long precedent against formal intercorrnJetlt1•::m. there has in recent years been an annual croquet team from the neighboring United States Naval Academy, Cup. ~-·~";.-{~"' �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purin the fine arts, museums and opera; and with archaeological and ical research. Scientists in nearby Los Alamos do research in nuclear cs and related fields. Neighboring institutions of higher education the Institute of American Indian Arts, the College of Santa Fe, Santa munity College, and the University of New Mexico in Albuquer. ty miles to the south, Albuquerque provides the attractions and iences of a city of 400,000 people. e campus of 250 acres lies in the southeast quadrant of the city, iles from the historic Santa Fe Plaza and the Palace of the Govere architecture of the Santa Fe campus reflects the territorial style ced in the state during the last century. The campus, at an eleva7,300 feet, overlooks the city and offers superb views of the Cere Jemez, the Ortiz y Pino and the Sangre de Cristo mountain campus includes a classroom building, a laboratory, a student a music and fine arts building, an administration building and two �44/ST. JOHN'S COLLEGE dusters of dormitories. A library, conference center, dining hall, and infirmary are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an ind~vidual basis with administration and faculty, as well as through the machmery of a formal student government, since both the size of the' College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Finan~ cial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which con~· cem themselves with such things as Friday night lectures or the food service. . Santa Fe students and faculty have initiated a wide variety of extracurJ ncular activities including the artistic, the academic and the athletic !istic expression is encouraged by extracurricular classes in drawing, mg, photography, pottery, weaving, ballet and modern dance. st.udio in the Fine Arts Building, the darkroom and the pottery studio v1de appropriate settings for these activities. The College's art gallery, RESIDENCE & STUDENT LIFE/45 to the public, has a new show by professional artists bimonthly. studrnt art show is scheduled each year, and awards are given for in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe h a medium through which to express their views about both the Coland the world-at-large. Au Verso, a literary magazine, contains essays, work,. poetry, short stories, and photography from students and faculty e. Musical performances of many kinds are given by students through Musicum. Formed in order to stimulate musical activity on mpus, association provides members of the College community with opportunity to perform before a small, receptive audience. Through organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. St. Chorus and the Madrigal Singers also give recitals. The Colprovides numerous keyboard instruments, including two grand pianos a for student practice and performance. Practice rooms a"'"''""'"" in the Fine Arts Building. John's Film Society is organized by students to provide a wide y of classic and current films for the College community every Saturight. any students are attracted to the town of Santa Fe by its crafts, music, rand visual arts. Others have participated in tutoring in elementary , counseling, working at the local health food co-op or in other �RESIDENCE & STUDENT LIFE/47 46/ST JOHN'S COLLEGE ton are conducted at the College's facilities. A men's soccer team and a soccer team both play with other teams in the area and are hosts to tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal sw11~ming pools in which St. John's students can purchase yearly swim A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square of forest and wilderness areas for hiking and camping. Here the Search and Rescue unit trains regularly in techniques of map first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have to be absent from campus in the event of a search or rescue. Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two honrs away by car) offer fine slopes for both beginning and advanced skiers, several cross country ski trails branch off from them. Students may skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. The St ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational In its early years there were some ties with the Protestant Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before comAttendance is in consonance with the Charter. and students attend church or synagogue in town. It is customary acurricular Bible classes to be conducted by tutors of the College. art th·2 mountains ween Costume Party, the VVeekend occasions for informal Weekend includes a talent The Student Activities Office coordinates a volunteer athletic which offers for and tvvo are sports in and the has one of Southwest. There are facilities for gymnastics and fencing, but activities can be done out-of-doors. Intramural programs in tennis, soccer, FOR STUDENTS nr,...,or:>:m Bookstore on each campus has all the books and supplies the "'"rln·-·:·n need for their classes. It al~o maintains a stock of books related of the program, and books of more general interest. It is \er1!'r;it~rl vvithout profit. for an active social the College provides on each camshop and a junior common room for the use of all students. there are smaller, comfortably furnished social rooms in the and elsewhere on the campus. e dornutories form small communities within the larger college comhelping the incoming students to make proper use of the suprt thai: other students can give them in their college life. �RESIDENCE & STUDENT LIFE/49 48/ST JOHN'S COLLEGE Unmarried students not at home are lege dormitories and to take their meals in the they apply in writing to and obtain Deans or Head Resident to live The College can offer no married student who wish to have student must find suitable offcampus and should allow time for this, Room assignment is the of the Assistant Deans in Annapolis and of the Head Resident in Santa F:::, students have the privilege of for rooms before the summer vacation, In Annapolis students are not to remain in residence durwinter or vacation, In Santa Fe students are not permitted to remain in residence winter vacation m'lly remain spring vacation, although a small fee is DINING HALL The dining hall on each campus is vegetarian menu is available, Resident students are dining hall. Exemptions for medical reasons are amination and recommendation the '--''""-,"' Dean. upon exor Assistant CAREER PlANl\HNG The Office of Career serves student needs in two especially important areas, it essential information for those students to continue their education in programs and urot1Ess;10na1 schools across the nation. The Director of Career also offers assistance to those students who wish to embark upon careers immediately after graduatioR An ernployment service, initiated and run Primarily, it seeks academic year, but it can also aid employment in the local decided upon by the Dean in consultation with students and faculty. Every student is informed of them, and returning upperclassmen are em:11t'..teu of them each fall, The rules differ in certain details on the two campuses, though in general they follow the same pattern, The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agr;:e to abide by the rules and regulations promulgated in the Student Manuai published annually by the College. St. John's assumes that students will - not only the enacted rules but also the community-_ccepted canorn of decent behavior. In extreme cases, where these canons are Flouted, the may require withdrawal of the offending student. locates students for full-time sufftff1er HEALTH SERVICES DAMAGE A Student Health Center on each carnpus a vanety of health services for enrolled studentso Counseling services are 8lso available on carnpus. These services are free of charge or low-cost. RULES RESIDENCE rules of residence 0 of each student make nece:ss21rv the use of dormitories, These rules The provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupa.nt or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear, Any damage to college property is charged to the caution fee of the student or students responsible for the tlam2ge The College is not responsible for the loss of, or damage to, any ,student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 COLLEGE CREEK BOATHOUSE I El HEATING PLANT COLLEGE AVENUE U~~ SOCCER FIELD �52/ST. JOHN'S COLLEGE ADMJSS!ONS/53 are selected prospective '""'"'"'"''u"' to write the essays that constitute an to the College. want an education that conreading and consideration of the of serious conversation in which they learn to consider the thoughts of others as well as their own; and of active parin their own education. uu10LHL Each student has a concommunity. Most who consider SL examine themselves before applying so that when do they are to themselves to the College that they want to engage in the life of reason and believe they can take pleasure in it. In their essays, many determine their own apas St. others eliminate themselves as apthat their intenests and those of the College do not coincide. Thus, for most select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The of the admission process is to determine vvhether an apnecessary - and ability to complete the St. John's program Committee - five tutors and the Director of Admissions on each campus - regards the application as being a from the applicant: "Do you think I am ready to profit from the program of studies at St. In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable to give a full account of themselves. can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one - show whether an applicant has the habits of necessary at St. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. The asks a minimum of personal Need for assistance not affect the Committee's decisions on admission John's has decided to remain a small college in which the students artd ictculty are known to each other. Each campus has between 300 a- d 40tJ. students. The size of each class is limited on each cam;us. M~~t freshman clas_ses are about equa~ly divided between men and women. enter m late_ August and January in Santa Fe, in September and _ __ m Annapolis. Occasionally, there may be a January class on onl one c.ampus. New students are enrolled only as freshmen· a or _Y of "~ -' t · 1 h d , more -~''-ti en ermg c ass ave one one, two, or even three years of collPge work else~he.re. These students, despite good records at other colleg-es rehD<~l':~sh rheir advanced standing to take part in the St. John's program'. • H::shmen who enter m January stay on campus the following sumco 1complete the first ~ear. They can thus graduate a year earlier th~n nad postponed their entrance until the following fall. The Janu :cof- t' 1 . ary '~ par icu ar mterest to students who come to St John's i: tL coll'"''" h h · 1rom o Her ~~to, o.r w o ave traveled or worked since graduation from high sch I Orvr•c w ht t S J h , oo, _ "u is o en er t. o n s immediately after the first semester of their ~ernor year of high school. __ Et. �ADMISSIONS/SS S4/ST JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8 to 1)" In order to meet this commitment, the number of students in each freshman class is carefully controlled, Candidates for admission are advised that approved applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES ~:~~:.~~~~:~e:e~',:,~~1~d~ ~~~~;~~~~Ei:~:t:I~; E:::~:~:~i~ ~~! and .two years of .a fore.ign la:sg;:1r:s or three years of natural science i~r=J~~:;~:~~~sa~~~~~:~ionfessays and Iacademic transcripts, ahppli1cnan~'~ c · d'ng one from a teac er. e~ . m ust present two letters oi re erence, me u· 1 ay be waive d or a dd·t·10nal , .1 ceptional_ cases cerbtain of thets~ r~!{~1;~~~est scores ar~ not .required, informahon may e reques e . but may prove helpful. h · d ry . secon 0 ccas1ona11Y St · John's accepts an applicant w odis not aft f m a_ i·f· the h 1 d t Such a student must be well qua 1 ie - to pro l ro sc oo gra ua e. . . us visit and interview are especially important ~~l~~~~~~~gJ::a~e: ~~,:S~ students usua~ly_whishJ to ente~ SL Je~~~t:i;l~~~;~ ing their junior year of high school or m r e anuary imm the f~:,C J~~~:s~:ra~~~~:::e~e~~0Je;~:~eral law to enroll foreign students. St. John's College is one college located on two campuses. Alt~~ug~~!­ lications must be initiated and complete? at one campus or e whole'. ~dmission to either campus constitutes adm_1ss10n tot the C~ll~~~:ss~ John's On inquiry prospective students receive a sta emen o d . . f rms Colle e rogra~, an application for admission an~ re~ommen at10n omitto be gco~pleted by schools and references. Apphcatlons may be ~-bColted as ea~ly as the second semester of the eleventh gra_de. Because \:dents lege welcomes all serious_ ap~licants, th~re is ~o ;,r'/hca~1on ~;fi~e on the should submit their apphcat10~ m;tena ~ to t. e to ~~~~;f;r financial aid campus they prefer to attend. tu entsdpFannm~ 1 Aid and notify the apshould refer to the section on Fees an m~nc1a . l . propna t e Adm1·s~1·ons Office of their intentions as soon as poss1b e" ~ St. John's College has a Suggested Application Deadline for fall admission of March 1. Candidates wishing to enroll in January are expected to apply as early as possible, but no later than mid-December. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee, The applicant is notified of the Committee's decision in about two weeks. Accepted students have 1:he option to enroll on either campus" Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus" In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the :::ampus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been s1-1bmitted, the campus preference may not be changed except as noted below, Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled" Typically, the fall classes fill by the middle of h1ay, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when th 2 deposit is received, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. 0 FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount �56/ST. JOHN'S COLLEGE ADMISSIONS/57 of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early.. Applications for financial aid will be processe~ for appro".'ed applicants on a first-come, first-served basis until the available aid is exha~sted. Therefore, applicants requesting financial assistance sh.ould submit the· Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any add~­ tional documentation that may be requested. Students who complete their financial aid applications before February 25 (for fall classes) or November 30 (for January classes) have a significantly higher chance of rece1vmg all the aid for which they qualify than those who complete them later. WAITING UST Once the entering classes are full or the available aid is exhausted, a w~iting list will be established in the order in which deposits or completed fmancial aid files from approved applicants are received" Positions in the .entering classes and financial aid will then be offered as they become. ava1~able. Every effort will be made to accommodate those on the waitmg list by allowing them to change their campus preference or to enroll m a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beo-inning of any academic year, provided their records are in good stan~­ in: and they notify the Dean's Office of their intentions by ~ebruary 25 of the previous year. Those students who wish to apply for fmanc1al aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses" INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's Sollege, Annapolis, Maryland 21404 301/263-2371) or Santa Fe, N:w Mexico 87501 (TeL within state 982-3691; out-of-state 1-800-331-523L). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand ~dvance k~owle~ge of any college one may be thinking of attendmg, bu~ it is especially ~Nise in the case of St. John's because of its umque curnculum and teacrnng methodso .· •. While on campus the visitor may attend a seminar on Monday or;. Thursday evening at 8:00 p.mo; attend tutorials in mathematics, langua~e, and music; visit a laboratory; be interviewed by the Director of Adm1s-. sions , a member of the admissions staff, or a tutor; attend the weekly for~. . ma! lecture (Friday night); talk informally with St. John's students and tutors; visit the and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. . Since the seminar, the most important part of the program, meets on Nionday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods the visitor may telephone the Admissions Office for special The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis ~r 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selectedo It is also necessary for the Adraissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation" They will be provided a room in a dormitory and meals in the dining hall without charge. SL John's students dress informally for tutorials, but more formally for semmar and formal lectureo The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 aom. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.rn. visitors should go to the college receptionist. The receptionist is at the swJtchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe" TF:l1~NSPORTATION Th12 Baltimore-Washington International Airport is located twenty miles from Annapoliso An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is no~ practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from \/Vashington are less frequent and let passengers off on West Street, about · from the College. By car one takes Route 50 from Washington or 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is <'Pailable. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Feo Arntrack stops at Lamy, N.M., twenty miles from Santa Fe and taxi service is available to town (reservations should be made with the taxi service one day in advance)o Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �58/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/59 award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61). 3. Financial aid awards are made in accordance with the provisions of Tille IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid The procedure for applying for financial aid is as follows: 1 Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the ColScholarship Service in Princeton, New Jersey or Berkeley, California. form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3 Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submii:s a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit supplemental information in order to be considered for institutional assistance. 6 . All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Studrnts who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default federal loans received at any institution and must not owe any to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. 9. An applicant who has previously attended an institution of higher education rnust provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. Students applying for and receiving financial aid from St. John's are �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15 Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. Funds for financial aid awards from the College are available from the sources listed below. Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. All these sources are automatically considered in making up the College's financial aid awards. ST JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be _the fir.st form of assistance in a financial aid package and may be combmed with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determin~d on t_he basis of the financial resources of the applicant and the applicants family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY (:;RANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students wch year. The grants are awarded to students who demonstrate substan~i:l nee_d ':'it~ priority given to Pell Grant recipients. Eligibility for the ~1bOG is hm1ted to $4000 per year COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and v1hile classes are in session. ~~ATIONAL DIRECT STUDENT LOAN (Perkins Loan) nese loans are made by the College directly to students using funds profor the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is r~quired while t~e borrower is enrolled at the College. The mt~rest rate durmg repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. l GUARANTEED STUDENT LOAN (GSL) The Guaranteed Student _Loan program enables a student to borrow directly ~rom ~ bank, credit u~10~, savmgs and loan association, or other parL1c1patmg lender who is w1llmg to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first tw~ years of undergraduate study and $4,000 a year for subsequent unoergraduate study. No mterest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after tennination of college attendance. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent. Students who have previously chtained GSI.:s at seven or nine percent interest will contmue to borrow at this same interest rate. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1988-89 STUDENT BUDGET'' FALL FRESHMEN $11,000 3,700 250 500 100, 250, 5001 Tuition Room and :Boatd Books Persoital Expensees Transpohitfon JANUARY FRESHMEN *Fees are subject to changelwithout noti~e. 'th the distance between the student's home 'The allowance for persona expenses vanes w1 and the College. zundetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the r:arliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caul:ion Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second sr:meter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of rnany of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: BILLING AND DEPOSITS B'llin for tuition and fees is done prior to each semester. The charges ~re d~e a~d a able in full on or before the registration dates for tha~ semesLer~ Those ~i may wish to pay in monthly installments should mqmr~ or the Treasurer about the various tuition payment plans or loan arrangem_nts available to St John's College students and parents. . .. , Since determinations affecting students, faculty and physical f~c1hties must be made well in advance of the beginning of each ac~dem1c _Y~ar, the College must know in April which returning students will. regme; m S t b A deposit of $150 on the fees for the following year is there1ore d~~ ~~ o~\1efore the second Monday in April for prospective s~phomors1 ·u~iors and seniors. Payment of this deposit guarantees a stu ent a P.ace ~n the class. If the deposit is no.t pai~, he may have to be plac~d on; =~1~1~~ list· students to whom financial aid awards have been ma e an . The ' h · d ·t by the due date will have that award cancelled. not pay t eir epos1 . 1h d · ic deposit is refundable only in case of withdrawal due to ill hea t ,:ica T~~he dismissal or (in the case of prospective juniors) failure ena e. cl~ student should decide not to enroll in the year for which he ma - . :o The The The The The first two weeks: 80% third week: 60% fourth week: 40% fifth week: 20% sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grani: Program, the Supplemental Educational Opportunity Grant Prothe National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any inshtutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in acmrdance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons Will be on a pro rata basis. �64/ST JOHN'S COLLEGE FEES & FINANCIAL AID/65 that rnaximum time aid fun.ds rnust years of full or r•o·~·c._':-,-c_ will not count in the ,,,,,~h>-,m-·in which a student is are considered m the for a class in which he or she vvas three the class will be considered as enrolled form.ore and the student will not be elieible for asci'sLa-~ce . ' l O ~- l· 11 tions to_ t 1is may be the Dean 1n i-he c- r1c OJL an 1!1VO_l un£ ·' -'· , a0 rary withdrawal due to iHness or other circumstances. Students who are by their Don the next semester with incomplete on their records arP ._,cnJm-:u to be making satisfactory progres• ell'" £ ~ . - 8]1" · 1 . v c 1. 0 A student who wishes to appeal a decision regarding acader~i~·stand­ should present a letter of appeal to the Dean of the College. The Dean review the situation, into account 1Arhether or not student is ~ .!. REGULAR STUDENTS Provisions of the Higher Education Act of 1980 that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore however, this perrnission is granted by the Dean and the In;truction Committee in the light of a student's over-all work the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while are repeating work. Sometimes students are permitted to enter a new semester with the requirement that meet special conditions the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. t1Aro se:u-~esters to the V.IL A third semester of certificsfor V.A. benefits without of a V.A for all courses ;r that be considered in at a ;;iva"agp · '1. 01 ,Jd . - d ~ a u . j\ enro ll ed stu d ent withdraw from any course at any . - · , -c to the ~-,idterrn. of any semester, a of F be vv1ll report to the VA. when a student has not 75 % of the credits will inform s;:udents on VA. of 011 rninimum standards of nrr.a•'m'c 6 will inform credit credentials from pc)st--secondarv ti on �66/ST JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BJESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Sant& Barbara, California, 1970. DARKEY, W!lUAM (Editor et Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKlEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. Chairman Mr. James H. Frame Vice Chairmen Mr. Vincent A Carrozza Mr. Charles A. Nelson Secretary Mr. Jerome LaPides MErv113ERS El\/IERJTI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen ivir. Walter Evers Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W Schmidt lv:!rs. Louise Talbot Trigg Thomas B Turner, M.D. Mr. Karl Van Tassel Mrs. Lovejoy R. Duryea New York, NY Mr. Robert C. Poole Albuquerque, NM IV!r. Stephen L. Feinberg El Paso, TX Mr. David B. Rea New York, NY lvlr. James H Frame New York, NY Mrs. Hope D. Ritchie Santa Fe, NM Mr. Harvey M. Goldstein Miami, FL Mrs. Mara Robinson Santa Fe, NM Mr. Robert A Goldwin Washington, DC Mr. John E. Robson Atlanta, GA ]\l[r. Alfred Grant Santa Fe, N!v! Mrs. Elspeth D. Rostow Austin, TX Mrs. Anna E. Greenberg Annapolis, MD Mrs. Joyce Rumsfeld Chicago, IL IV!iss Harriet C. Higgins New York, NY Mr. Michael A. Scully Washington, DC Mr. Allan P. Hoffman Lawrence, NY Mr. William W. Simmons Annapolis, MD Hon. Bruce King Santa Fe, NM Albert G. Simms Il, tvl.D. Santa Fe, NM Mr. Rollin W. King Dallas, TX Mr. J. I. Staley Wichita Falls, TX l\!Jr. Jona than Krane Los Angeles, CA Mr. W. T. Terry, St. Louis, MO Mr. Jerome LaPides Annapolis, MD Mr. John Van Dn; n Chicago, IL Adm. Robert L. J. Long Annapolis, MD M:r. Charles H. Watts, II McLe;m, VA Mr ] Burchenal Ault Sant, F~, NM Mr. Owen NL Loo2z S<mta Fe. NM - Mr. Peter Weiss New York, NY Ms. Sharon Bishop Reston, VA IVlr. Donald J. i\!!adver El Paso, TX Mrs. Julia M. Wi ,mson Austin, TX iVlr. Thomas M. Carnes San Francisco, CA Mrs. Faith B. Meem Santa Fe, NM Mr. John L. 1/\fil);, ens Belvedere, CA Mr. Vincent A Carrozza Dalhs, TX Mr Reg Mmphy Baltimore, MD Mr. John D. Wirf Santa Fe, NM Mr. Charies A Nelson Croton-on-Hudson, NY Mrs. Mary Bittner Wiseman New York NY Mr. Christopher B. Nelson Chicago, IL Mr. K. lV!artin Worthy Washington, DC MEMBERS EX OFHCIO Th2 The Th2 The The Governor of Maryland Governor of New Mexico President at Annapolis President at Santa Fe Dean at Annapolis The D-2an at Santa Fe !Vks IVL Brownell Anderson DC Cave NY Hon. Frank V. Ortiz, Jr. Santa Fe, NM fr. 0 �68/ST. JOHN'S COLLEGE FACULTY/69 Beate Ruhm von Oppen President WiUiam M. B.A, Baylor University, 1949; M.Th., Southern Theological Seminary, 1953; Director, Peace Corps, Colombia, 1966-69; Regional Director, Peace Corps, North Afnca, Near East, South Asia, 1969-71; President, Inter-Amencan Foundation, 197~-80; Consultant to President, Ford Foundation, 1980-81; President, AFS International Intercultural Programs, 1981-86; President, SL John's College, 1986-. B.A, University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51 · Royal Institute of Int~rnational Affairs, 1952-56; Research Staff, Nuffield College'. Oxford, 1956-58; M1crofilmmg Proiect of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Anna.polis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer m History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, lnst1tute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. ANN APO US Laurence Berns Dean of the College in Annapolis Thomas J. Slakey B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59· Tutor St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; A~sociat~ Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambndge University, 1971-72; Richard Hammond Elliot Tutorship 1980-. ' B.A., SL Mary's College, California, 1952; M.A., Universite Laval, Quebec, 195:; PhD, Cornell University, 1960; Tutor, St. John's College, Annapolis, 1~59-64, Sama Fe, 1964-71; Vice-President for Academic Affairs, 1971-74,. and Associate Pr~fessor of Philosophy, 1971-76, Saint Mary's College of Cabforma; Tuto'.: St. Johns College, .Annapolis, 1976-. On leave 1983-85 as foun~mg dean of Whnney Young College, Kentucky State University; Dean, St. Johns College, Annapolis, 1986-. Thomas King Simpson B.A, St. Johr(s College, Annapolis, 1950; M.A. in Teaching, We.sleyan. l!niversity'. 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American Umvers1ty" ar Cairo, Egypt, 1950-53; Teaching Intern, St. John's College,. Annapolis, 1955-..,6, Tutor, 1956-73, Santa Fe, 1973-85; Annapolis, 1985-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Eva TJ-t Brann B.A, Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale Univers.ity; Fellow of the American Numismatic Society~ Summer, 1952; Fellow of the Amencan School of Classical Studies at Athens, 1952-53; Member of the staff of the Ai_nencan Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor m Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Educat10n and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, .1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson Intemat10nal Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, ~978-79; ~1s1:mg Scholar in Honors Education, University of Delaware, 1984-86; fellow of (he National Endowment for the Humanities, 1987-88. Edward Grant Sparrow B.A, Harvard College, 1951; LLB., Harvard Law School, 1954; M.A.,. Teachers College, Columbia University, 1957; Tutor, St-John's College, An.napohs, r _ Addison E. Mullikin Tutorship, 1971-; Actmg DJrector, Integrated1 Li~eral Arts ~ur_ riculum, St. Mary's College, California, 1964-66; Dean, St. Jonn s College, An napolis, 1977-82. Edward Malcolm B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, sity of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew Mellon Tutorship, 1972-. fV!:ichael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert R Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew \N Mellon Tutorship, 1972-. Seo,.muel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 19.55-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; lmtructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W Mellon Tutorship, 1972-, Dean, 1982-84. E!hot Zuckerman B.A, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A, 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. P, Cohen B.A, St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; ''Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. �70/ST JOHN'S COLLEGE FACULTY/71 David !-L University of Heidelberg, 1963; Fellow Deutscher Ak d . . Umversity of Florence 1963-64· Ph D U . . fa emischer Austauschd1enst, . Cl . ' ' · ., mvers1ty o Heidelbe 1 964 I m ass1cs and Philosophy, Bismarck Gymnasium K rg, ; nstructor amen II, University of Heidelberg 1965· I t ' ~rlsruhe'. 1964-65; StaatsexRosary College, 1966-67· Tutor s't J h ', nCs rlul ctor Am Class1.cs and Philosophy, 0 ege, ' ' · 0 ns nnapohs, 1967-. Nicholas Maistrellis B.A., Columbia College, 1958; Columbia 1960; New York State 1eaching Fellowship, 1958-60; Director of Men's Chorus, Nevv York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs B.S.: Bates College, 1962; Department of History of Science 1962··Assistant, 1962-66, Umversity Fellow 1966_67 U . ·~ ' . 67, Teachwg St. John's College, Annapolis, 1967_.' ' mvers1Ly of Wisconsin; Tutor, Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Harvey Flaumenhaft B.A., 1960, !VI.A, 1962, Ph.D., 1980, University of Chica . W . Fellow, Harvard University 1960_61 . N t. . l A . . go, oodrow Wilson tion Fellow, 1963-65; Lect~rer in Politic:/~~i:nceer~nautics and Space Administraturer in Liberal Arts, University of Chicago 1965, -6o6oslevelt Umvers1ty, 1965; Lecl1Vh t C 11 (~If ' , nstructor m Governmo •. ' ·ea on o_ ege massachusetts), 1966-68; Tutor St ' en,, 1968-; Fellow, Institute for Sino-Soviet StudiPs Joh~s ~ollege, Annapolis, 1981; MIT/Harvard Workshop on N l W - ' eorge as mgton University, 1983; National Endowment for , uc ear . eapons and Arms Control, Summer NFH Pl . G che Humamties Constitutional Fellow 1984-85· ~ ~· annmg rant, 1986-87; NEH Interpretive Res hG ' . . . ' rant, 1987-89; V1s1tmg ocholar, Department of Educational St d. - U . ear.c u res, rnvers1ty of Delaware, 1987-88. Jamison AHanbrook G. Charles Milner, B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. l3 A., Vassar College 1964· MA 1965 Ph D S \/\Tilson Fellowship,, 1964~65.' T~achin' A. :' tanford Un~versity, 1974; Woodrow 1967-69· Tutor St John's c' 11 Ag ssils.tant m Music, Stanford University ' ' · o ege, nnapo is, 1969-. ' Comber Diploma in Education, University of London, 1953; A.R.CM., Royal College of lViusic, 195Ll; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in l"!lusic and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Insdtute in Liberal Education, Annapolis, 1983-86. E White St. John's College, Annapolis, 1965· MA Th . Research, 1970; Alvin Johnson Fellow, 1970-71. Tut;r St eJ Nhe;vCSclhl ool Anfor Sooal 1971-. ' ' · 0 ns o ege, napohs, David Edward Starr BA, Gordon College 1962· MA 1966 PhD Assistant in Philoso~h" Bos;o~'u . ' ... .,1919672, Boston University; Graduate '' mversny 3-64· Teaching I t B University College of Basic Studies 1964-66.' I '. . n ern, oston of I?.hode Island 1966-71 · Tutor St J h ' 'c ~~truct': m Philosophy, University Doskow Director of The' Graduat~ B.A., Columbia College, 1957; M.A, 1959, Ph.D., 1965, University of Connecticut; Part-timE Instructor in English, University of Connecticut, 1957-62; tor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Leo f. Raditsa ~~., Un Howard J. F'i:>her B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, V\festern New England College, 1980; Visiting Senior ivi,cwv"·'' Linacre College, Oxford University, 1982-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, s!ties of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Instit~te in ~i~:ral 0EJ~~~tio:~aE:~~~ i:, 7i;~~~~i.s 2 -, i_:arvard College,. 1956; University Scholar, 1960-61 Universit Felio 1-~2:. M.1.MCol_umh b1a University, 1962; President's Fellow'. 1962-63· lulbrig~, ~ive,sity o umc , 1964-65, Berlin, 1965; Instructor New v k' · . ,· ' Wash.111.gton Square College 1965-68· A . t p f ' ior Umver~ity, . . , , ss1s ant ro essor 1968 Ph D C I bIa n . umvers1ty 1969· Tutor St J h , C ll A . ' , · ., o um- , ~:~,t ~~~~f~t~~~~~it~~a~=~l~~n%~~~~!~~~~~~:a~~~~-~;3;Jo!~~o1::~i~:~o: Zeiderman Dartmouth College 1962 63· BA S J h , p . ~"'· . . ' - ' · ., t. o ns College, Annapolis 1967· MA lergm ... ~mn UnF1vers1ty, 1972; Princeton National Fellow, 1972; Tutor, Jol;n's i~ 0 e, vanta e, 1973-77, Annapolis, 1978-. St. C �72/ST JOHN'S COLLEGE FACULTY/73 1968; !\/I.A., Johns Hopkins University, 1971; 1974; 11.itor, St. John's College, Annapolis, 1974-. """'"""''""'" S. Tuck B~A, Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University Cahforma, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. 01 Michael Comenetz B.A., The Johns University, 1965; M.A., 1967'. Ph,P:;. 1972, Brandeis University; Assistant Professor of IV!athematlCs, University or I'-.ansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A, Loyola College, 1971; Fordham University, 1975; Assistant Professor 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St'. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-. ~oyola College, Douv:iHe Chani:nah Masd1ler B.A., College of New York, 1953, M.A m Philosophy, Yale ~ 1955; University Fellow, Yale Umveis1ty, 1953-55, Ahc~ Freeman Palmer fellow, ~ork · 1956-58 , Department or Philosophy, Pennsvlvama otace on P e1rce, v lP. ia . . ~ University, 1959-61; Department of Philosophy, C.C.N.Y, 196~-62; Department of Philosophy, Barnard College, 1962-64; Reader and Tra_'.lslator wr J:Iarper _Torc~i­ books 1965-70· Oueens College A.CE. Program, 1970-72; Queens '-ollege L1beial Arts I~stitute, 1972-76; Bank Street College of Education, 1972; 1htor, the Graduate Institute in Liberal Education, St. John's Santa Fe, 1970, 1972, 1975, 1976, lhtor, St. John's College, Annapolis, 1976-. Robert P. lJmecker BS, University, 1966; VJoodrow Wilson Fellow, 1966-:67;_ Teaching of Mathematics, Boston University, 1972-76; NI.A., Boston and American Scandanavian Foundation Fellow, NorCollege, 1977-. Peh2r ?.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate 1977-79, Johns Hopkins University Applied Physics Laboratory; lutor, St. John's College, Annapolis, 1979-. :~Iathematician, f'/Hchael G. Oink !::larvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; 1978, l'h.D. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1934-. ~~A:, Stanford Univ~rsity, 1969; graduate study in Enghsh literature, University Wisconsm, 1970-/l; M.A. in Philosophy, Pennsylvania State Uruversity, 1978; Instructor of philosophy and humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. v1 .Ho-ward BeaU B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, 1977-. flaumenhaft of Chicago, 1966; M.A , 1967, PhD, 1970, University of PermWilson Fellow, 1966-67; of Pennsylvarna Founda1966-70; Instructor in English, 1970-71, Assistant Professor of English, -, 071-76 P nne Arundel Community College; National Endowment for the ~, 1c7M Humaniti,2s Summer Stipend, 1977; Tutor, St. John's College, Annapo is, f. /-. - , , . . r Lenkov.rski RA, University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The N~w Schoo\ '.~r Social Rese;uch, Columbia, Umversity of Fre1burg; Instructor 01 ph1losopny, University, 1968-76; Visiting Lecturer, philosophy of science, New York mcmtnc of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Active duty, US. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, PoTlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/Naval Research Laboratory Resident Research Associate, Space Science Naval Research Laboratory, Washington, D.C., 1981-83; Tutor, St. John's College, Annapolis, 1982-. H. Higuera Cornell University, 1974; 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Lee Townsend Loyola College, 1969; M.A., Harvard, 1970; Diplorne, Universit~ de Paris, 1967, 1973; Ph.D Harvard, 1976; JD Yale Law School, 1981. Graduate Prize Fellow, �74/ST. JOHN'S COLLEGE Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-. Intern, U.S. Organized Crime Strike Force, Manhattan, 1980. Member, Massachusetts Bar, 1981-. Walter Sterling B.A., St. John's College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, Catholic University of America, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blaustein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Anita L Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Paul Antal B.A., University of Scranton, 1960; Ph.D., University of Chicago, 1975; Fulbright Fellow (C.E.S.R., France), 1962; Universita degli studi (Florence, Italy), 1963; Assistant Professor, Reed College, 1968-74, University of Minnesota, 1975-79, Tutor, St. John's College, Annapolis, 1985-. Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. Leland Giovannelli B.A., St. John's College, 1978; M.A., University of Chicago, 1979; Teacher, Commonwealth School, Boston, Mass., 1979-1985; Tutor, St. John's College, Annapolis, 1985-. Timothy H. Paterson B.A., Oberlin College, 1967; Ph.D., Yale University, 1982; Lecturer in Political Science, Boston College, 1982-84; Killam Postdoctoral Fellow, Dalhousie University, 1984-86; Tutor, St. John's College, Annapolis, 1986-. FACULTY/75 WHHarn Pa!>tHle AB. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College Annapolis, 1986-. ' Steven M. Nadler B.A., Washington University, 1980; M.A., 1981, Ph.D., 1986, Philosophy, Columbia University; Instructor, Humanities, Columbia University, 1983-86; Tutor, St. John's College, Annapolis, 1986-. Ann G. Marrin B.A., Oberlin, 1969; 1\1.A., St. Hugh's College, Oxford, 1971; Ph.D., U. Massachusetts/Amherst, 1979; M.Phil., Middle English Studies, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German Purdue University, 1981-87; 1utor, St. John's College, Annapolis, 1987-. ' Kevin Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. David Ear! Irvine E.S. in Aeronautical Engineering, Purdue University, 1972; M.S., Purdue University, 1973; M.A., The Johns Hopkins University, 1977; Ph.D., The Johns Hopkins U•11versity, 1983; Senior Staff Oceanographer, Applied Physics Laboratory, 1978-87; Counselor and Trainer, Grassroots Crisis Center, Columbia, 1984-.; Tutor, St. John's College, Annapolis, 1987-. SANTA FE President Michael Patrick Rkcards E.A., 1966, M.A., 1967, M.Phil., 1968, Ph.D., 1970, Rutgers University; Special f\ssistant to the Chancellor of Higher Education in New Jersey, 1969-70; Department of Political Science, SUNY College, Buffalo, 1970-77; Fulbright Fellow to Fall, 1973; Henry Huntington Fellow, Summer, 1974; National Endowment for the Humanities Fellow, Princeton University, 1976-77; Provost, Hunter Col1<-:ge, CUNY, 1982-86; President, St. John's College, Santa Fe, 1986-; National Advisory Council, Center for the Study of the Presidency, 1986-. Dean of the College in Santa Fe James Carey St John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; The New School for Social Research, 1973; US. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in �76/ST. JOHN'S COLLEGE fACULTY/77 Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, SL John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. WiHiam A. :Oarkey B.A, St John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart David Clifford B.A, St John's College, Annapolis, 1959; University of Ph.D., University of 1exas, 1974; University Fellovv, Universitr of IVl.r>lt-"'''rno0· University Fellow and Bess Heflin Fellow, University of Texa< 1:16,., 64 1i • "'·. U10r .Jf John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Gradua~e I~stitut~ in Liberal Education, 1973-1975, 1978-80. - ~·-....,, / k;- ·" Don 13. Cook RA, Harvard College, 1940; M.A, SL John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean: 1981-82; Teacher, Santa Fe Prepatory School 1972-73. Samuel Emmons Brown Elliott T. Skinner Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A, 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. B.A, University of Colorado, 1961; MJ\., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, \/Voodrow Wilson Fellowship, Prino2ton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Thomas A McDonald Stuart Boyd Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, SL John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard RA, Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St John's College, Annapolis, 1961~66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks RA, St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. !v'.LA,, Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, J\lew Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. So Pei:erson AB,, Harvard College, 1953; AM,, 1957, Ph.D., Botany, 1959, University of l\11ichigan; United States Navy, 1953-56; US Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St, John's College, Santa Fe, 1966-, Robert A. Neidorf L RA, 1951, M.A, 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of the Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-86. University of Wisconsin, 1953-55; BA, St John's College, 1962; M.A, History and Philosophy of Science, University of Indiana, 1965; N.D.E.A Fellowship, University of Indiana, 1962-65; PhD., University of California, Riverside, 1980; Tutor, SL John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. S. Steadman BS, Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, Unieed States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, SL John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Davis, SwentzeH BS, New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St John's College, Santa Fe, 1966-. P, Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; �FACULTY/79 78/ST. JOHN'S COLLEGE D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Harnburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of l\/Iusic, University of Cincinnati, 1965-67; Tutor, St, John's College, Santa Fe, 1967-; Assistant Dean, 1984-. K Thomas B.A., Reed College, 1955; M.A., 1956, Ph.D., l\!1athematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinms; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leav<C of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, l\/Ianagement Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-, Visiting Professor, University of California at Santa Cruz, 1985-36, Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; 1'.Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkms Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-'72; 'Noodrow \Nilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St, John's College, Santa Fe, 1972-. R Van Luchene B.A, Arizona State University, 1969; IvLA., 1971, PhD., 1973, University of Noire Dame; Teaching Assistant, Department of English, I'fotre Dame, 1971-73; 1htor, St. John's College, Santa Fe, 1973-, Director of Adrn,issions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E . Venable B.A,, St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's Collt•ge, Santa Fe, 1973-.. Gerald Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Cent€!, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Resesrch Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St . College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. Kent H . Taylor B.A, ~ale University, 1963; M.A., Univernity of Georgia, 1965; Ph,D., Universit" of California at Santa Cruz, 1976· University of California a'~ t a r ' ' '::ia.1 . D ef ense Language Institute, Monterey, California 1968-69· p ·d~ruz, 1967-68--' lb U . ·t 1971 73 I · ' ' . iei e_ erg niver51 y, · · , ieac , · - ; nstructor, University of Georgia ' 1965-67· ""' h.mg A ssistant Umvers1ty of C a 1. 1forma at Santa Cruz, 1967-71; Tutor St. Johr'o C ll c; . ,_' Fe, 1974-. ' "tu o ege, uanca Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate 1976 U . . . f U h ~ h" F 11 , ~, n1vers1ty o ta ; leac mg e ow, University of Utah, 1970-74; Tutor, St. John's C lloo-~ 0 • "a"' Santa Fe, 1974-. David BoloUn B.A., · Cornell University, 1966; Ph.D., New York University' 1974· L<>c'cur.t::r 1n ·o · ~1 . . '- ass1cs, Yale Umvers1ty, 1971-73; Tutor, St. John's College, Annapolis 1974-82, Santa Fe, 1982-. ' ·' -1 1..- EHzabeth S. Engel ~,A., Pomona College, 19_67; M. Phil., 1971, Ph.D,, Philosophy, 1973, Teaching ..<"'ssistant, 1969, Yale Umvers1ty; Teacher, Shimer College, 1971-73; Assistant ~;ofesso; of Philosophy, California State University at Humboldt, 1973-75; Tutor, oc. Johns College, Santa Fe, 1975-. John Joseph Verdi. B.S:, Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, Um~ers1ty of Southern California; M,A., Experimental Psychology, University of Caluorma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-, Prescott Chandler, II RA., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State Univer~ s1;y, 1969-70; NDE.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University 01 Cahforma at San Diego; Instructor, Mathematics, Oklahoma State University, Sv.nuner, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor 1975-76 Assistant Director, Spring 1976, Collegiate Seminar Program, Universit~ of Notr~ Dan:;e; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. Johns College, Santa Fe, 1976-. Lamson Myers B..A., St. John's College, 1971; M.A., University of North Carolina 1975· Tutor SL John's College, Santa Fe, 1977-; Director of the Graduate Instit~te in' Liberal Education, 1985-88 . fafovard Cary Stickney B.F . , SL John's. College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Umvers1taet, Freiberg, lN, Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Dunning Buchenauer History, 1967, M.A., Ancient History, Cornell University, 1969; Ph,n, �FACULTY/81 80/ST. JOHN'S COLLEGE Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; U,i:iversity Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, .::ianta Fe, 1980-. Charlotte Martin B.A , University of Colorado, 1972; Deutscher Akadei::1scher Austauschd1enst Dankstipendmm, University of Freiburg, 1972-73, PhD., Llass1cs and Studies, Boston University, 1979; Fellow: Boston Urnvers_ity,_ 197~~-78; Visiting Lecturer, Colorado College, 1978-79; Ass1s~ant P~ofessor, lJmversny or Colorado, Spring, 1980; Tutor, SL oanta l-'e, 1980- Peter Pesic A.B. Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Sta:'.ford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; lutor, St. College, Santa Fe, 1980-; Iv1usician-in-Residence, 1984-. Um:oln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. Jo~n's College, Annapolis, 1974, General Contractor, Annapolis, 1974~75; l\/LA" Philosophy JVIcMaster University, Hamilton, Ontario, 1978, Ph.D candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, IVIathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providenoe, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Tea0ing Fellow in Government at Harvard College, 1976-78, 1979-80; French loovernrt1ent Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-84; Santa Fe, 1985-. Martin Alan Cohen Brandeis University, 1968-70; A.B., University of California, Berkeley,_ Human Development: Psychology, Religion, Dance, 1972; The Graduat':._1nstitute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; lutor, St John's College, Santa Fe, 1983- ""''u"'·"'-"' Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tiitor, St. John's College, Santa Fe, 1983-. Katharine S. BUS., Philosophy and Religion, University of New IVIexico, 1975; M.A., and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, of Oklahoma, 1983; Tutor, St. John's Coilege, Santa Fe, 1983- frank N. A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant of Political Science, 1975-8~, Director of the Division of Liberal Learn.ing,··rl Associate Professor of Poht1cal Science, 1981-83, Umvers1ty of New Engla11 •., St. John's College, Santa Fe, 1983-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; IVIember of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and_ Dtrector of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies University ?f Wisconsin-Madison, 1970-73; Writer in Residence, Highland Are~ Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. George H. Aigla B.S. Saint Mary's College, California, 1975. M.D. University of California San Francisco, 1979. California Heart Association Student Research Associate 1974 Fellow, Cancer Research Institute, University of California San Francisco' Sum~ mer 1976. Resident, Pathology Department, University of California Sa~ Francisco, 1979-19_80. Assistant Medical Examiner, Coroner's Office, City and County of ~an Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, Cahforma, 1981-82. Lecturer in Anatomy and Physiology, City College of San Franc~sco, 1981-198~. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Marys College, Cahforma, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. f. Cornell B._A 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; lv1cConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow 1980-81· ~'!EH Fellow, 1982; ACLS Fellow, 1_983-84; Assistant _Professor, Hono;s College: Umvers1ty of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. R Glen Coughlin B.A., Liberal Arts, Thomas Aquinas College, 1981; M.A., Philosophy, Laved University, 1982; Instructor in Humanities, St. Lawrence College, Quebec, 19E.3-1986; Tutor, St. John's College, Santa Fe, 1986-. Timothy Carl Guile B.A., Marquette University, 1967; Fulbright Scholar, University of Freiburg, BRD, 1967-68; National Science Foundation Fellow, University of Chicago, 1968-73; MA.. , University of Chicago, 1971; Assistant Professor of Linguistics and German, University of Southern California, 1973-74; Lecturer in Phonetics and General Linguistics, University of Witwatersrand, Johannesburg, R.S.A., 1974-76; Education Officer, CDM of South West Africa/Namibia Pty, 1976-79; Ph.D., University of Chicago, 1979; Linguist/curriculum developer for the Menominee Language �82/ST. JOHN'S COLLEGE Program of the Menominee Indian School District, Keshena, Wisconsin, 1980-86; Tutor, St. John's College, Santa Fe, 1986- Randolph J. FACULTY/83 Thomas Stokes B.A in English, Davidson College, 1970· Diplome annuel Cour d · ·1· t" · 1 S b p . F ' ' s e c1v1 1sa ion ranc;a1se a a or o.nne, ans, ranee; M.S., University of Texas at Austin, 1974; DoctorateCm French m progress ' University of Arizona ' 1iucson·, p eace C orps teac h er . . m a1re, entral Afnca; Assistant d'anglais, Universite de Grenoble III G bl France; Teacher of English, Hobby and Mieger GmBH Stuttgart W ~ G reno e, Tutor, SL John's College, Santa Fe, 1987-. , ' es ermany; f Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell University; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor in English, 1979-86, and Chairman of Humanities Department, 1981--86, American School Foundation, Mexico City; Assistant Professor of English and Humanities, United States International University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. Bill Berg B.A, Johns Hopkins University, 1960; M.A, Cornell University, 1962; Ph.D., Classics, Princeton University, 1966; Fulbright Fellow, Greece, 1960-61; DAAD Fellow, Tubingen, Germany, 1964-65; Assistant Professor, UCLA, 1966-67; Stanford, 1967-74; Director, Stanford-in-Greece, 1974; Oregon local and regional government, 1976-82; Public radio programmer and director, Astoria, Oregon, 1983-86; Tutor, SL John's College, 1987-. Dana Densmore B.A, St. John's College, Annapolis, 1965; Software Design and Engineering for Apollo Project, Space Shuttle, other NASA contracts, Instrumentation Laboratory, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Women's Institute for Freedom of the Press, Washington, D.C, 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles Stark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner, Nixdorf Computer Corporation, Burlington, MA, 1979-81; Director, Artemis Institute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. Alan Webber B.A, Philosophy, B.A, Comparative Culture, University of California, 1974; PhD., Comparative Culture, University of California at Irvine, 1985; Philosophy Instructor, Golden West College, 1974-79; Associate Lecturer, Program in Comparative Culture, University of California, Irvine 1975-80; Property Developer 1981-84. Instructor in Philosophy, Orange Coast College 1985-87. Tutor, SL John's College, Santa Fe, 1987-. Thomas Scally B.A., St Mary's College of California, 1967; M.A., Boston College, 1970; Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assi~ tant Professor, St. Mary's College of California, 1971-74; Assistant California State University at Humboldt, 1975; Department Chairman Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute Social Theory, York University, Toronto, Canada and Perugia, Italy, Visiting Tutor, SL John's College, Santa Fe, 1987-1988. Jeffrey Ao Goodman B.A, English, University of Pennsylvania, 1968; Edith E Mirrielees Fellow Creative Writing, Stanford University, 1973; M.A, Creative Writing, PhD.,Engli Stanford University, 1978, 1981; Instructor in English, Stanford University, 19 Assistant Professor of English, University of Santa Clara, 1981-83; Fulb · Teaching Fellow in American Literature, Omar Bongo University, Gabon (Ce Africa), 1985; Writer-in-Residence, .Western New Mexico University, 1984, 19S Tutor, St. John's College, Santa Fe, 1987-. . z. Sean D. ColHns B.A, d . Thomas Aquinas College, 1979·' MA ., Laval Univers1"ty, 1982; Lava1U mvers1·ty · F · _~oun at10n Fe'.low, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval Umvers1ty, 1986; Tutor, SL John's College, Santa Fe, 1987-. �OFFICERS/85 84/ST. JOHN'S COLLEGE PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh E McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Michael Ossorgin Curtis A Wilson Charles G. Bell HONORARY FELLOW OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President William M. Dyal, Jr. President Michael P. Riccards Dean Anthony James Carey Treasurer Bryan Valentine Dean Thomas J. Slakey Vice President for College Advancement Jeffrey A Bishop Treasurer Jeri Rhodes Director of Graduate Institute Lynda L. Myers Director of Graduate Institute Thomas May Assistant Dean Timothy P. Miller Assistant Deans Wye Allanbrook John Verdi Director of Admissions Lawrence H. Clendenin Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Paul Mellon Artist in Residence Burton Blistein B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Utt.D.: Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale Urnvers1ty, 1967. Director of Athletics !VIichael G. Dink Director of Career Planning Ellie Lotz Dietrich Director of Continuing Education Thomas May Director of Development Janice C. Buys Assistant to the President Marsha K. Drennon Director of Career Planning Ron F. Hale Director of Public Relations Ruth Holmes Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic Director of Financial Aid Caroline Taylor Christensen College Physicians Fen Sartorius Steven Wright Librarian Kathryn Kinzer Nurse Practitioner Deborah Walker Director of Information Services Rebecca Wilson Registrar Diane M. Trudell Registrar Nancy R. Lewis Director of Student Activities Istvan Fehervary Director of College Health Services Marilyn Mylander Director of Conference Center Simon Gormley College Physicians S. David Krimins Sigmund A Amitin Coordinator of Buildings and Grounds Dolores Vigil Superintendent of Buildings and Grounds Charles L. Wallace Director of Office Services Sandra 0. Cobb Supervisor of Maintenance Juanita Zamora �1 86/ST. JOHN'S COLLEGE Annapolis 31 29 Alabama Arizona California Colorado Connecticut Delaware Florida Georgia Illinois Indiana Iowa Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska New Hampshire New Jersey 1 Annapolis Santa Fe States Represented 7 1 1 1 4 4 7 1 1 4 17 4 2 2 2 4 1 2 1 2 2 5 1 20 2 2 3 6 3 3 3 2 1 13 4 Annapolis Number of Students Fall 1987 January 1988 Men Women Early Entrance Previously Attended College Range of Ages Veterans Kind of School Attended Public Independent Parochial 71 103 15 60 58 6 4 Australia Canada France Korea Philippines 35 37 17-36 16-29 2 1 92 42 12 80 33 5 2 10 3 5 1 9 2 3 5 7 3 1 1 1 1 2 1 1 Annapolis Santa Fe 114 32 75 New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina Tennessee Texas Utah Virginia Washington West Virginia District of Columbia Guam Receiving Financial Aid 41% Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth 50% 30% 20% 23% 19% 6% 2% National Merit Honors Scholars Finalists Semi-Finalists Commended Students 45 1 8 13 23 *Not included in this table are 62 students for whom rank-in-class is not available and 6 readmitted students. NA: Figures not available at time of publication � 's STATEMENT OF THE STO JOHN'S PROGRAM 1988-1989 ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO 21404 87501 (301) 263-2371 (505) 982-3691 Founded as King William's School, 1696; chartered as SL John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schook The College is co-educational and has no religious affiliationo It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicappedo �ANN APO US 1988-89 August 31 September 1 September 1 September 1 October 14-17 November 24-27 December 15 December 18-January 8 January 9 ......... . January 9 ......... . February 3-6 March 2-19 May 19 May 21 Freshman Registration Sophomore, Junior, and Senior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Tutorials Long Weekend Spring Vacation End of Second Semester Commencement FE August 25-27 August 25 August 26 August 26 August 26 ........... . August 29 October 7-10 .. November 24-28 December 12 .. December 15 December 16-January 8 January 6 IVIarch 4-12 12 14 SUMMER 1989 June 19 .. August 10 Graduate Institute Begins Graduate Institute Ends 1988-89 Fall Senior Oral Examinations Freshman and Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess Second Semester Early Registration End of First Semester Winter Vacation January Freshman Registration Spring Vacation End of Second Semester Commencement SUMMER 1989 29 June 19 August 3 August 10 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction 6 The Curriculum Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Books 8 10 11 16 20 22 The Academic Order Tutors Instruction Committee 28 29 Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts Gnduate Institute in Liberal Educatwn ....... . Directory Information and Right to Privacy 30 31 33 34 35 37 37 37 Residence and Student Life 38 43 Santa Fe Both Carrtpuses 47 Site Plans of the Campuses 50 .P_,,.<lmiss]ons R<>qulfements and Procedure Campus Visit 54 56 fe£5 and fin:n1dal Aid Prccedures and Deadlines Grants and Loans Student Budget and Deposits Policy Criteria for Judgmg Satisfactory Progress 58 60 62 62 63 64 66 E0ard of Visitors and Governors 67 ................................ 68 Assodales ;;md Staff Prnme: 1987-88 freshman Classes PHOTO CREDITS-Front Cover: Kitty Leaken/ Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). 85 86 �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizeens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, ~hile seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Tradithe liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light v1hat is involved in the use of words and numbers in all kinds of discurin analyzing, speaking and writing, and also in measuring, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes of them: discussion, translation, writing, experiment, mathematical denrnnstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enabli: them to practice freedom. By these means students will be able to actual situations, to deliberate by articulating clear alternatives of arriving at a proper choice. The acquisition of these inwill serve the students who have learned them throughout Y..i1ovvledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or an0ther indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and m use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten Under their discipline they can acquire the habit of listento reason. A genuinely conceived liberal arts curriculum cannot avoid at these most far reaching of all human goals. �THE CURRICULUM/9 8/ST JOHN'S COLLEGE The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is deterrather by the necessity of "following the argument;' of facing the issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a fe·w of its IT!.ernbers. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, t0 the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the · perhaps the most useful device of all is the question "Why?" But leader~ may- also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration Reason is the only recognized authority. Consequently, all opin10n.s must be defended with reason, and any single opinion can prevail general consent. The aim is always to develop the students' powers cf re2son and understanding and to help them arrive at intelligent opinions Gf their own. freshman, sophomore and junior submits an essay on some by the seminar readings. In Santa Fe, an essay is submittt:d each semester; in Annapolis, each yeaL The essay is not a research paper vrith extensive footnotes and a bibliography, but rather an attempt ~L- the part of the students to set out in writing, as clearly as they can, th2lr own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophor.nores the annual essay holds a position of special importance: it beconles the major part of the process called enabling. (See page 35). or �10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: . Being Time Design. and. Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu Confucius Aristotle: THE CURR!CULUM/11 The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutoL The tutorial provides conditions for a small group to work together toward analysis, often through translation or demonstration, of an imwork As in the seminar, students talk freely with one another and the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruct10n and insight to their fellows. Other tutors often attend, seeking to b:.rn about a particular subject which they may later teach. assignments are normally made in all classes: mathematics, ff,us 1c 2,nd sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL in higher education has led to a profound neglect of language skills As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may of as a present-day restoration of the traditional studies of gramff\iff, and logic The tutorial seeks to foster an intelligent and activ'" grasp of the relations between language on the one hand and thought and · on the other. To do this it must direct attention to the fundamental ·1Nays in which words can be put together; to the modes things; the varied connotations and ambiguities of terms; rcle of metaphors, analogies and images; and the logical relations of foreign languages (Greek in the first and second years, Frer:x:h in the third and fourth years) provides an effective means to these languages, by translating from them into and comparing them with each other and with English, the cc.c'"''"""' karn something of the nature of languages in general and of their During the four years, then, they study language as the ""''cn.:vu.,''"' of reason, as the articulation of experience, and as the medium �THE CURRICULU!vl/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. . In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak ·welL A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility m the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read - Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its. immediate object is the understanding and enjoyment of each poem m its parts and as a whole, It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of comedies is read-either Tartuffe or Le Misanthrope. The year ends ·with analysis and discussion of modern British and American poets, such as T S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. TI-IE TUTORIAL Ivfathematics is a vital part of education; that this is true or ought to be ;c,u:.:,;e.''~"'·"u by the word itself, for it is derived from a Greek word mean"to learn'.' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematicaL It is equally that competent mathematicians are often unaware of the assumptions upon •Nhich mathematical equations and for;m:o based, Mathematics at St. John's is studied as a liberal art, not from what have come to be called the humanities. mathematics is taught at an unhurried pace, in an atmosphere of r':'flecl:ive inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics the most readily learnable liberal art but also one which access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern perhaps even defines it Therefore anyone who means i:o cnticize or reform, to resist or cooperate with this world not only mus': h2Jlc= some familiarity with the mathernatical methods by which it but also must have thought about the assumptions that underlie their It is the task of the mathematics tutorial and the together to help students to think about vvhat it means to count z::c1d rneasure things in the universe. The second main reason for studying mathematics concerns the rnc;;thematics tutorial more specifically. Since mathematics has, as its name dose connection with the human capacity for learnuseful in helping students to think about what m:'ans tc come to know something, To themselves for such reflection students study artfully comtreatises, demonstrate propositions at the blackboard By doing this over four years they learn a good deal �THE CURRICULUM/15 14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse" "ugly" and "beautiful" in mathematics? Do mathematical symbols constitu;e a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and selfsufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �THE CURRICULUM/17 16/ST. JOHN'S COLLEGE Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recordEd history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. Johns program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chernistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterpris~ involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain inwholes of subject matters are to be selected as problems in which roles of theory and experimentation can be distinguished through cril:ical (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative u,·cn••'J',,u, and on occasion to repeat an entire experiment. Only thus can ccme to a mature understanding of the sciences called "exact'.' A laboratory section consists of fourteen to sixteen students workunder the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A labor;;o.tory session may be used for exposition and discussion of theory, for or for both, as the progress of the work require:c. Occaa laboratory meeting is reserved for the discussion of a classic or other text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, l{utherford and Bohr are among those regularly used in this way. In all the work of the and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and TOPICS topics of study have been chosen from elementary physical science. The sequence of study may be outlined as follows: �18/ST. JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: THE CURRICULUM/19 Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry 3rd Year 4th Year Topics in 10 weeks: 18 1Neeks: rnechanics, optics,. heatl on to study and discuss important original texts bearing on the of the atomic-molecular theory. Experiments are performed with the understanding of the texts and the physical and chemical of which they speak. The year's work culminates in the of the problem of determining atomic weights and in an examination of some consequences of this determination. molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and laboratory deals with topics common to a number of the of physics, such as mechanics, optics, thermodynamics electromagnetism. Throughout the year, experimentation is accomthe reading of important original writings by Galileo, Descartes, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of are to be put to work in the laboratory at the same time that their development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, description of force, acceleration, work, energy and potential to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The c~·,.~,,~1-c of mechanics are to be used to formulate alternative theories of corpuscular and wave - and the success of either theory in accountphenomena is examined. The phenomena and processes leading to the first and second laws of thermodynamics are consideration. The fundamental phenomena of electricity and are studied observationally and experimentally, and formulated in niathematical terms. The final and culminating topic of the year is Maxwell.'~ 2e:ivation of an electromagnetic theory of light. FC.HJRTH YEAR In fft2ny v1ays the work of the senior year is a return to questions the students fest confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with. electrical the student can focus on the questions of atomic stability that to the revolutionary quantum hypothesis of Bohr and thJ: wave me:::har:ics of de Broglie and Schrodinger. Through a sequence of historic sciennfo: papers and related experiments, the concepts of particle ar:d wave, of - . and continuity, gain new meaning. the course of thought in Schrodinger's What is Life?, the then turns or returns to biological topics, and first to theory of heredity and its development through the and interpretation by TH. Morgan and his associates. rer;ults of laboratory studies of bacteria populations are considered from standpoint of their evolutionary significance, in the papers of Hardt and of L~ria and Delbruck. Next, fundamental papers leading to rnolecular biology-for instance by Beadle and Tatum, \tVatJacob and Monod- are studied. �20/ST JOHN'S COLLEGE THE CURR!CULUM/21 Al' JD The curriculmn as described so far calls for student at every active stage of the a different form of instruction occurs The formal lecture is the occasion when the students have an opand The connected with seminar up a new field of inreadiness to absorb to follow arguments in or space science, in or architecbut not infrequently Visitors may be from the academic lTiay be poets or artists. rk' list below provides on(: 'The i/iad: A War Poem" Knox "Wh2t lvlakes Crime Go Down?" Jarnes Q Wilson ''G 2lactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fme Arts Quartet Machson and the Bill of Rights" (~old\11/in "Evolutlon and Development" J, --r Here the lecturers submit with the faculty turns into a serninar. Thus the to exercise their very different from the can test the degree of their understanding classroom. It is here that and the of what have learned. The lectures range variety of Sometimes the views on a given Some of students are confronted with in the seminars and tutorials. the lectures have immediate Others may have a lasting effect on the direction that students' work takes 'Nithin the framework of the prograrn some of lectures and concerts given on the other carnpt1s in recent ye3-rs: Bon:nef Emerson Stnng Quartet Reason, and Recantation in Plato's Phaedrus" Eva Brann "What Good o.nd What Harm Can Lederer Vera: Anatomy of a Do?" and th<:> Mechanisms of Human Vision" Chord of Wagner's Ring" 'The Evo1ut1on of Behavior in Hurr1ans and Dogs" 1 Themes in the Speculative Theology of St. Thomas Aquinas" "lv1inds ;rnd Bn!ns: Men and Machines" lvlortiirn·r J. Adler "Paul o.s He 1/Vas and Paul as He Looks" Stendal-·d "The Parable cf Don Quixote" Sachs of Romantic Love: Flaubert's Madame Bovary" -Quarter a Mass Denwcracy" Equality and Identity" �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 Homer Thucydides: Plato Anstotle: Euclid Lucretius· Plutarch: Nicom3chus: lavoJ.sier. Essays Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theaetutus, Sophist, Timaeus, Phaedrus Poetics, Physics~ Metaphysics~ Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles;' 'Alcibiades;' "Lycurgus;' "Solon'' Arithmetic* Elements of Chemistry'' Archimedes, Torricellli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk ./-\_ristot:le Plutarch: Tacitus: Ptolemy Plotinus: Augustn\e: Anselm Aquinas: Dante: Chaucer Des Prez. MachlavelH. Copernicus: Luther: Rabelais . Palestrina: . Montaigne: Viete: Ba.con: Shakespeare· The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Price, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Mediations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees * Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason~ Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation "Declaration of Independence" Constitution of the United States of America Supreme Court Opinions* Moliere: Goethe: Mendel: Darwin: Hegel: Lobachevsky: Tocqueville: Lincoln: Kierkegaard: Wagner: Marx: Dostoevski: Tolstoy: Mark Twain: William James: Nietzsche: Freud: ·"~alery: ·:Kafka: .. Einstein: . 'llikan: ntad: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Communist Manifesto, Capital*, Political and Economic Manuscripts of 1844 * Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness The Dead Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin �26/ST JOHN'S COLLEGE AUTHORS, SUBJECT MATT.ER, YEARS Philosophy and Theology History and Social Science Mathematics and N atu.ral Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Plutarch Tacitus Machiave1li Ptolemy Apollonius Copernicus Descartes Pascal Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Molihe Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S Eliot Mark Twain James Joyce Joseph Conrad Hegel Kierkegaard Nietzsche William James Literature First Year Second Year Third Year Fourth Year I'v1arcus Aurelius The Bible Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Viete Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Locke Rousseau Adam Smith U.S Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supren1e Court Opinions Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell de Broglie Mendel J. J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �The tutors should be ~r\1iU not be li:cn_ited_ to v·rhat inside a single it is essential that SL tutors rethemselves to acquire incr/Oosed yJOgram that are outside tl:-ieir field of . tutors w1th advanced rn.:::1 th.2r11.atics 1.r1ould prepare translabons fron1. or f{acine, 'fhe stud~~n.ts of active learners who will not that these matters are ·-,_,~,~~'·-' The of vvor:ic.s of snch rich_n,::ss that to strive for greater of them. Smne tutors do find time to write articles and to teach the St. John's program This is full-tirne tutor is confined lo a part of the h9ve teaching members cf a serninar a:nd of one tutorial and a from them then tutors have time to into the foundz~_tio:ns and v\rider contexts of 1,Nh_a_t is studied th3-n the for classes aHovJs In order to avoid stale·ness and the ever present danger of succun1.b1ng to routine sabb::;hcal Ieaves to allow for leisure 2.nd serious faculty the members of the faccalled tutors, The title professor is it is not the chief role doctrines in their field is a cooperative groups with persons at different stages of learning working All participants in a class are expected to prepare for their discussion by studying fro:m the vvorks of the principal teacher of the class it might be Plato or l'Jewton an author of one of the great books who wrote from rhe of his or her learnin" -· What then is the role of the ai~d - -t;~chers, the tutors? .b,irst of should be questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. . must be able to determine the difficulties of their students and to their observations and examine the Instr-u.cbon Conlrnittee of the other institubons the for certain relatd to for advisadvises the President Tl1e Cor:n.rnittee consists of th~ Deans and of the College; the The Deans on their 01Nn carnpus; the rnernconstitute the Instruction Comintervals the yeaL full IY1 eets bet1.1\1een th-c t1NO campuses.' the Dean at the host campus at ihose anrrual meetings, �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS FRIDAY ta~age The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of_ the library, essential to the teaching of the program. A good gener<tl collect10n is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 50,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and Weigle Hall. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 8,318 records and tapes. Formal L¢cture ept for the preceptorials in the junior and senior years and certain of laboratory work for which the upperclassmen may choose their 'me, the schedule is the same for all students. The language, atics, and music tutorials each meet for three and a half hours to d a half hours per week. Freshmen, juniors, and seniors spend up ours each week in the laboratory. Two evenings from eight to ten ts attend a seminar. A formal lecture or concert is given once Sixteen to nineteen hours per week are spent in regular classes. r: is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 Annapolis and each semester in Santa Fe all freshmen, ~nnnun1u1 e~. and juniors submit essays to their seminar leaders on some of the liberal arts. These essays are based directly upon books in the program. the end of each semester, oral examinations are held. These are by the seminar leaders. The students are questioned freely and on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of exilrniners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other a.nd to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the vvinter and for juniors and seniors just before preceptorials begin. EXAMINATION must pass an examination in READING EXAPvHNATIOJ\J students must pass an examination to demonstrate of the French language. ENA.BUNG EXAMINATION senior oral enabling examination is given to the student in the fall of the fourth year. It is focused on a number of books the sernmar lists assigned for rereading and study during the mer. The passing of this examination confirms a student's si:atus as for the degree of Bachelor of Arts. AND ORAL EXAMINATION senior year the student is required to present to the faculty a final to some aspect of the four years' work It is not intended to of 3pecialized research, but rather a sustained perforrflance in Four weeks at the start of the second semester are reserved during this period the seniors attend no classes. If the by the faculty committee to which it has been the student is examined upon it by the committee examination. No degree is awarded unless both and the oral examination are satisfactory. The senior essay is of the student's learning" �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled ~ollege exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of condi tions that must be met if the student is to continue in the College. Th normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the De each semester as a conventional letter grade, A, B, C, D, or F where indicates that the work is at a satisfactory level. Such a grading syste is necessary in the case of students who wish to go on to graduate or pr fessional school or to transfer to another college. Within the Colle grading is not of central importance. Students will be told their grades o on request. They are encouraged, however, not to work for grades, rather to try to develop their powers of understanding. If it becomes e dent that a student is not progressing, or that the learning process stopped, the student is asked to leave the College. phomore enabling is a review by the Instruction Committee, with the vice of all the tutors of sophomores, of the student's learning during e two years spent in the College. The sophomore essay is especially imrtant in the enabling procedure. Consequently, no students are enabled enter the junior class unless they have written a satisfactory essay, and only if in the judgment of the Instruction Committee they are suffitly prepared for the work of the final two years. In particular, the enabljudgment looks to the possibility of the student's writing an acceptable tudent who completes the four-year curriculum satisfactorily is ed the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their fast sumcompleting their freshman year, so that they, too, complete a fourrriculum. For transcript purposes, St. John's seminars, tutorials and ries are translated into terms of conventional subjects. The curis the equivalent of approximately one hundred thirty-two semester .UATE STUDIES AND CAREERS AFTER ST. JOHN'S r many St. John's seniors elect to do advanced work in a wide graduate and professional schools. Experience shows that leading �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 TutOis who have completed two years of teaching at St. John's may receive a degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. universities admit St. John's graduates with creditable records. Since SL John's offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fields. Many other graduates choose to embark directly upon careers in a variety of fields. Their undergraduate background - especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employmenL St. John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education. The following table shows the professions or fields of advanced study entered by SL John's graduates; mathematics, philosophy, education, medicine and theology have attracted the greatest numbers. Actin.g Engineering Finance Governmer1t Service Architecture of Art of Science International Relations Journalism Languages Oceanography Philosophy Physks Political Science La1N Science Literature Logistics Mamigemt>nt Nlathematics Medicine :tv1eteorology Sociology Systems Theatre Arts Theology Writing The Institute in Libera1 Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program It is offered year-round on both the Annapolis and Santa Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into four subject areas: Politics and Society, Literature, Philosophy and Theology, and Mathematics and Natural Scienci?. Each segment consists of three classes: seminar, tutorial and preceptoriaL The seminars are modeled on those of the undergraduate college; .they are limited to twenty students. The tutorials are smaller classes devoted to the dose reading of texts. The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in At the end of the term students write a major essay on topics of choice. For the successful completion of each segment of the program credits are granted. All four segments are required for the degree, students who have previous graduate credit may be eligible for after three segments. The segments may be taken in any order. detailed information and a separate bulletin may be obtained by lo the Graduate Institute in Liberal Education, St. John's College, •.··.s:<•a:amra Fe, New Mexico 87501-4599 or Annapolis, Maryland 21404-1671. INFORMATION AND RIGHT TO PRIVACY 'Nith the Family Education Rights and Privacy Act, the Colthe right to publish at its discretion the following information teach student presently or previously attending the College: the stu's narrv2, address, telephone listing, date and place of birth, field of in officially recognized activities and sports, dates of and awards received, and the most previous educaor institution attended by the student. As required by the . 'Will provide public notice annually of its intention to h such information. Students have a right to inform the within a reasonable period of time that any or all of this directory ation should be withheld. The College will respect any such request �38/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that light-hearted recreation are necessary to an intellectual life and it is committed to the facilities, funds and needed to make them available. such activities in are under the sponsorship of the Student In Santa Fe they are organized the Student Activities Office which is responsible for providing instruction and equipmenL as William's School in been situated in the colonial capital of the State of 50,000 persons is occupied with the government of the State and of Anne Arundel County; with the training of at the United States Naval the crab and oyster sailing and recreational t1v1t1es of the Chesapeake Bay; and with liberal education of students at St. College. The campus of thirty-six acres Hes in the Historic District, adjoining. College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include historic· homes classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the ones. There are six student dormitories, offering single and double rooms. The community of students has itself since 1945 with electe · officers and delegates representing each and the off-camp1 The Student representatives, the Delegate Coun cil, meet once a week to hear requests from students for funds, to alloca . time and use of facilities such as the student kitchen, to remind stu&:n of their responsibilities to the College and to express stude opinion on common problems. The Delegate Council also rneets wi members of the College administration to discuss matters of mutual conce and maintains a Student Committee on which works with t Faculty Instruction Committee on academic matters. A Food Commit works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium expression of opinion to the community as a whole. Controversy ran short stories, poetry and news take up the rest of the are also welcome to contribute work to The Reporter, The and Energeia, the three official publications of St. John's. acunic:.Ih1r organizations at St. John's are generally informal. Some after year while others spring up and die out as the individual community come and go. Many extracurricular activities �RESIDENCE & STUDENT LIFE/41 40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom, The past years have seen small classes - some led by students, others by tutors-in harmony, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology, Other activities stem from interests independent of the College curriculum, Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts, Theatre life is active, The King \!Villiam Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays, Recent productions have included Macbeth, The Mousetrap, and Miss Julia, Every weekend the student film club presents foreign and domestic films - the classics of cinema arL Additional film series, including The Ascent of Man and Roots, have been shown during the week There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually, Voice and instrumental ensembles train new members and perform at College events, The College provides practice rooms and pianos and a music library of scores and recordings, Private study can be easily arranged on campus or in towrL Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of mastature, Recent shows have been devoted to the works of Daumier, Peter and Barye, Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for SL John's students, An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists t<:aching in their field of specialization, Classes in drawing, painting, sculpture, and pottery continue throughout the yeaL Materials and tools are furnished without charge in most cases, Parties, an part of community life where students and meet informally, come in several varieties, The Society of Bacchus arranges rock dances, vvaltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Cotillion. Vigorous square dances and quiet jazz parties occur once or a year, A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full of picnicking and athletic competition, There are Sunday concerts at the College, and the Political Forum· invites lecturers to speak on weekday evenings, Annapolis itself offe church groups of all denominations, synagogues, concerts, plays, histor tours, seafood, sailing, the Naval Academy, hiking, cycling, State gover ment, political work, community service groups, etc Washington, and Baltimore, Maryland, both within an hour's drive, offer ~r1'i"''""" museums and stores too numerous to mention here, 1939, when intercollegiate athletics were abolished, the College has an extensive intramural program, now including ceam competiin touch soccer, basketball, volleyball, softball, and track, well cs individual tournaments in tennis, badminton, table tennis, and is voluntary and enthusiastic; the competition ~a''"''"'"'acc but good-natured. Students and interests in rowing, canoeing, karate, fencing, training and aerobics. facilities include a gymnasium with courts and weight room, playing fields, tennis courts, and a The athletic program is designed to offer the community opunities for physical exercise, development of skills, participation in and a place for recreation and enjoymenL departure from the long precedent against formal intercorrnJetlt1•::m. there has in recent years been an annual croquet team from the neighboring United States Naval Academy, Cup. ~-·~";.-{~"' �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purin the fine arts, museums and opera; and with archaeological and ical research. Scientists in nearby Los Alamos do research in nuclear cs and related fields. Neighboring institutions of higher education the Institute of American Indian Arts, the College of Santa Fe, Santa munity College, and the University of New Mexico in Albuquer. ty miles to the south, Albuquerque provides the attractions and iences of a city of 400,000 people. e campus of 250 acres lies in the southeast quadrant of the city, iles from the historic Santa Fe Plaza and the Palace of the Govere architecture of the Santa Fe campus reflects the territorial style ced in the state during the last century. The campus, at an eleva7,300 feet, overlooks the city and offers superb views of the Cere Jemez, the Ortiz y Pino and the Sangre de Cristo mountain campus includes a classroom building, a laboratory, a student a music and fine arts building, an administration building and two �44/ST. JOHN'S COLLEGE dusters of dormitories. A library, conference center, dining hall, and infirmary are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an ind~vidual basis with administration and faculty, as well as through the machmery of a formal student government, since both the size of the' College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Finan~ cial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which con~· cem themselves with such things as Friday night lectures or the food service. . Santa Fe students and faculty have initiated a wide variety of extracurJ ncular activities including the artistic, the academic and the athletic !istic expression is encouraged by extracurricular classes in drawing, mg, photography, pottery, weaving, ballet and modern dance. st.udio in the Fine Arts Building, the darkroom and the pottery studio v1de appropriate settings for these activities. The College's art gallery, RESIDENCE & STUDENT LIFE/45 to the public, has a new show by professional artists bimonthly. studrnt art show is scheduled each year, and awards are given for in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe h a medium through which to express their views about both the Coland the world-at-large. Au Verso, a literary magazine, contains essays, work,. poetry, short stories, and photography from students and faculty e. Musical performances of many kinds are given by students through Musicum. Formed in order to stimulate musical activity on mpus, association provides members of the College community with opportunity to perform before a small, receptive audience. Through organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. St. Chorus and the Madrigal Singers also give recitals. The Colprovides numerous keyboard instruments, including two grand pianos a for student practice and performance. Practice rooms a"'"''""'"" in the Fine Arts Building. John's Film Society is organized by students to provide a wide y of classic and current films for the College community every Saturight. any students are attracted to the town of Santa Fe by its crafts, music, rand visual arts. Others have participated in tutoring in elementary , counseling, working at the local health food co-op or in other �RESIDENCE & STUDENT LIFE/47 46/ST JOHN'S COLLEGE ton are conducted at the College's facilities. A men's soccer team and a soccer team both play with other teams in the area and are hosts to tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal sw11~ming pools in which St. John's students can purchase yearly swim A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square of forest and wilderness areas for hiking and camping. Here the Search and Rescue unit trains regularly in techniques of map first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have to be absent from campus in the event of a search or rescue. Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two honrs away by car) offer fine slopes for both beginning and advanced skiers, several cross country ski trails branch off from them. Students may skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. The St ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational In its early years there were some ties with the Protestant Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before comAttendance is in consonance with the Charter. and students attend church or synagogue in town. It is customary acurricular Bible classes to be conducted by tutors of the College. art th·2 mountains ween Costume Party, the VVeekend occasions for informal Weekend includes a talent The Student Activities Office coordinates a volunteer athletic which offers for and tvvo are sports in and the has one of Southwest. There are facilities for gymnastics and fencing, but activities can be done out-of-doors. Intramural programs in tennis, soccer, FOR STUDENTS nr,...,or:>:m Bookstore on each campus has all the books and supplies the "'"rln·-·:·n need for their classes. It al~o maintains a stock of books related of the program, and books of more general interest. It is \er1!'r;it~rl vvithout profit. for an active social the College provides on each camshop and a junior common room for the use of all students. there are smaller, comfortably furnished social rooms in the and elsewhere on the campus. e dornutories form small communities within the larger college comhelping the incoming students to make proper use of the suprt thai: other students can give them in their college life. �RESIDENCE & STUDENT LIFE/49 48/ST JOHN'S COLLEGE Unmarried students not at home are lege dormitories and to take their meals in the they apply in writing to and obtain Deans or Head Resident to live The College can offer no married student who wish to have student must find suitable offcampus and should allow time for this, Room assignment is the of the Assistant Deans in Annapolis and of the Head Resident in Santa F:::, students have the privilege of for rooms before the summer vacation, In Annapolis students are not to remain in residence durwinter or vacation, In Santa Fe students are not permitted to remain in residence winter vacation m'lly remain spring vacation, although a small fee is DINING HALL The dining hall on each campus is vegetarian menu is available, Resident students are dining hall. Exemptions for medical reasons are amination and recommendation the '--''""-,"' Dean. upon exor Assistant CAREER PlANl\HNG The Office of Career serves student needs in two especially important areas, it essential information for those students to continue their education in programs and urot1Ess;10na1 schools across the nation. The Director of Career also offers assistance to those students who wish to embark upon careers immediately after graduatioR An ernployment service, initiated and run Primarily, it seeks academic year, but it can also aid employment in the local decided upon by the Dean in consultation with students and faculty. Every student is informed of them, and returning upperclassmen are em:11t'..teu of them each fall, The rules differ in certain details on the two campuses, though in general they follow the same pattern, The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agr;:e to abide by the rules and regulations promulgated in the Student Manuai published annually by the College. St. John's assumes that students will - not only the enacted rules but also the community-_ccepted canorn of decent behavior. In extreme cases, where these canons are Flouted, the may require withdrawal of the offending student. locates students for full-time sufftff1er HEALTH SERVICES DAMAGE A Student Health Center on each carnpus a vanety of health services for enrolled studentso Counseling services are 8lso available on carnpus. These services are free of charge or low-cost. RULES RESIDENCE rules of residence 0 of each student make nece:ss21rv the use of dormitories, These rules The provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupa.nt or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear, Any damage to college property is charged to the caution fee of the student or students responsible for the tlam2ge The College is not responsible for the loss of, or damage to, any ,student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 COLLEGE CREEK BOATHOUSE I El HEATING PLANT COLLEGE AVENUE U~~ SOCCER FIELD �52/ST. JOHN'S COLLEGE ADMJSS!ONS/53 are selected prospective '""'"'"'"''u"' to write the essays that constitute an to the College. want an education that conreading and consideration of the of serious conversation in which they learn to consider the thoughts of others as well as their own; and of active parin their own education. uu10LHL Each student has a concommunity. Most who consider SL examine themselves before applying so that when do they are to themselves to the College that they want to engage in the life of reason and believe they can take pleasure in it. In their essays, many determine their own apas St. others eliminate themselves as apthat their intenests and those of the College do not coincide. Thus, for most select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The of the admission process is to determine vvhether an apnecessary - and ability to complete the St. John's program Committee - five tutors and the Director of Admissions on each campus - regards the application as being a from the applicant: "Do you think I am ready to profit from the program of studies at St. In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable to give a full account of themselves. can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one - show whether an applicant has the habits of necessary at St. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. The asks a minimum of personal Need for assistance not affect the Committee's decisions on admission John's has decided to remain a small college in which the students artd ictculty are known to each other. Each campus has between 300 a- d 40tJ. students. The size of each class is limited on each cam;us. M~~t freshman clas_ses are about equa~ly divided between men and women. enter m late_ August and January in Santa Fe, in September and _ __ m Annapolis. Occasionally, there may be a January class on onl one c.ampus. New students are enrolled only as freshmen· a or _Y of "~ -' t · 1 h d , more -~''-ti en ermg c ass ave one one, two, or even three years of collPge work else~he.re. These students, despite good records at other colleg-es rehD<~l':~sh rheir advanced standing to take part in the St. John's program'. • H::shmen who enter m January stay on campus the following sumco 1complete the first ~ear. They can thus graduate a year earlier th~n nad postponed their entrance until the following fall. The Janu :cof- t' 1 . ary '~ par icu ar mterest to students who come to St John's i: tL coll'"''" h h · 1rom o Her ~~to, o.r w o ave traveled or worked since graduation from high sch I Orvr•c w ht t S J h , oo, _ "u is o en er t. o n s immediately after the first semester of their ~ernor year of high school. __ Et. �ADMISSIONS/SS S4/ST JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8 to 1)" In order to meet this commitment, the number of students in each freshman class is carefully controlled, Candidates for admission are advised that approved applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES ~:~~:.~~~~:~e:e~',:,~~1~d~ ~~~~;~~~~Ei:~:t:I~; E:::~:~:~i~ ~~! and .two years of .a fore.ign la:sg;:1r:s or three years of natural science i~r=J~~:;~:~~~sa~~~~~:~ionfessays and Iacademic transcripts, ahppli1cnan~'~ c · d'ng one from a teac er. e~ . m ust present two letters oi re erence, me u· 1 ay be waive d or a dd·t·10nal , .1 ceptional_ cases cerbtain of thets~ r~!{~1;~~~est scores ar~ not .required, informahon may e reques e . but may prove helpful. h · d ry . secon 0 ccas1ona11Y St · John's accepts an applicant w odis not aft f m a_ i·f· the h 1 d t Such a student must be well qua 1 ie - to pro l ro sc oo gra ua e. . . us visit and interview are especially important ~~l~~~~~~~gJ::a~e: ~~,:S~ students usua~ly_whishJ to ente~ SL Je~~~t:i;l~~~;~ ing their junior year of high school or m r e anuary imm the f~:,C J~~~:s~:ra~~~~:::e~e~~0Je;~:~eral law to enroll foreign students. St. John's College is one college located on two campuses. Alt~~ug~~!­ lications must be initiated and complete? at one campus or e whole'. ~dmission to either campus constitutes adm_1ss10n tot the C~ll~~~:ss~ John's On inquiry prospective students receive a sta emen o d . . f rms Colle e rogra~, an application for admission an~ re~ommen at10n omitto be gco~pleted by schools and references. Apphcatlons may be ~-bColted as ea~ly as the second semester of the eleventh gra_de. Because \:dents lege welcomes all serious_ ap~licants, th~re is ~o ;,r'/hca~1on ~;fi~e on the should submit their apphcat10~ m;tena ~ to t. e to ~~~~;f;r financial aid campus they prefer to attend. tu entsdpFannm~ 1 Aid and notify the apshould refer to the section on Fees an m~nc1a . l . propna t e Adm1·s~1·ons Office of their intentions as soon as poss1b e" ~ St. John's College has a Suggested Application Deadline for fall admission of March 1. Candidates wishing to enroll in January are expected to apply as early as possible, but no later than mid-December. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee, The applicant is notified of the Committee's decision in about two weeks. Accepted students have 1:he option to enroll on either campus" Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus" In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the :::ampus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been s1-1bmitted, the campus preference may not be changed except as noted below, Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled" Typically, the fall classes fill by the middle of h1ay, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when th 2 deposit is received, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. 0 FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount �56/ST. JOHN'S COLLEGE ADMISSIONS/57 of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early.. Applications for financial aid will be processe~ for appro".'ed applicants on a first-come, first-served basis until the available aid is exha~sted. Therefore, applicants requesting financial assistance sh.ould submit the· Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any add~­ tional documentation that may be requested. Students who complete their financial aid applications before February 25 (for fall classes) or November 30 (for January classes) have a significantly higher chance of rece1vmg all the aid for which they qualify than those who complete them later. WAITING UST Once the entering classes are full or the available aid is exhausted, a w~iting list will be established in the order in which deposits or completed fmancial aid files from approved applicants are received" Positions in the .entering classes and financial aid will then be offered as they become. ava1~able. Every effort will be made to accommodate those on the waitmg list by allowing them to change their campus preference or to enroll m a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beo-inning of any academic year, provided their records are in good stan~­ in: and they notify the Dean's Office of their intentions by ~ebruary 25 of the previous year. Those students who wish to apply for fmanc1al aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses" INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's Sollege, Annapolis, Maryland 21404 301/263-2371) or Santa Fe, N:w Mexico 87501 (TeL within state 982-3691; out-of-state 1-800-331-523L). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand ~dvance k~owle~ge of any college one may be thinking of attendmg, bu~ it is especially ~Nise in the case of St. John's because of its umque curnculum and teacrnng methodso .· •. While on campus the visitor may attend a seminar on Monday or;. Thursday evening at 8:00 p.mo; attend tutorials in mathematics, langua~e, and music; visit a laboratory; be interviewed by the Director of Adm1s-. sions , a member of the admissions staff, or a tutor; attend the weekly for~. . ma! lecture (Friday night); talk informally with St. John's students and tutors; visit the and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. . Since the seminar, the most important part of the program, meets on Nionday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods the visitor may telephone the Admissions Office for special The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis ~r 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selectedo It is also necessary for the Adraissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation" They will be provided a room in a dormitory and meals in the dining hall without charge. SL John's students dress informally for tutorials, but more formally for semmar and formal lectureo The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 aom. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.rn. visitors should go to the college receptionist. The receptionist is at the swJtchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe" TF:l1~NSPORTATION Th12 Baltimore-Washington International Airport is located twenty miles from Annapoliso An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is no~ practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from \/Vashington are less frequent and let passengers off on West Street, about · from the College. By car one takes Route 50 from Washington or 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is <'Pailable. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Feo Arntrack stops at Lamy, N.M., twenty miles from Santa Fe and taxi service is available to town (reservations should be made with the taxi service one day in advance)o Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �58/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/59 award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61). 3. Financial aid awards are made in accordance with the provisions of Tille IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and additional children to be educated. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid The procedure for applying for financial aid is as follows: 1 Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the ColScholarship Service in Princeton, New Jersey or Berkeley, California. form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3 Candidates for financial aid from the College must first establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submii:s a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit supplemental information in order to be considered for institutional assistance. 6 . All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Studrnts who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default federal loans received at any institution and must not owe any to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. 9. An applicant who has previously attended an institution of higher education rnust provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. Students applying for and receiving financial aid from St. John's are �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying after February 25 for financial aid have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15 Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. Funds for financial aid awards from the College are available from the sources listed below. Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources. All these sources are automatically considered in making up the College's financial aid awards. ST JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be _the fir.st form of assistance in a financial aid package and may be combmed with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determin~d on t_he basis of the financial resources of the applicant and the applicants family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY (:;RANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students wch year. The grants are awarded to students who demonstrate substan~i:l nee_d ':'it~ priority given to Pell Grant recipients. Eligibility for the ~1bOG is hm1ted to $4000 per year COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and v1hile classes are in session. ~~ATIONAL DIRECT STUDENT LOAN (Perkins Loan) nese loans are made by the College directly to students using funds profor the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is r~quired while t~e borrower is enrolled at the College. The mt~rest rate durmg repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. l GUARANTEED STUDENT LOAN (GSL) The Guaranteed Student _Loan program enables a student to borrow directly ~rom ~ bank, credit u~10~, savmgs and loan association, or other parL1c1patmg lender who is w1llmg to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first tw~ years of undergraduate study and $4,000 a year for subsequent unoergraduate study. No mterest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after tennination of college attendance. The interest rate for students who obtain their first loans after September 13, 1983 is eight percent. Students who have previously chtained GSI.:s at seven or nine percent interest will contmue to borrow at this same interest rate. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1988-89 STUDENT BUDGET'' FALL FRESHMEN $11,000 3,700 250 500 100, 250, 5001 Tuition Room and :Boatd Books Persoital Expensees Transpohitfon JANUARY FRESHMEN *Fees are subject to changelwithout noti~e. 'th the distance between the student's home 'The allowance for persona expenses vanes w1 and the College. zundetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the r:arliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caul:ion Fee, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second sr:meter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of rnany of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: BILLING AND DEPOSITS B'llin for tuition and fees is done prior to each semester. The charges ~re d~e a~d a able in full on or before the registration dates for tha~ semesLer~ Those ~i may wish to pay in monthly installments should mqmr~ or the Treasurer about the various tuition payment plans or loan arrangem_nts available to St John's College students and parents. . .. , Since determinations affecting students, faculty and physical f~c1hties must be made well in advance of the beginning of each ac~dem1c _Y~ar, the College must know in April which returning students will. regme; m S t b A deposit of $150 on the fees for the following year is there1ore d~~ ~~ o~\1efore the second Monday in April for prospective s~phomors1 ·u~iors and seniors. Payment of this deposit guarantees a stu ent a P.ace ~n the class. If the deposit is no.t pai~, he may have to be plac~d on; =~1~1~~ list· students to whom financial aid awards have been ma e an . The ' h · d ·t by the due date will have that award cancelled. not pay t eir epos1 . 1h d · ic deposit is refundable only in case of withdrawal due to ill hea t ,:ica T~~he dismissal or (in the case of prospective juniors) failure ena e. cl~ student should decide not to enroll in the year for which he ma - . :o The The The The The first two weeks: 80% third week: 60% fourth week: 40% fifth week: 20% sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grani: Program, the Supplemental Educational Opportunity Grant Prothe National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any inshtutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in acmrdance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons Will be on a pro rata basis. �64/ST JOHN'S COLLEGE FEES & FINANCIAL AID/65 that rnaximum time aid fun.ds rnust years of full or r•o·~·c._':-,-c_ will not count in the ,,,,,~h>-,m-·in which a student is are considered m the for a class in which he or she vvas three the class will be considered as enrolled form.ore and the student will not be elieible for asci'sLa-~ce . ' l O ~- l· 11 tions to_ t 1is may be the Dean 1n i-he c- r1c OJL an 1!1VO_l un£ ·' -'· , a0 rary withdrawal due to iHness or other circumstances. Students who are by their Don the next semester with incomplete on their records arP ._,cnJm-:u to be making satisfactory progres• ell'" £ ~ . - 8]1" · 1 . v c 1. 0 A student who wishes to appeal a decision regarding acader~i~·stand­ should present a letter of appeal to the Dean of the College. The Dean review the situation, into account 1Arhether or not student is ~ .!. REGULAR STUDENTS Provisions of the Higher Education Act of 1980 that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore however, this perrnission is granted by the Dean and the In;truction Committee in the light of a student's over-all work the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while are repeating work. Sometimes students are permitted to enter a new semester with the requirement that meet special conditions the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. t1Aro se:u-~esters to the V.IL A third semester of certificsfor V.A. benefits without of a V.A for all courses ;r that be considered in at a ;;iva"agp · '1. 01 ,Jd . - d ~ a u . j\ enro ll ed stu d ent withdraw from any course at any . - · , -c to the ~-,idterrn. of any semester, a of F be vv1ll report to the VA. when a student has not 75 % of the credits will inform s;:udents on VA. of 011 rninimum standards of nrr.a•'m'c 6 will inform credit credentials from pc)st--secondarv ti on �66/ST JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BJESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Sant& Barbara, California, 1970. DARKEY, W!lUAM (Editor et Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKlEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. Chairman Mr. James H. Frame Vice Chairmen Mr. Vincent A Carrozza Mr. Charles A. Nelson Secretary Mr. Jerome LaPides MErv113ERS El\/IERJTI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen ivir. Walter Evers Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W Schmidt lv:!rs. Louise Talbot Trigg Thomas B Turner, M.D. Mr. Karl Van Tassel Mrs. Lovejoy R. Duryea New York, NY Mr. Robert C. Poole Albuquerque, NM IV!r. Stephen L. Feinberg El Paso, TX Mr. David B. Rea New York, NY lvlr. James H Frame New York, NY Mrs. Hope D. Ritchie Santa Fe, NM Mr. Harvey M. Goldstein Miami, FL Mrs. Mara Robinson Santa Fe, NM Mr. Robert A Goldwin Washington, DC Mr. John E. Robson Atlanta, GA ]\l[r. Alfred Grant Santa Fe, N!v! Mrs. Elspeth D. Rostow Austin, TX Mrs. Anna E. Greenberg Annapolis, MD Mrs. Joyce Rumsfeld Chicago, IL IV!iss Harriet C. Higgins New York, NY Mr. Michael A. Scully Washington, DC Mr. Allan P. Hoffman Lawrence, NY Mr. William W. Simmons Annapolis, MD Hon. Bruce King Santa Fe, NM Albert G. Simms Il, tvl.D. Santa Fe, NM Mr. Rollin W. King Dallas, TX Mr. J. I. Staley Wichita Falls, TX l\!Jr. Jona than Krane Los Angeles, CA Mr. W. T. Terry, St. Louis, MO Mr. Jerome LaPides Annapolis, MD Mr. John Van Dn; n Chicago, IL Adm. Robert L. J. Long Annapolis, MD M:r. Charles H. Watts, II McLe;m, VA Mr ] Burchenal Ault Sant, F~, NM Mr. Owen NL Loo2z S<mta Fe. NM - Mr. Peter Weiss New York, NY Ms. Sharon Bishop Reston, VA IVlr. Donald J. i\!!adver El Paso, TX Mrs. Julia M. Wi ,mson Austin, TX iVlr. Thomas M. Carnes San Francisco, CA Mrs. Faith B. Meem Santa Fe, NM Mr. John L. 1/\fil);, ens Belvedere, CA Mr. Vincent A Carrozza Dalhs, TX Mr Reg Mmphy Baltimore, MD Mr. John D. Wirf Santa Fe, NM Mr. Charies A Nelson Croton-on-Hudson, NY Mrs. Mary Bittner Wiseman New York NY Mr. Christopher B. Nelson Chicago, IL Mr. K. lV!artin Worthy Washington, DC MEMBERS EX OFHCIO Th2 The Th2 The The Governor of Maryland Governor of New Mexico President at Annapolis President at Santa Fe Dean at Annapolis The D-2an at Santa Fe !Vks IVL Brownell Anderson DC Cave NY Hon. Frank V. Ortiz, Jr. Santa Fe, NM fr. 0 �68/ST. JOHN'S COLLEGE FACULTY/69 Beate Ruhm von Oppen President WiUiam M. B.A, Baylor University, 1949; M.Th., Southern Theological Seminary, 1953; Director, Peace Corps, Colombia, 1966-69; Regional Director, Peace Corps, North Afnca, Near East, South Asia, 1969-71; President, Inter-Amencan Foundation, 197~-80; Consultant to President, Ford Foundation, 1980-81; President, AFS International Intercultural Programs, 1981-86; President, SL John's College, 1986-. B.A, University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51 · Royal Institute of Int~rnational Affairs, 1952-56; Research Staff, Nuffield College'. Oxford, 1956-58; M1crofilmmg Proiect of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Anna.polis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer m History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, lnst1tute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. ANN APO US Laurence Berns Dean of the College in Annapolis Thomas J. Slakey B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59· Tutor St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; A~sociat~ Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambndge University, 1971-72; Richard Hammond Elliot Tutorship 1980-. ' B.A., SL Mary's College, California, 1952; M.A., Universite Laval, Quebec, 195:; PhD, Cornell University, 1960; Tutor, St. John's College, Annapolis, 1~59-64, Sama Fe, 1964-71; Vice-President for Academic Affairs, 1971-74,. and Associate Pr~fessor of Philosophy, 1971-76, Saint Mary's College of Cabforma; Tuto'.: St. Johns College, .Annapolis, 1976-. On leave 1983-85 as foun~mg dean of Whnney Young College, Kentucky State University; Dean, St. Johns College, Annapolis, 1986-. Thomas King Simpson B.A, St. Johr(s College, Annapolis, 1950; M.A. in Teaching, We.sleyan. l!niversity'. 1955; Ph.D., Johns Hopkins University, 1968; Instructor, American Umvers1ty" ar Cairo, Egypt, 1950-53; Teaching Intern, St. John's College,. Annapolis, 1955-..,6, Tutor, 1956-73, Santa Fe, 1973-85; Annapolis, 1985-; Curriculum counselor and member of the faculty, The Key School, 1970-73. Eva TJ-t Brann B.A, Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale Univers.ity; Fellow of the American Numismatic Society~ Summer, 1952; Fellow of the Amencan School of Classical Studies at Athens, 1952-53; Member of the staff of the Ai_nencan Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor m Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Educat10n and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, .1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson Intemat10nal Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, ~978-79; ~1s1:mg Scholar in Honors Education, University of Delaware, 1984-86; fellow of (he National Endowment for the Humanities, 1987-88. Edward Grant Sparrow B.A, Harvard College, 1951; LLB., Harvard Law School, 1954; M.A.,. Teachers College, Columbia University, 1957; Tutor, St-John's College, An.napohs, r _ Addison E. Mullikin Tutorship, 1971-; Actmg DJrector, Integrated1 Li~eral Arts ~ur_ riculum, St. Mary's College, California, 1964-66; Dean, St. Jonn s College, An napolis, 1977-82. Edward Malcolm B.A., 1953, M.A., 1956, University of Virginia; Instructor in Mathematics, sity of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew Mellon Tutorship, 1972-. fV!:ichael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert R Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew \N Mellon Tutorship, 1972-. Seo,.muel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 19.55-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; lmtructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W Mellon Tutorship, 1972-, Dean, 1982-84. E!hot Zuckerman B.A, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A, 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. P, Cohen B.A, St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; ''Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. �70/ST JOHN'S COLLEGE FACULTY/71 David !-L University of Heidelberg, 1963; Fellow Deutscher Ak d . . Umversity of Florence 1963-64· Ph D U . . fa emischer Austauschd1enst, . Cl . ' ' · ., mvers1ty o Heidelbe 1 964 I m ass1cs and Philosophy, Bismarck Gymnasium K rg, ; nstructor amen II, University of Heidelberg 1965· I t ' ~rlsruhe'. 1964-65; StaatsexRosary College, 1966-67· Tutor s't J h ', nCs rlul ctor Am Class1.cs and Philosophy, 0 ege, ' ' · 0 ns nnapohs, 1967-. Nicholas Maistrellis B.A., Columbia College, 1958; Columbia 1960; New York State 1eaching Fellowship, 1958-60; Director of Men's Chorus, Nevv York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs B.S.: Bates College, 1962; Department of History of Science 1962··Assistant, 1962-66, Umversity Fellow 1966_67 U . ·~ ' . 67, Teachwg St. John's College, Annapolis, 1967_.' ' mvers1Ly of Wisconsin; Tutor, Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Harvey Flaumenhaft B.A., 1960, !VI.A, 1962, Ph.D., 1980, University of Chica . W . Fellow, Harvard University 1960_61 . N t. . l A . . go, oodrow Wilson tion Fellow, 1963-65; Lect~rer in Politic:/~~i:nceer~nautics and Space Administraturer in Liberal Arts, University of Chicago 1965, -6o6oslevelt Umvers1ty, 1965; Lecl1Vh t C 11 (~If ' , nstructor m Governmo •. ' ·ea on o_ ege massachusetts), 1966-68; Tutor St ' en,, 1968-; Fellow, Institute for Sino-Soviet StudiPs Joh~s ~ollege, Annapolis, 1981; MIT/Harvard Workshop on N l W - ' eorge as mgton University, 1983; National Endowment for , uc ear . eapons and Arms Control, Summer NFH Pl . G che Humamties Constitutional Fellow 1984-85· ~ ~· annmg rant, 1986-87; NEH Interpretive Res hG ' . . . ' rant, 1987-89; V1s1tmg ocholar, Department of Educational St d. - U . ear.c u res, rnvers1ty of Delaware, 1987-88. Jamison AHanbrook G. Charles Milner, B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. l3 A., Vassar College 1964· MA 1965 Ph D S \/\Tilson Fellowship,, 1964~65.' T~achin' A. :' tanford Un~versity, 1974; Woodrow 1967-69· Tutor St John's c' 11 Ag ssils.tant m Music, Stanford University ' ' · o ege, nnapo is, 1969-. ' Comber Diploma in Education, University of London, 1953; A.R.CM., Royal College of lViusic, 195Ll; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in l"!lusic and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Insdtute in Liberal Education, Annapolis, 1983-86. E White St. John's College, Annapolis, 1965· MA Th . Research, 1970; Alvin Johnson Fellow, 1970-71. Tut;r St eJ Nhe;vCSclhl ool Anfor Sooal 1971-. ' ' · 0 ns o ege, napohs, David Edward Starr BA, Gordon College 1962· MA 1966 PhD Assistant in Philoso~h" Bos;o~'u . ' ... .,1919672, Boston University; Graduate '' mversny 3-64· Teaching I t B University College of Basic Studies 1964-66.' I '. . n ern, oston of I?.hode Island 1966-71 · Tutor St J h ' 'c ~~truct': m Philosophy, University Doskow Director of The' Graduat~ B.A., Columbia College, 1957; M.A, 1959, Ph.D., 1965, University of Connecticut; Part-timE Instructor in English, University of Connecticut, 1957-62; tor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Leo f. Raditsa ~~., Un Howard J. F'i:>her B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, V\festern New England College, 1980; Visiting Senior ivi,cwv"·'' Linacre College, Oxford University, 1982-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, s!ties of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Instit~te in ~i~:ral 0EJ~~~tio:~aE:~~~ i:, 7i;~~~~i.s 2 -, i_:arvard College,. 1956; University Scholar, 1960-61 Universit Felio 1-~2:. M.1.MCol_umh b1a University, 1962; President's Fellow'. 1962-63· lulbrig~, ~ive,sity o umc , 1964-65, Berlin, 1965; Instructor New v k' · . ,· ' Wash.111.gton Square College 1965-68· A . t p f ' ior Umver~ity, . . , , ss1s ant ro essor 1968 Ph D C I bIa n . umvers1ty 1969· Tutor St J h , C ll A . ' , · ., o um- , ~:~,t ~~~~f~t~~~~~it~~a~=~l~~n%~~~~!~~~~~~:a~~~~-~;3;Jo!~~o1::~i~:~o: Zeiderman Dartmouth College 1962 63· BA S J h , p . ~"'· . . ' - ' · ., t. o ns College, Annapolis 1967· MA lergm ... ~mn UnF1vers1ty, 1972; Princeton National Fellow, 1972; Tutor, Jol;n's i~ 0 e, vanta e, 1973-77, Annapolis, 1978-. St. C �72/ST JOHN'S COLLEGE FACULTY/73 1968; !\/I.A., Johns Hopkins University, 1971; 1974; 11.itor, St. John's College, Annapolis, 1974-. """'"""''""'" S. Tuck B~A, Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University Cahforma, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. 01 Michael Comenetz B.A., The Johns University, 1965; M.A., 1967'. Ph,P:;. 1972, Brandeis University; Assistant Professor of IV!athematlCs, University or I'-.ansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A, Loyola College, 1971; Fordham University, 1975; Assistant Professor 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St'. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-. ~oyola College, Douv:iHe Chani:nah Masd1ler B.A., College of New York, 1953, M.A m Philosophy, Yale ~ 1955; University Fellow, Yale Umveis1ty, 1953-55, Ahc~ Freeman Palmer fellow, ~ork · 1956-58 , Department or Philosophy, Pennsvlvama otace on P e1rce, v lP. ia . . ~ University, 1959-61; Department of Philosophy, C.C.N.Y, 196~-62; Department of Philosophy, Barnard College, 1962-64; Reader and Tra_'.lslator wr J:Iarper _Torc~i­ books 1965-70· Oueens College A.CE. Program, 1970-72; Queens '-ollege L1beial Arts I~stitute, 1972-76; Bank Street College of Education, 1972; 1htor, the Graduate Institute in Liberal Education, St. John's Santa Fe, 1970, 1972, 1975, 1976, lhtor, St. John's College, Annapolis, 1976-. Robert P. lJmecker BS, University, 1966; VJoodrow Wilson Fellow, 1966-:67;_ Teaching of Mathematics, Boston University, 1972-76; NI.A., Boston and American Scandanavian Foundation Fellow, NorCollege, 1977-. Peh2r ?.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate 1977-79, Johns Hopkins University Applied Physics Laboratory; lutor, St. John's College, Annapolis, 1979-. :~Iathematician, f'/Hchael G. Oink !::larvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; 1978, l'h.D. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1934-. ~~A:, Stanford Univ~rsity, 1969; graduate study in Enghsh literature, University Wisconsm, 1970-/l; M.A. in Philosophy, Pennsylvania State Uruversity, 1978; Instructor of philosophy and humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. v1 .Ho-ward BeaU B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, 1977-. flaumenhaft of Chicago, 1966; M.A , 1967, PhD, 1970, University of PermWilson Fellow, 1966-67; of Pennsylvarna Founda1966-70; Instructor in English, 1970-71, Assistant Professor of English, -, 071-76 P nne Arundel Community College; National Endowment for the ~, 1c7M Humaniti,2s Summer Stipend, 1977; Tutor, St. John's College, Annapo is, f. /-. - , , . . r Lenkov.rski RA, University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The N~w Schoo\ '.~r Social Rese;uch, Columbia, Umversity of Fre1burg; Instructor 01 ph1losopny, University, 1968-76; Visiting Lecturer, philosophy of science, New York mcmtnc of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Active duty, US. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, PoTlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/Naval Research Laboratory Resident Research Associate, Space Science Naval Research Laboratory, Washington, D.C., 1981-83; Tutor, St. John's College, Annapolis, 1982-. H. Higuera Cornell University, 1974; 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Lee Townsend Loyola College, 1969; M.A., Harvard, 1970; Diplorne, Universit~ de Paris, 1967, 1973; Ph.D Harvard, 1976; JD Yale Law School, 1981. Graduate Prize Fellow, �74/ST. JOHN'S COLLEGE Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-. Intern, U.S. Organized Crime Strike Force, Manhattan, 1980. Member, Massachusetts Bar, 1981-. Walter Sterling B.A., St. John's College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, Catholic University of America, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blaustein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Anita L Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Paul Antal B.A., University of Scranton, 1960; Ph.D., University of Chicago, 1975; Fulbright Fellow (C.E.S.R., France), 1962; Universita degli studi (Florence, Italy), 1963; Assistant Professor, Reed College, 1968-74, University of Minnesota, 1975-79, Tutor, St. John's College, Annapolis, 1985-. Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. Leland Giovannelli B.A., St. John's College, 1978; M.A., University of Chicago, 1979; Teacher, Commonwealth School, Boston, Mass., 1979-1985; Tutor, St. John's College, Annapolis, 1985-. Timothy H. Paterson B.A., Oberlin College, 1967; Ph.D., Yale University, 1982; Lecturer in Political Science, Boston College, 1982-84; Killam Postdoctoral Fellow, Dalhousie University, 1984-86; Tutor, St. John's College, Annapolis, 1986-. FACULTY/75 WHHarn Pa!>tHle AB. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College Annapolis, 1986-. ' Steven M. Nadler B.A., Washington University, 1980; M.A., 1981, Ph.D., 1986, Philosophy, Columbia University; Instructor, Humanities, Columbia University, 1983-86; Tutor, St. John's College, Annapolis, 1986-. Ann G. Marrin B.A., Oberlin, 1969; 1\1.A., St. Hugh's College, Oxford, 1971; Ph.D., U. Massachusetts/Amherst, 1979; M.Phil., Middle English Studies, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German Purdue University, 1981-87; 1utor, St. John's College, Annapolis, 1987-. ' Kevin Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. David Ear! Irvine E.S. in Aeronautical Engineering, Purdue University, 1972; M.S., Purdue University, 1973; M.A., The Johns Hopkins University, 1977; Ph.D., The Johns Hopkins U•11versity, 1983; Senior Staff Oceanographer, Applied Physics Laboratory, 1978-87; Counselor and Trainer, Grassroots Crisis Center, Columbia, 1984-.; Tutor, St. John's College, Annapolis, 1987-. SANTA FE President Michael Patrick Rkcards E.A., 1966, M.A., 1967, M.Phil., 1968, Ph.D., 1970, Rutgers University; Special f\ssistant to the Chancellor of Higher Education in New Jersey, 1969-70; Department of Political Science, SUNY College, Buffalo, 1970-77; Fulbright Fellow to Fall, 1973; Henry Huntington Fellow, Summer, 1974; National Endowment for the Humanities Fellow, Princeton University, 1976-77; Provost, Hunter Col1<-:ge, CUNY, 1982-86; President, St. John's College, Santa Fe, 1986-; National Advisory Council, Center for the Study of the Presidency, 1986-. Dean of the College in Santa Fe James Carey St John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; The New School for Social Research, 1973; US. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in �76/ST. JOHN'S COLLEGE fACULTY/77 Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, SL John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. WiHiam A. :Oarkey B.A, St John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart David Clifford B.A, St John's College, Annapolis, 1959; University of Ph.D., University of 1exas, 1974; University Fellovv, Universitr of IVl.r>lt-"'''rno0· University Fellow and Bess Heflin Fellow, University of Texa< 1:16,., 64 1i • "'·. U10r .Jf John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Gradua~e I~stitut~ in Liberal Education, 1973-1975, 1978-80. - ~·-....,, / k;- ·" Don 13. Cook RA, Harvard College, 1940; M.A, SL John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean: 1981-82; Teacher, Santa Fe Prepatory School 1972-73. Samuel Emmons Brown Elliott T. Skinner Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A, 1956, Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, Annapolis, 1958-65, Santa Fe, 1965-. B.A, University of Colorado, 1961; MJ\., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, \/Voodrow Wilson Fellowship, Prino2ton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Thomas A McDonald Stuart Boyd Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, SL John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard RA, Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St John's College, Annapolis, 1961~66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks RA, St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. !v'.LA,, Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology, Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and Chairman, Department of Behavioral Sciences, J\lew Mexico Highlands University, 1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland, 1964-65; Professor of Psychiatry (Psychology), University of Missouri Medical School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor, St. John's College, Santa Fe, 1966-. So Pei:erson AB,, Harvard College, 1953; AM,, 1957, Ph.D., Botany, 1959, University of l\11ichigan; United States Navy, 1953-56; US Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St, John's College, Santa Fe, 1966-, Robert A. Neidorf L RA, 1951, M.A, 1955, University of Chicago; Ph.D., Yale University, 1959; Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62; Assistant and Associate Professor of Philosophy, State University of New York at Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-, Director of the Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77, 1982-86. University of Wisconsin, 1953-55; BA, St John's College, 1962; M.A, History and Philosophy of Science, University of Indiana, 1965; N.D.E.A Fellowship, University of Indiana, 1962-65; PhD., University of California, Riverside, 1980; Tutor, SL John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. S. Steadman BS, Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, Unieed States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, SL John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Davis, SwentzeH BS, New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St John's College, Santa Fe, 1966-. P, Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; �FACULTY/79 78/ST. JOHN'S COLLEGE D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Harnburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of l\/Iusic, University of Cincinnati, 1965-67; Tutor, St, John's College, Santa Fe, 1967-; Assistant Dean, 1984-. K Thomas B.A., Reed College, 1955; M.A., 1956, Ph.D., l\!1athematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinms; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leav<C of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, l\/Ianagement Service, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-, Visiting Professor, University of California at Santa Cruz, 1985-36, Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; 1'.Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkms Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-'72; 'Noodrow \Nilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St, John's College, Santa Fe, 1972-. R Van Luchene B.A, Arizona State University, 1969; IvLA., 1971, PhD., 1973, University of Noire Dame; Teaching Assistant, Department of English, I'fotre Dame, 1971-73; 1htor, St. John's College, Santa Fe, 1973-, Director of Adrn,issions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E . Venable B.A,, St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's Collt•ge, Santa Fe, 1973-.. Gerald Myers B.A., University of Colorado, 1964; Ph.D., University of Colorado Medical Cent€!, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Resesrch Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St . College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. Kent H . Taylor B.A, ~ale University, 1963; M.A., Univernity of Georgia, 1965; Ph,D., Universit" of California at Santa Cruz, 1976· University of California a'~ t a r ' ' '::ia.1 . D ef ense Language Institute, Monterey, California 1968-69· p ·d~ruz, 1967-68--' lb U . ·t 1971 73 I · ' ' . iei e_ erg niver51 y, · · , ieac , · - ; nstructor, University of Georgia ' 1965-67· ""' h.mg A ssistant Umvers1ty of C a 1. 1forma at Santa Cruz, 1967-71; Tutor St. Johr'o C ll c; . ,_' Fe, 1974-. ' "tu o ege, uanca Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate 1976 U . . . f U h ~ h" F 11 , ~, n1vers1ty o ta ; leac mg e ow, University of Utah, 1970-74; Tutor, St. John's C lloo-~ 0 • "a"' Santa Fe, 1974-. David BoloUn B.A., · Cornell University, 1966; Ph.D., New York University' 1974· L<>c'cur.t::r 1n ·o · ~1 . . '- ass1cs, Yale Umvers1ty, 1971-73; Tutor, St. John's College, Annapolis 1974-82, Santa Fe, 1982-. ' ·' -1 1..- EHzabeth S. Engel ~,A., Pomona College, 19_67; M. Phil., 1971, Ph.D,, Philosophy, 1973, Teaching ..<"'ssistant, 1969, Yale Umvers1ty; Teacher, Shimer College, 1971-73; Assistant ~;ofesso; of Philosophy, California State University at Humboldt, 1973-75; Tutor, oc. Johns College, Santa Fe, 1975-. John Joseph Verdi. B.S:, Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, Um~ers1ty of Southern California; M,A., Experimental Psychology, University of Caluorma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-, Prescott Chandler, II RA., St. John's College, Santa Fe, 1968; Ph.D., University of California at San Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions 1968-69; Graduate Study, Mathematics and Philosophy, Oklahoma State Univer~ s1;y, 1969-70; NDE.A. Fellow, 1970-73, Dissertation Fellow, 1973-74, University 01 Cahforma at San Diego; Instructor, Mathematics, Oklahoma State University, Sv.nuner, 1973, Summer, 1975; Instructor, 1974-75, Assistant Professor 1975-76 Assistant Director, Spring 1976, Collegiate Seminar Program, Universit~ of Notr~ Dan:;e; Tutor, Graduate Institute in Liberal Education, Santa Fe, 1976, Tutor, St. Johns College, Santa Fe, 1976-. Lamson Myers B..A., St. John's College, 1971; M.A., University of North Carolina 1975· Tutor SL John's College, Santa Fe, 1977-; Director of the Graduate Instit~te in' Liberal Education, 1985-88 . fafovard Cary Stickney B.F . , SL John's. College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Umvers1taet, Freiberg, lN, Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Dunning Buchenauer History, 1967, M.A., Ancient History, Cornell University, 1969; Ph,n, �FACULTY/81 80/ST. JOHN'S COLLEGE Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; U,i:iversity Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, .::ianta Fe, 1980-. Charlotte Martin B.A , University of Colorado, 1972; Deutscher Akadei::1scher Austauschd1enst Dankstipendmm, University of Freiburg, 1972-73, PhD., Llass1cs and Studies, Boston University, 1979; Fellow: Boston Urnvers_ity,_ 197~~-78; Visiting Lecturer, Colorado College, 1978-79; Ass1s~ant P~ofessor, lJmversny or Colorado, Spring, 1980; Tutor, SL oanta l-'e, 1980- Peter Pesic A.B. Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Sta:'.ford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; lutor, St. College, Santa Fe, 1980-; Iv1usician-in-Residence, 1984-. Um:oln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. Jo~n's College, Annapolis, 1974, General Contractor, Annapolis, 1974~75; l\/LA" Philosophy JVIcMaster University, Hamilton, Ontario, 1978, Ph.D candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, IVIathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providenoe, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Tea0ing Fellow in Government at Harvard College, 1976-78, 1979-80; French loovernrt1ent Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-84; Santa Fe, 1985-. Martin Alan Cohen Brandeis University, 1968-70; A.B., University of California, Berkeley,_ Human Development: Psychology, Religion, Dance, 1972; The Graduat':._1nstitute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; lutor, St John's College, Santa Fe, 1983- ""''u"'·"'-"' Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tiitor, St. John's College, Santa Fe, 1983-. Katharine S. BUS., Philosophy and Religion, University of New IVIexico, 1975; M.A., and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, of Oklahoma, 1983; Tutor, St. John's Coilege, Santa Fe, 1983- frank N. A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant of Political Science, 1975-8~, Director of the Division of Liberal Learn.ing,··rl Associate Professor of Poht1cal Science, 1981-83, Umvers1ty of New Engla11 •., St. John's College, Santa Fe, 1983-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; IVIember of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and_ Dtrector of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies University ?f Wisconsin-Madison, 1970-73; Writer in Residence, Highland Are~ Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. George H. Aigla B.S. Saint Mary's College, California, 1975. M.D. University of California San Francisco, 1979. California Heart Association Student Research Associate 1974 Fellow, Cancer Research Institute, University of California San Francisco' Sum~ mer 1976. Resident, Pathology Department, University of California Sa~ Francisco, 1979-19_80. Assistant Medical Examiner, Coroner's Office, City and County of ~an Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, Cahforma, 1981-82. Lecturer in Anatomy and Physiology, City College of San Franc~sco, 1981-198~. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Marys College, Cahforma, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. f. Cornell B._A 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; lv1cConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow 1980-81· ~'!EH Fellow, 1982; ACLS Fellow, 1_983-84; Assistant _Professor, Hono;s College: Umvers1ty of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. R Glen Coughlin B.A., Liberal Arts, Thomas Aquinas College, 1981; M.A., Philosophy, Laved University, 1982; Instructor in Humanities, St. Lawrence College, Quebec, 19E.3-1986; Tutor, St. John's College, Santa Fe, 1986-. Timothy Carl Guile B.A., Marquette University, 1967; Fulbright Scholar, University of Freiburg, BRD, 1967-68; National Science Foundation Fellow, University of Chicago, 1968-73; MA.. , University of Chicago, 1971; Assistant Professor of Linguistics and German, University of Southern California, 1973-74; Lecturer in Phonetics and General Linguistics, University of Witwatersrand, Johannesburg, R.S.A., 1974-76; Education Officer, CDM of South West Africa/Namibia Pty, 1976-79; Ph.D., University of Chicago, 1979; Linguist/curriculum developer for the Menominee Language �82/ST. JOHN'S COLLEGE Program of the Menominee Indian School District, Keshena, Wisconsin, 1980-86; Tutor, St. John's College, Santa Fe, 1986- Randolph J. FACULTY/83 Thomas Stokes B.A in English, Davidson College, 1970· Diplome annuel Cour d · ·1· t" · 1 S b p . F ' ' s e c1v1 1sa ion ranc;a1se a a or o.nne, ans, ranee; M.S., University of Texas at Austin, 1974; DoctorateCm French m progress ' University of Arizona ' 1iucson·, p eace C orps teac h er . . m a1re, entral Afnca; Assistant d'anglais, Universite de Grenoble III G bl France; Teacher of English, Hobby and Mieger GmBH Stuttgart W ~ G reno e, Tutor, SL John's College, Santa Fe, 1987-. , ' es ermany; f Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell University; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor in English, 1979-86, and Chairman of Humanities Department, 1981--86, American School Foundation, Mexico City; Assistant Professor of English and Humanities, United States International University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. Bill Berg B.A, Johns Hopkins University, 1960; M.A, Cornell University, 1962; Ph.D., Classics, Princeton University, 1966; Fulbright Fellow, Greece, 1960-61; DAAD Fellow, Tubingen, Germany, 1964-65; Assistant Professor, UCLA, 1966-67; Stanford, 1967-74; Director, Stanford-in-Greece, 1974; Oregon local and regional government, 1976-82; Public radio programmer and director, Astoria, Oregon, 1983-86; Tutor, SL John's College, 1987-. Dana Densmore B.A, St. John's College, Annapolis, 1965; Software Design and Engineering for Apollo Project, Space Shuttle, other NASA contracts, Instrumentation Laboratory, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Women's Institute for Freedom of the Press, Washington, D.C, 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles Stark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner, Nixdorf Computer Corporation, Burlington, MA, 1979-81; Director, Artemis Institute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. Alan Webber B.A, Philosophy, B.A, Comparative Culture, University of California, 1974; PhD., Comparative Culture, University of California at Irvine, 1985; Philosophy Instructor, Golden West College, 1974-79; Associate Lecturer, Program in Comparative Culture, University of California, Irvine 1975-80; Property Developer 1981-84. Instructor in Philosophy, Orange Coast College 1985-87. Tutor, SL John's College, Santa Fe, 1987-. Thomas Scally B.A., St Mary's College of California, 1967; M.A., Boston College, 1970; Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assi~ tant Professor, St. Mary's College of California, 1971-74; Assistant California State University at Humboldt, 1975; Department Chairman Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute Social Theory, York University, Toronto, Canada and Perugia, Italy, Visiting Tutor, SL John's College, Santa Fe, 1987-1988. Jeffrey Ao Goodman B.A, English, University of Pennsylvania, 1968; Edith E Mirrielees Fellow Creative Writing, Stanford University, 1973; M.A, Creative Writing, PhD.,Engli Stanford University, 1978, 1981; Instructor in English, Stanford University, 19 Assistant Professor of English, University of Santa Clara, 1981-83; Fulb · Teaching Fellow in American Literature, Omar Bongo University, Gabon (Ce Africa), 1985; Writer-in-Residence, .Western New Mexico University, 1984, 19S Tutor, St. John's College, Santa Fe, 1987-. . z. Sean D. ColHns B.A, d . Thomas Aquinas College, 1979·' MA ., Laval Univers1"ty, 1982; Lava1U mvers1·ty · F · _~oun at10n Fe'.low, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval Umvers1ty, 1986; Tutor, SL John's College, Santa Fe, 1987-. �OFFICERS/85 84/ST. JOHN'S COLLEGE PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh E McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Michael Ossorgin Curtis A Wilson Charles G. Bell HONORARY FELLOW OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President William M. Dyal, Jr. President Michael P. Riccards Dean Anthony James Carey Treasurer Bryan Valentine Dean Thomas J. Slakey Vice President for College Advancement Jeffrey A Bishop Treasurer Jeri Rhodes Director of Graduate Institute Lynda L. Myers Director of Graduate Institute Thomas May Assistant Dean Timothy P. Miller Assistant Deans Wye Allanbrook John Verdi Director of Admissions Lawrence H. Clendenin Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Paul Mellon Artist in Residence Burton Blistein B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Utt.D.: Oxford University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale Urnvers1ty, 1967. Director of Athletics !VIichael G. Dink Director of Career Planning Ellie Lotz Dietrich Director of Continuing Education Thomas May Director of Development Janice C. Buys Assistant to the President Marsha K. Drennon Director of Career Planning Ron F. Hale Director of Public Relations Ruth Holmes Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic Director of Financial Aid Caroline Taylor Christensen College Physicians Fen Sartorius Steven Wright Librarian Kathryn Kinzer Nurse Practitioner Deborah Walker Director of Information Services Rebecca Wilson Registrar Diane M. Trudell Registrar Nancy R. Lewis Director of Student Activities Istvan Fehervary Director of College Health Services Marilyn Mylander Director of Conference Center Simon Gormley College Physicians S. David Krimins Sigmund A Amitin Coordinator of Buildings and Grounds Dolores Vigil Superintendent of Buildings and Grounds Charles L. Wallace Director of Office Services Sandra 0. Cobb Supervisor of Maintenance Juanita Zamora �1 86/ST. JOHN'S COLLEGE Annapolis 31 29 Alabama Arizona California Colorado Connecticut Delaware Florida Georgia Illinois Indiana Iowa Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Nebraska New Hampshire New Jersey 1 Annapolis Santa Fe States Represented 7 1 1 1 4 4 7 1 1 4 17 4 2 2 2 4 1 2 1 2 2 5 1 20 2 2 3 6 3 3 3 2 1 13 4 Annapolis Number of Students Fall 1987 January 1988 Men Women Early Entrance Previously Attended College Range of Ages Veterans Kind of School Attended Public Independent Parochial 71 103 15 60 58 6 4 Australia Canada France Korea Philippines 35 37 17-36 16-29 2 1 92 42 12 80 33 5 2 10 3 5 1 9 2 3 5 7 3 1 1 1 1 2 1 1 Annapolis Santa Fe 114 32 75 New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina Tennessee Texas Utah Virginia Washington West Virginia District of Columbia Guam Receiving Financial Aid 41% Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth 50% 30% 20% 23% 19% 6% 2% National Merit Honors Scholars Finalists Semi-Finalists Commended Students 45 1 8 13 23 *Not included in this table are 62 students for whom rank-in-class is not available and 6 readmitted students. NA: Figures not available at time of publication � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1988-1989 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1988-1989 Date A point or period of time associated with an event in the lifecycle of the resource 1988-1989 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1988-1989 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5d44ea67fb490643725b723d54a62ce7.pdf 5298c26265bcd50f04431f7ac07a095c PDF Text Text Stjohns College \'ol. r .. n STATEMENT OF THE ST. JOHN'S PROGRAM 1989-1990 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �ANNAPOLIS 1989-90 SANTA FE 1989-90 August 30 .................. August 31 . . . . . . . . . . . . . . . . . . August 31 . . . . . . . . . . . . . . . . . . August 31 .................. October 7-9 ................ November 22-26 ............ December 14 ............... December 15-January 7 ...... January 8 .................. January 8 .................. January 17 ................. February 2-5 . . . . . . . . . . . . . . . . March 1-18 ................. May 18 . . . . . . . . . . . . . . . . . . . . May 20 . . . . . . . . . . . . . . . . . . . . Freshman Registration Sophomore, Junior, and Senior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Tutorials January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 24-26 ............... August 24 . . . . . . . . . . . . . . . . . . August 25 . . . . . . . . . . . . . . . . . . August 25 . . . . . . . . . . . . . . . . . . August 25 .................. August 28 . . . . . . . . . . . . . . . . . . October 6-9 ................ November 23-26 . . . . . . . . . . . . December 14 ............... December 15-January 7 ...... January 5 .................. January 8 .................. March 3-18 . . . . . . . . . . . . . . . . . May 11 . . . . . . . . . . . . . . . . . . . . May 13 . . . . . . . . . . . . . . . . . . . . Fall Senior Oral Examinations Freshman and Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUMMER 1990 May 28 .................... June 18 . . . . . . . . . . . . . . . . . . . . August 3 ................... August 9 . . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute SUMMER 1990 Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends May 28 .................... June 18 . . . . . . . . . . . . . . . . . . . . August 2 ................... August 9 . . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introdudion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Curriculum Seminar ......................................................... 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Formal Lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 St. John's List of Books ........................................... 22 The Academic Order Tutors .......................................................... Instruction Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library ......................................................... Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Essays and Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Master of Arts ......................................... Graduate Institute in Liberal Education ............................. Directory Information and Right to Privacy ......................... Residence and Student Life Annapolis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Santa Fe ........................................................ Both Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site Plans of the Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 29 30 31 33 34 35 37 37 37 38 43 47 SO Admissions Requirements and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Campus Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Fees and Financial Aid Procedures and Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grants and Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Billing and Deposits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Criteria for Judging Satisfactory Progress ........................... 58 60 62 62 63 64 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Board of Visitors and Governors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Faculty ........................................................... 68 Officers, Associates and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Profile: 1988-89 Freshman Classes ................................... 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a 'beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives vvith the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to u.se that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listento reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �THE CURRICULUM/9 8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar - a • discussion of assigned readings from the books i of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, -1 1 1 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logicaJ rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussurec Course in General The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and - one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. V\Jriting assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations b<:>tween propositions, The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own languageo They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasiveo In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studiedo Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given worlc Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might othernrise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they studyo To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitraryo Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the firsL The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poetso The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selectionso Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read-either Tartuffe or Le Misanthrope. The year ends with analy~is and discussion of modern British and American poets, such as T. S. Ehot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike rnathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the plulosophical assumptions upon which mathematical equations and formulas are basedo Mathematics at SL John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VI/hen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at SL John's, mathematics becomes not only the most readily leamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematicso First, it pervades our modern world, perhaps even defines iL Therefore anyone who rneans to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it 1s managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe, The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name ""L"'"'c". a particularly close connection with the human capacity for learnits study is especially useful in helping students to think about what , It means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problemso By doing this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there 'better" and "worse;' "ugly" and ''beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modem mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the . problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/ls Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related lo language, rhetoric and poetry. On the other it is a unique and selfsufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterand harmony. None of these is done apart from the sounding realof good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one mawork is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the ~eminar meets. Group discussion of a work of music, as of a book, rncihtates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has m~de possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized, All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skilk The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits sterns from sources common to all intellectual life. the instruments and principles involved in it. (2) The content of the work ~l:10~ld be so .chos~n ~s to enable th.e students to trace a scientific discipline tO ns roots m prmc1ple, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the. roles of theory and experimentation can be distinguished through cntical study. (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative rnc,>h'"''" and on occasion to repeat an entire experiment. Only thus can come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A laboratory sessio1: may be used for exposition and discussion of theory, for e::penmentahon, or for both, as the progress of the work requires. Occas10nally a laboratory meeting is reserved for the discussion of a classic ~per or other text directly related to the topic at hand; writings of Aristotle, ._,;;iJen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford ar;d Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of LABORATORY TOPICS The _gener~l topics of study have been chosen from elementary physical and b10log1cal science. The sequence of study may be outlined as follows: �THE CURRICULUM/19 18/ST. JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological developmenL Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles" The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism, Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas" The concepts of mechanics are to be used to formulate alternative theories of light- corpuscular and wave- and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of partide and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics. to Mendel's theory of heredity and its development through the experimentation and interpretation by T.H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem'' Bernard Knox 'What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet 'Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Against Time" Eva Brann 'What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger 'Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey ''The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs "Knowledge and Faith" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "On Euclid I. 35: Equality and Identity" David Jones �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno,. Gorgias, Re~ublic~ Apology, Crito, Phaedo, Symposium, Parmemdes, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physic< Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animal< Generation of Animals* Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World'' Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Don Giovanni l'v1ozart: Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Tom Jones Fielding: Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: 'The Constitution and Slavery;' Selected Essays The Misanthrope, Tartuffe Moliere: Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville: Selected Speeches Lincoln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner: Capital~ Political and Economic Marx: Manuscripts of 1844 * Dostoevski: Brothers Karamazov War and Peace Tolstoy: Mark Twain: The Adventures of Huckleberry Finn Psychology, Briefer Course William James: Nietzsche: Thus Spake Zarathustra~ Beyond Good and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Emstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by· Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: Hegel: �26/ST JOHN'S COLLEGE CLASSIFICATION Of AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Second Year Homer Aeschylus Sophocles Euripides Aristophanes Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Lucretius Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Plutarch Tacitus Machiavelli Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Ptolemy Apollonius Copernicus Descartes Pascal Viete Bacon Cervantes Third Year Descartes Locke Milton Swift Pascal Hobbes Spinoza Locke Berkeley Leibniz Hurne Kant Rousseau Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Hegel Kierkegaard Nietzsche William James Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski de Broglie Mendel J. J. Thomson Bohr Millikan Schri:idinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Lorenz Rutherford Minkowski Bernard Davisson �28/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/29 At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton- usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions V1nth the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's programo This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty, Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspecfores for teaching and learning at St. John's. The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the Presidents sit with the Instruction Committee ex officio. The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �THE ACADEMIC ORDER/31 30/ST. JOHN'S COLLEGE Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY Language WEDNESDAY THURSDAY Chorus Language Iviathematics Laboratory Mathematics Mathematics Laboratory Seminar The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and Weigle Hall. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 8,620 records, tapes and CDs. FRIDAY Language Seminar Formal Lecture A SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY I\!Iathematics WEDNESDAY THURSDAY Mathematics Language FRIDAY :Mathematics Language language Seminar Formal Lecture Laboratory Chorus Seminar Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three and a half hours to four and a half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings from eight to ten all students attend a seminac A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks eadL �THE ACADEMIC ORDER/33 ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts" These essays are based directly upon books in the program" ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held" These are conducted by the seminar leaders" The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions" It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes" For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin" THE ALGEBRA EXAMINATION their sophomore year, students must pass an examination in elementary algebra and trigonometry" THE FRENCH READING !EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language" THE SENIOR ORAL ENABLING EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts" THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts" Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes" If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination" No degree is awarded unless both the essay and the oral examination are satisfactory The senior essay is regarded as a culmination of the student's learning" �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. . GRADUATE STUDIES AND CAREERS AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide . range of graduate and professional schools. Experience shows that leading �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 Tutors who have completed two years of teaching at SL John's may receive a Master's degree in Liberal Arts" They must petition the Instruction Committee for permission to present themselves as candidates for the degree" They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon iL The topic must have some bearing on the understanding and practice of the liberal arts" universities admit SL John's graduates with creditable records" Since SL John's offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fields" Many other graduates choose to embark directly upon careers in a variety of fields" Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employmenL SL John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum" The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education" The following table shows the professions or fields of advanced study entered by St" John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers" Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Engineering Finance Geology Government Service History History of Art History of Science Classics Law Library Science Computer Programming Literature Logistics Management Mathematics Drama & Playwriting Medicine Economics Meteorology Education Dentistry Nursing Oceanography Philosophy Physics Political Science Psychology International Relations Public Administration Bio-physics Journalism Business Administration Languages City Planning Music Publishing Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theatre Arts Theology Writing The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program, It is offered year-round on both the Annapolis and Santa Fe campuses, The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings" The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History" Each segment consists of three classes: seminar, tutorial and prec 2ptoriaL The seminars are modeled on those of the undergraduate college; they are limited to twenty students" The tutorials are smaller classes devoted to the dose reading of texts" The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in depth" At the end of the term students write a major essay on topics of their choice" For the successful completion of each segment of the program nine credits are granted" Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments" The segments may be taken in any order, but not every segment is offered in every term" More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, SL John's College, Santa Fe, New Mexico 87501-4599 or Annapolis, Maryland 21404-1671" 0 DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the studenL As required by the Act, the College will provide public notice annually of its intention to publish such directory information" Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld" The College will respect any such request for privacy" �38/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which 1Norks with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges petty to vital; short stories, poetry and news take up the rest of the are also welcome to contribute work to The Reporter, The Review, and Energeia, the three official publications of St. John's. organizations at St. John's are generally informal. Some year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities �40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills, The College also maintains an art gallery, staffed students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition, An exhibit each spring displays work by members of the college community.. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery cont-inue throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition, There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/ 41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the College has provided an extensive intramural program, now including team competition in touch football, soccer, basketball, volleyball, softball, and track, as well as individual tournaments in tennis, badminton, table tennis, and racquetball. Participation is voluntary and enthusiastic; the competition between intramural teams is passionate but good-natured. Students and tutors also pursue interests in sailing, rowing, canoeing, karate, fencing, tai weight training and aerobics. Facilities include a gymnasium with racquetball courts and weight room, playing fields, tennis courts, and a boathouse. The athletic program is designed to offer the community opportunities for physical exercise, development of skills, participation in team sports, and a place for recreation and enjoyment. In a single departure from the long precedent against formal inter--.. ,~,,·~-~ competition, there has in recent years been an annual croquet with a team from the neighboring United States Naval Academy, the Annapolis Cup. �,~-t~' RESIDENCE & STUDENT LIFE/43 'I In the early 1960s the College decided to expand its student The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe, Santa Fe College, and the University of New Mexico in Albuquerque. Sixty to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an eleva.tion of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain The campus includes a classroom building, a laboratory, a student renter, a music and fine arts building, an administration building and two �44/ST JOHN'S COLLEGE clusters of dormitories. A library, conference center, dining hall, and infirmary are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/45 is open to the public, has a new show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for ?chievement in pottery, photography, drawing, painting and in making Jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musi~al perfor_mances of many kinds are given by students through the Collegzum Muszcum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with ar: opport~ni~y to perform before a small, receptive audience. Through th1s orgamzahon students and faculty who play instruments or who sing can fmd teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. . The St. John's Film Society is organized by students to provide a wide Vanet:;' of classic and current films for the College community every Saturday mght. Many students are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �46/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 47 ton are conducted at the College's facilities. A men's soccer team and a v1omen's soccer team both with other teams in the area and are hosts to several tournaments in and spring. The St. ""'''""'"'"""'"~with different city and college teams. Santa Fe has five in which St. John's students can purchase pass,es. A corral on the campus is available for student and use; horses may be hired at a nearby ranch. The Sangre de Cristo mountains provide of square miles of forest wilderness areas for and Here the Search and Rescue unit trains regularly in of map first aid, wilderness survival, rock climbing and evacuation. The team is called out in emergencies several times a year; have to be absent from campus in the event of a search or rescue. Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin by car) offer fine slopes for both beginning and and . cross country ski trails branch off from them. may borrow skis, boots and from the College, and the St bus provides the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande rubber raft and several to local lakes where students can enjoy and local activities. The SL bus takes students into town twice daily. Most students come to St. with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups i.n such languages as Latin, German, Spanish, and Hebrew, Thome Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in waltz parties, rock parties, and such regular events as the Octoberfest the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two- are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin- ACTIVITIES The Charter of 1784 established St John's as a ncirt-aeno,n institution In its years there were some ties with the ~v·w·-~V'"'' Church, but these no longer exist. While the College schedules no formal religious services, there is a service before commencernent. Attendance is voluntary, in consonance with the Charter. tutors and students attend church or synagogue in town, It is extracurricular Bible classes to be conducted tutors of the College. STUDENTS ·without interest. It is for an active social life, the College on each camshop and a junior common room for use of all Q'""''oni·c there are smaller, comfortably furnished social rooms in the and elsewhere on the campus, form small communities within the larger the incoming students to make proper use of students can give them in their college life. comsup- �RESIDENCE & STUDENT LIFE/ 49 48/ST. JOHN'S COLLEGE Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, ~nless they apply in writing to and obtain permission from either the A5s1stant Deans or Head Resident to live off-campus. The College currently can offer no married student housing. Students who wish to have married student housing must find suitable housing offcampus and should allow time for this. . · Room assignment is the responsibility of the Assistant Deans m Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residen~e during winter or spring vacation. In Santa Fe students are n?t permitted. to remain in residence during winter vacation. They may remam durmg spnng vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a cat:ring servi~e. A vegetarian menu is available. Resident students are reqmred to eat m the dining hall. Exemptions for medical reasons are gran~e? only upo.n examination and recommendation by the College Phys1c1an or Assistant Dean. OFFICE OF CAREER PLANNING The Office of Career Planning serves student needs in two especially important areas. First, it provides essential information for those stu~ents planning to continue their education in graduate programs a~d professional schools across the nation. The Director of Career Planning also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-~ampus jobs. Primarily, it seeks part-time employment for students dunng the academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain .. rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending studenL PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been ?amaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 COLLEGE CREEK BOATHOUSE I HEATING PLANT Continuing Education/ Fi/Office "''----------~ B TENNIS COURTS '------------ COLLEGE AVENUE �52/ST JOHN'S COLLEGE ADMISSIONS/53 The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their inte-ests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the SL John's program satisfactorily. The Admissions Committee - five tu tors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at SL John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing SL John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indicat10ns that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman das.ses are about equally divided between men and women. Classes ~nter m late August and January in Santa Fe, in September and January m Annapolis. Occasionally, there may be a January class on only one campus. ~ew students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work e~sewhe~e. These students, despite good records at other colleges, relm~~ush their advanced ~tanding to take part in the St. John's program. '1eshmen who enter m January stay on campus the following sum:ner to complete the first year. They can thus graduate a year earlier than if . had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, o.r who have traveled,o~ worked since graduation from high school, or who wish to enter St. Johns immediately after the first semester of their senior year of high school. �ADMISSIONS/SS S4/ST JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of ge~metry, and two years of a foreign language; additional work in mathemahc_s and foreign language is advised, as well as two or thre~ years of natural sc~ence. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one fro~ a teacher.. In exceptional cases certain of these requirements may be waived, or add1ti_onal information may be requested. SAT or ACT test scores are not reqmred, but may prove helpfuL Occasionally St. John's accepts an applicant who is not a _secondary school graduate. Such a student must be well qualified to proh~ from the College program. A campus visit and intervi:w are especially ir;'portant for such candidates. These students usually wish to enter St. Johns following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whol~. On inquiry, prospective students receive a statement of the _St. Johns College program, an application for admission an~ re~ommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no appli_ca~ion fee .. Students should submit their applicaiion materials to the Adm1ss10ns ~fhce ?n t~e campus they prefer to attend. Students pl~nnin~ to a_Pply for fu:anc1al aid should refer to the section on Fees and Fmancial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's College has a Suggested Application Deadline for fall admission of March 1. Candidates wishing to enroll in January are expected to apply as early as possible, but no later than mid-December. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following option::;: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount �ADMISSIONS/ 57 56/ST JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING UST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly for- mal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar, Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors ?re advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also available. It is called the "Shuttlejack;' and reservations should be made advance. Greyhound and Continental bus lines pass through Santa Fe. :A;mtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi serone day in advance). Upon arrival at the bus station or at one of the Fe hotels, the easiest way to get to the campus is by taxi. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE award. At St. John's, self-help consists of a part-time job and an educational loan. · 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limit~d fi~ance_s. St. John's therefore maintains a fmanc1al aid program to assist eligible st1:1d~nts to the greate~t extent possible within the hm1ts ~f the ~olleg~ s resources. With very few exceptions, fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's finalnl cial adid pt~ogral_m: "th 1. The primary responsibility for financing a co ege e uca io~ ies w1 the student and the student's parents. The College can offer aid only to supplement funds the family provides. . . 2. The ability of a family to meet college expenses is determmed by assessing the family's financial strength in terms of income, assets, debts, and family members in college. . 3. Financial aid may be in the form of a grant, loan or ~art-time ~mploy­ ment and will be offered to all students as a package which combmes one or more forms of aid. . 4. In keeping with the philosophy that students should contri~ute t? the_ir educational expenses, self-help is the first component of a fmanc1al aid The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Oakland, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit supplemental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. 9. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of fin_ancial aid applications candidates for admission who are in need of fmancial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholars_hip Se~vice as soon as possible after January 2 in the year in which the candidate v:1shes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed wi~h the Admissions Office as soon as possible after its receipt by the candidate._ Applicants should note also that the earlier their aid application is rec:1ved, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower cha:ice of receiving all the funds for which they are eligible than those applymg earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applymg for fmancial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid cred_ential_s are rece_ived by the Financial Aid Office prior to the Mar~h 1 deadl~ne ~111 be notified of the decision on their application on Apnl 1. Apphcat10ns completed after March 1 will not be considered until awards have been made for applications completed before the deadline, Awards ba_sed on applications completed after the deadline will not be mailed until after Apnl 15. Students whose applications for financial aid are received a_fter, the deadline will not be denied consideration for assistance, but the ava1lab1hty of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS . Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need, PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients, Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. PERKINS LOAN (formerly National Direct Student Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5 % . There is a provision for deferment if the borrower returns to at least half-time study at another institution. STAFFORD LOAN (formerly Guaranteed Student Loan) The Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is 8 % for the first four years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1989-90 STUDENT BUDGET'' FALL FRESHMEN $11,880 3,996 Tuition Room and Board Books Personal Expensees Transporation 250 500 100, 250, 500 1 JANUARY FRESHMEN $10,692 Room and Board Books Personal Expenses Transportation 250 450 lOO, 2so, soo1 *Fees are subject to change without nohce. "th the distance between the student's home 'The allowance for transportat10n vanes w1 and the College. 'Undetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the foll $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made apprc.priate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING DEPOSITS Billin for tuition and fees is done prior to each semester. The charges are d gd able in full on or before the registration dates for that se~ester~ T~::~ ~~may wish to pay in monthly installments should mqmre or the Treasurer about the various tuition payment plans or loan arrangements available to SL John's College students and parents. d h . 1 f l'f Since affecting students, faculty an p ys1ca aCl I ies must- be made well in advance of the beginning of each ac~dem1~ y~~r, the College must know in April which returnmg stud~nts w1U re~1ste; ~ S t A deposit of $150 on the fees for the followmg "year is t ere o_ d: ~1;: o~Ibefore the second Monday in April for prospective sophomores, . . d seniors Payment of this deposit guarantees a student a pl~ce 1umors an · . h b l Pd on a waiting in the daso lf the deposit is not paid, he may ave to e p acd_ d h- do ~" . · l ·d d h ve been ma e an . w o list; students to whom fmancia a1 awar s a i d 11 d The not a their deposit by the due date will have that a":ar cance -e . . dep~sir i~ refundable only in case of withdrav:al d)~e ~fill ~ealth,b~ca~~~~~ dismiss21 or (in the case of prospective 1umors ai ure . o ena e. . student should decide not to enroll in the year for which he made the b. If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60 % The fourth week: 40% The fifth week: 20 % The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. �FEES & FINANCIAL AID/65 64/ST. JOHN'S COLLEGE Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS REGULAR STUDENTS . Ed ation Act of 1980 require that each postProvisions _of ~he ~1gherk uc ·1 bl information concerning the criteria secondary institution ma e ava~ a e ior riteria for St. John's Col- j~dginJ·~~tit~=~~~~~~~~~~~c ~[~;~~~:·c~~~ ~rogress for recipients of f:~:;:rr;~f~nded (Title ~V) fin_ancial assistance ar~ :~ef~~~~;:a semester In order to be makmg satisfactory progress, a d that next a student must be permitted to e~t~r the next:~~es~~isa~ermission is semester must not include the ~epetlho~ ~~ oa~:ith a ~ommittee of all the normally granted by the Dean m Cconsu .att1 " Th" Don Rag Committee ·' tL "Don Rag omm1 ee. ~ . studem s tutors, , ue . ' • ro ram and approves its quahty assesses a students :vork m -b::~ ~~~~~Ke s~udent be permitted to enter before recommending to t e . d cted in the student's presence the next semester. This as.sessment is ~~ t~e end of the Sophomore Year, by all of his or her tut.ors ~n common. the Dean and the Instruction Comhowever, this permission isdgra~ted by 11 work during the first two years. · h i· ht fa stu ents over-a . m1ttee m t e 1g ? t d t who has not satisfactorily comUnder some ;1rcumstance~: :1¥o:d to repeat the work in order to t ligible for financial assistance pleted a semesters work mday remain at the College. Stu ents are no e . k (federal or institutional) while the~ a~e repeating wor s~mester with the Sometimes students are perm1cte t~.;nter ~u~~~ the course of the reauirement that they meet special. con i ions t" work and is deemed ' h tudent is not repea mg semester. In t ese cases, a s fl the Dean determines that the conto be making satisfactory progress uhn 1 d't' have not been met the b t When t e con 1 ions ' ~~;;si~:::~~l~at~~~ :~h the Instruction Committee, decides what further determination is to be made of the case. :n L In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6 St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, Uni·versity of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILUAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. OFFICERS Chairman Mr. A Scott Kelso Mr. Seth Cropsey Washington, DC Mr. John H. Dendahl Santa Fe, NM Vice Chairmen Miss Harriet C. Higgins Mr. John D. Wirth David Dobreer, M.D. Alhambra, CA Secretary Mr. Jerome LaPides Mr. Stephen L. Feinberg El Paso, TX MEMBERS EMERITI Mr. Robert A Goldwin Washington, DC Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mr. Walter Evers Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. Alfred Grant Santa Fe, NM Mrs. Anna E. Greenberg Annapolis, MD Miss Harriet C. Higgins New York, NY Mr. Allan P Hoffman Lawrence, NY Irwin Hoffman, M.D. Santa Fe, NM Mr. A Scott Kelso Houston, TX Hon. Bruce King Santa Fe, NM Mr. Rollin W. King Dallas, TX Miss M. Brownell Anderson Washington, DC Mr. Jonathan Krane Los Angeles, CA Mrs. Barbara Phelps Anderson Roswell, NM Mr. Jerome LaPides Annapolis, MD Mr. J. Burchenal Ault Santa Fe, NM Ms. Sharon Bishop Reston, VA Mr. Nicola Caiola New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Vincent A Carrozza Dallas, TX Miss Barbara H. Leonard Oberlin, OH Adm. Robert L. J. Long Annapolis, MD Mr. Owen M. Lopez Santa Fe, NM Mr. Donald J. Maciver El Paso, TX Mrs. Faith B. Meem Santa Fe, NM Mr. Charles Miller Santa Fe, NM Mrs. Lucille G. Murchison Dallas, TX Mr. Reg Murphy Baltimore, MD Mr. Charles A Nelson Croton-on-Hudson, NY Mr. Christopher B. Nelson Chicago, IL Hon. Frank V. Ortiz, Jr. Santa Fe, NM Mr. Gerald P. Peters Santa Fe, NM Mr. David B. Rea New York, NY Mrs. Hope D. Ritchie Santa Fe, NM Mrs. Mara Robinson Santa Fe, NM Mr. John E. Robson Atlanta, GA Mrs. Elspeth D. Rostow Austin, TX Mr. William W. Simmons Annapolis, MD Albert G. Simms II, M.D. Santa Fe, NM Mr. J. I. Staley Wichita Falls, TX Mr. W. T. Terry, Jr. St. Louis, JI/IO Mr. John Van Doren Chicago, IL Mr. Charles H. Watts, II McLean, VA Mr. Peter Weiss New York, NY Mr. John D. Wirth Atherton, CA Mrs. Mary Bittner Wiseman New York, NY Mr. K. Martin Worthy Washington, DC �FACULTY/69 68/ST. JOHN'S COLLEGE Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. ANNAPOLIS Laurence Berns President William M. Dyal, Jr. . . MTh S th Theological Seminary, 1953; DJrecB.A., Baylor University, 1949; · ., Rou erfD" ctor Peace Corps North Africa, tor, Peace Corps, Colombia, 1966-~9; ·~g1~n~ t lf~m:rican Found~tion, 1971-80; Near East, South Asia, 1969-71; r~s1. en ,1;8~~81· President, AFS International Consultant to President, Ford Faun at10n, C ll 1986lntercultural Programs, 1981-86; President, St. Jo ns o ege, . h, B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton Dean of the College in Annapolis Thomas J. Slakey ., b 53· . 1952 . MA Univers1te Laval, Que ec, 19 , . B.A., St. Mary's ~allege, Cahforma, St ~hds College, Annapolis, 1959-64, Santa Ph.D., Cornell Umvers~ty, 1960, Iut~, . · ~ff . 1971_ 74 , and Associate Professor Fe, 1964-71; Vice-President for Mca ~;1~~lle :1~f California; Tutor, St. John's Colof Philosophy'. 1971-76d:~::ve ~~~3-85 asgfounding dean of Whitney Young Col. .D St John's College, Annapolis, 1986-. lege, Annapolis, 1976-. . lege, Kentucky State Umvers1ty, ean, · B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler Eva T.H. Brann u · ·t Ya1 mvers1 y; e F 11 MA 1951 PhD 1956 e ow B.A., Brooklyn College, 1950; . · 1 5 Felio~ of the American School of the American ~umismatic Sooety, 3~~~;~er of ~he staff of the American Agora of Classkal Studies at Athenf, 1~;ii~~ ~f Phi Beta Kappa; Instructor in Archeology, Excavat10ns at Athens as Sib e'. M ber Institute for Advanced Study, Princeton, Stanford Umvers1ty, 1956-5 7 , emC ' . . for International Education and 1958-59; Member, U.S. Advisory omm1,ss~nlle e Annapolis 1957- Addison Cultural Affairs, 1975-77; Tutor, St. J~n~ 0 ~ilson Intern;tional Center for E. Mullikin Tutorship, 1971-: Fello;, f oo n~hitman College, 1978-79; Visiting Scholars, 1976-77; Arnold V1s~ng ro ess~1;J laware 1984-86· Fellow of the NaScholar in Honors EducatiHon, rnvt.ers1{g~7-8~· State Advisory,Committee, United tional Endowment for the umam ies, , States Commission on Civil Rights, 1988-. ·5 ' 9 2. Edward Grant Sparrow LB H ard Law School, 1954; M.A., Teachers ohn's Colle e Annapolis, 1957-, B.A., Harvard College'. 195.1; L · ., ~arv ~~~~;~~ i.o~~~~nU~~er:~~~:Cahforma, 1964- , ea , . i~~i~; ~~~i~gsbi~6:ct~, l~teia~~~hL~~e~~lt~~, c;~= . 1 St Mary's College, ncu um, . napolis, 1977-82. Edward Malcolm Wyatt . . 1956 University of Virginia; Instructor in Mathematics, Urnver, S J h , C llege Annapolis 1958-, Andrew W. B.A., 1953, M.A., sity of Virginia, 1955-58; Tutor, t. o ns o ' , Mellon Tutorship, 1972-. Beate Ruhm von Oppen . . . E 1 d 1939· Art Librarian, Barber Institute B.A., University of Birmmgha~, ng an ' 43 '. British Foreign Office, 1943-51; of Fine Arts, University of B1TT:f1ham,l~;~~~6· 'Research Staff, Nuffield College, Royal Institute of lntemat1ona airs, ' · B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1950; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson RA., Columbia College, 1958; Columbia University, 1960; New York State Teaching 1958-60; Director of Men's Chorus, New York Association for the Blind, Instructor, Riverdale Country Day School, 1960-61; Chorus Direc- �70/ST. JOHN'S COLLEGE FACULTY/71 tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis B.S., Bates College, 1962; Department of Histor f S . Assistant, 1962-66, University Fellow 1966 67 ~o. c1~nce, 1962-67, Teaching St. John's College, Annapolis, 1967-.' - ' mvers1ty of Wisconsin; Tutor, Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, 'universit of Ch" . . Fellow, Harvard Universit" 1960-61 · N t' al Ay icago, Woodrow Wilson F 11 J' ' a ion eronautics and S Ad · · wn e ow, 1963-65; Lecturer in Political S . R . pac~ m1mstraturer in Liberal Arts, University of Chica ~1e~~S oosevelt Umv~rs1ty, 1965; LecWheaton College (Massachusetts), 1966-t8.' Tutor-~6; ;n~tr?ctor m Government, t. o ns C?llege, Annapolis, 1968-; Fellow, Institute for Sino-Soviet St~di 1981; MIT/Harvard Workshop on Nucl Wies, eorge Washmgton University, 1983; National Endowment for the H ear .t~ap~ns and Arms Control, Summer NEH Planning Grant 1986-87· NEH ~mam ie~ onstitutional Fellow, 1984-85; ' ' nterpretive Research Grant, 1987-89. Wye Jamison Allanbrook f G B.A., Vassar College, 1964; M.A., 1965 PhD St . . Wilson Fellowship 1964-65· Teachin'g A . .'' t ~ordMUmvers1ty, 1974; Woodrow 1967-69; Tutor, St'. John's College An ss11s· anlt m usic, Stanford University, , napo 1s, 969-. John F. White B.A., St. John's College, Annapolis 1965· MA T Research, 1970; Alvin Johnson Fellow'1970-n. t ., SheJ Nhe;v School for Social 1971-. ' ' u or, t. 0 ns College, Annapolis, i David Edward Starr B.A., Gordon College 1962· MA 1966 PhD Assistant in Philoso~h" Bost~n.,U . ' .t· .,191972, Boston University; Graduate U . J' mvers1 y, 63-64· Teaching I t B mversity College of Basic Studies 1964-66·' Instr '. . n em, oston of Rhode Island 1966-71 · Tutor St J h , 'c ll uct% m Philosophy, University Director of The,Graduat; Instit~te fn ~·~s loEdege, . nnapolis, 1972-80, 1982-, I era ucation, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar 1960 61 U . "t ~~es~de~t's Fellow: 19~~~~~;1 /ul1~J;~: t9~~~~=it~~1·M~~i~~bi~~~;~rs~:' /96~9 Washington Square C~llege 1965-6~~nA, . t ; npstrufctor, New York University, . . ' , ss1s essor 1968 PhD C l . b Ia Umvers1ty, 1969; Tutor, St. John's Colle e ant ro I' An ' ' . . ., o umment for the Humanities Fellow, NationalgF~llo~a~~o~;973Hi Natiotal ~ndow­ War, Revolution and Peace, Stanford, California, 1977-;;;'. oover nshtute on Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's Colle e Ann . irmceSton University, 1972; Princeton National Fellowg l972· ;:i:~~1sStl~6~ ~(:Ai, ege, anta Fe, 1973-77, Annapolis, 1978-. ' ' ' . o ns o Deborah Schwartz Renaut B.A., St. John's College, Annapolis 1968· MA John H k" U . . M.S., Georgetown University, 1974· Tut~r St .J,oh ' sC lolp mAns mvers.1ty, 1971; ' ' ' · ns o ege, napohs, 1974-. David Lee Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, �72/ST. JOHN'S COLLEGE FACULTY/73 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Member, Massachusetts Bar, 1981-. Joe Sachs B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for . Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. William Jon Lenkowski B.A., Marquette University: 1965· MA Philos h Research, 1970; Doctoral Studi~s i~ Philoso ~p >:r:he New School for Soc~al Re~earch, Columbia, University of Freibur . )n~~r e New ~chool for Social University, 1968-76; Visiting Lecturer philo!~ h ~cto~ of philosophy, Rutgers of Technology: 1976-77· Lecturer anc· ' t G kp J'. 0 science, New York Institute Research, 1977-79· Tu~or St J~hn'/ecn 11 ree Anphilosop1·hy, New School for Social 0 ege, ' ' · napo is, 1979-. Jonathan S. Tuck B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A., Columbia University; 1969· B Phil Oxfo d U . . of California, Berkeley, ,1972;' Gradu~te St~dy ~v~~1trs~971; M.A., University Woodrow Wilson Fellow, 1969-70; Kellett Fellow in thg H' Ber~~ley, 1971-78; Col~ege, Oxford, 1969-71; Kent Fellow (Danforth Pou def um;nihes, Brasen?se ACssll1stantAand Assl~ciate, Department of English, Berkel:y, a1~~~~78~~::0~; l:aJchhnm? o ege, nnapo 1 1979-. s, ' ' , · o s John Joseph Verdi Thomas May B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-. B.A., Loyola College, 1971; M.A., Fordham Unive . . rsity, 1975; Assistant Professor, Loyola College 1974-79· v· ·r L ' ' 1s1 mg ecturer, Goucher College 1976 78 1i t S J h , t~on~s~~!~g:lis~~~;~~~~'. 1979-; Director, Graduate Instit~te in Lib~raf ~~~c:~ Michael Comenetz Chaninah Maschler Marilyn Douville Higuera B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. B.S., University of Michigan, 1975; M.S., Universit f M' h' · Mathematician 1977-79 Johns H k' U . . Y0 IC igan, 1977; Associate Tutor St John;s C 11 ' A olp ms nivers1ty Applied Physics Laboratory· , · o ege, nnapo is, 1979-. ' 1980-84, Annapolis, 1984-. Robert P. Druecker Elizabeth M. Blettner B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. 99 study in Engl.ish literature, University Instructor of' hiloso m I .o~op y, Pennsyl:rania State University, 1978; p y and humanities, Pennsylvania State University: 1979-80· R . h d M WP ic ar . eaver Fellowship 1981· PhD · Ph'l ' ' University; 1985· Tutor St John's C '11 . An. m Il~sophy, Pennsylvania State ' ' ' · o ege, napo is, 1982-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. I I i Michael G. Oink Harvard University, 1970-72; B.A. St. John's College Anna olis 197 i~~oc;i::1i:t~~~~~~~ !t;:~~co;~~~~~~~~iiu~L~rr:eJ!~;, T~c~~~As~~is~~~~'. ' ' · ns o ege, anta Fe, ~f'0is~~~~~r~~7~~;~~iZ' l ~ ;pf;.fduat~ h .. James Howard Beall ~~~:~~u~~~{9,;i'.rrto~e, t~63.-67; B.A., P~ysic.s, University of Colorado, 1972; L b y f' A ' . ., ys1cs, 1979, University of Maryland; Astrophysicist Ga oratory or stronomy & Solar Physics, NASA Goddard Space Flight Center' /~n~t, M~and, 1975-78; Congressional Fellow, United States Congress Offi~ ~l'ec t o °-J.Y . ~sessment, Washington, D.C., 1978-79; Project Scientist BKD Co~~~if/~avirlg~na, 19~9L8~; National ".'-cademy of Sciences/National R~search o· . . a esearc a oratory Resident Research Associate Space Science 1vll1s1on,ANaval R~search Laboratory, Washington, D.C., 1981-83· Tutor St John' Co ege, nnapohs, 1982-. s ' ' · 1 �74/ST JOHN'S COLLEGE FACULTY/75 Henry H. Higuera . Ann G. Martin . A 1976 PhD 1983 University of Toronto; B.A., Cornell University, 1974; M ... , c' 11 . .l98l-B2·' Tutor, St. John's ColInstructor in Political Science, D1ckmson o ege, ]ege, Annapolis, 1982-. Walter Sterling . . /ii R .· · ' . MA Penns lvania State Urnvers1ty, 1966; Instructor, . D Candidate Catholic University of B.A., St. Johns College,_1965, .966 68· Pennsylvania State Urnversity 1 h-' d Tutor St John's College 1983-. America, 1970-74; Editor of St. Jo ns ev1ew an ' . Michael Blaustein B.A., St. John's Co IIege, A nnapo ]"is, 1974·' PhD., Harvard University, 1984; Tutor, . St. John's College, Annapolis, 1984-. B.A., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; Ph.D., U. Massachusetts/Amherst, 1979; M.Phil., Middle English Studies, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German, Purdue University, 1981-87; Tutor, St. John's College, Annapolis, 1987-. Kevin Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. David Eugene Johnson Patricia M. Locke 4 . . . MA PhD in Philosophy, Boston College, 198 ; B.A., Gonzaga UnB1vers1tyC, 119177, 1978~1982· Instructor, Assumption College, 1981; Teaching Fellow, oston o ege, . ' Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey 1 h N S hool for Social Research, 1966; M.A., 197 ' School· Assistant Professor of B.A., Senior College oft e ew c Th N Ph.D., 1973, Graduate faculty of orkeat ~:eseo, 1972-1976; Graduate Faculty .t f Oklahoma 1980-1984; Tutor, St. Philosophy, State Urnvers1ty of NeUw y, of The New School, 1976-1980, mvers1 y o , John's College, Annapolis, 1984-. Anita L Kron.sberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Paul Antal lb · h 0 PhD U iversity of Chicago, 1975; Fu ng t B.A., Universitk ofFScran~onl9:i:z6 Gni~er-~it;tdegli studi (Florence, Italy), 1963; ' Fellow (C.E.S. ., ranced, C o 11ege, . 1968-74' University of Minnesota, 1975-79; Assistant Professor, Ree Tutor, St. John's College, Annapolis, 1985-. Pamela Kraus . DFA F 11 The Catholic University of Amen ca; N ~. e, ow, M.A, 1973; Ph.D., 19180, F ll 1973-74· Lecturer, The Catholic Umversny of 1968-70; Woodrow W1 son ep owf' f Ph' ·1osophv The Catholic University of A · 1975 80· Assistant ro essor o I ,, A . . menca, - , . F 11 wshi s Program Panel, American ssoC1at10n America, 1980-85; American e o Tip St J hn's College, 1985-. of University Women, 1985-presenc, utor, . o L, B.A, Augustana College, Illinois, 1960; M.A., University of Iowa, 1962; Ph.D., University of Iowa, 1965; Assistant and Associate Professor, Augustana College, Illinois, 1964-1971; Professor, United States Naval Academy, 1971-; Visiting Lecturer, University of Gothenburg, Sweden, 1966-67; NEH Summer Seminar in Philosophy, Brown University, 1974; Visiting Tutor, The Graduate Institute in Liberal Education, Annapolis, 1987, 1988; Exchange Tutor, St. John's College, Annapolis, 1988-1989. Cad A. Rubino AB., Fordham University, College of Philosophy and Letters, 1965; Ph.L., Woodstock College/Loyola Seminary 1966; AM. Fordham University, 1966; Ph.D., State University of New York at Buffalo, 1973; Instructor in Classics, Bellarmine College, 1966; Instructor in Classics, Le Moyne College, 1966-67; Teaching Fellow, SUNY/Buffalo, 1967-1971; Assistant and Associate Professor of Classics, Comparative Literature, and Religious Studies, The University of Texas at Austin, 1971-1988; Junior Fellow, The Center for Hellenic Studies, Harvard University, 1974-1975; Editorial Board, Genre, 1974-1976, Helios, 1978-1984; Director, Junior Fellows Program, UT Austin, 1982-1985; Research Associate, Ilya Prigogine Center for Studies in Statistical Mechanics and Thermodynamics, UT Austin, 1985; Chercheur, Service de Chimie Physique II, Universite libre de Bruxelles, 1985, 1986; Visiting Associate Professor of Classics and English, Santa Clara University, Spring 1987, Summer 1988; Tutor, St. John's College, Annapolis, 1988-. Cathar:ine R Haign.ey B.A. 1981, M.A. 1983, Ph.D. English 1989, University of Virginia; lecturer, Vanderbilt University, 1985-86; Tutor, St. John's College, 1989-. Timothy H. Paterson . p .. 1 1 . . PhD Yale University, 1982; Lecturer m o itica B.A., Oberlm Killam Postdoctoral Fellow, Dalhousie Univer' I" 1986 Sc1ence Boston o ege, sity, 19S4-86; Tutor, St. John's College, Annapo is, -. SANTA FE WiHiam Pastille President Agresto CColl~lge, li~~Z-84·· ti . ., 976· M A in Musicology, Cornell Umversny, A.B. in Music, Brown Umve~1ty, U,. . ·~y: 1985· Visiting Faculty, School of 1979; Ph.D. in Musicol~gy, orne M n~vers1 l985-86· Tutor St. John's College, Music, University of W1sconsm at a ison, , , Annapolis, 1986-. . . A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National �FACULTY/77 76/ST. JOHN'S COLLEGE Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, DC, 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Anthony James Carey St. John's College, Annapolis, 1963-65; B.A, University of North Carolina, 1967; M.A, The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A, Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert 0. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph._D., University of Texas, 1974; Universit Fellow . . Umversity Fellow and Bess Heflin Fell U y . , Umvers1ty of Melbourne· John's College, Annapolis, 1964-65, of _Texas, 1962-64; Tutor, St'. m Liberal Education, 1973-19 75 , 1978_ 80 _ ' ' Dlrector, Graduate Institute s~:~a F:IV:~:~~ Don B. Cook AB., Occidental College 1958· PhD U . . Woodrow Wilson Hono;ar mvers.1ty of California at Davis, 1965· 1959-61; Tutor, St. John's Foundation Fellow'. 1981-82; Teacher, Santa Fe Prepatory School, 1972-7;'. 1973-, Assistant Dean, F:n .. , ~olle;:,' s1::t; ~at~~~~~;cience Elliott T. Skinner B.A., University of Colorado 1961· MA p . Candidate in Philosophy, Prin~eton Univ:rsi·~ . ~nceton University, 1963; Ph.D., Wi~son Fellowship, Princeton Universit yl9 s~1stant and Preceptor, Woodrow Philosophical Studies, Summer Institute i~, Gr 6{, p~~llow hof the Council for Tutor, St. John's College, Sante Fe, 1965-. ee I osop y and Science, 1970; Stuart Boyd M.A., Aberdeen University Scotland 1948· PhD School, 1952; Military sen:ice 1940 '45 A, . . "tberdeen University Medical Department of Psychiatry Aberd - U; .ss1st_ant ecturer, Clinical Psychology p h l , een mvers1ty 1948-52· I t t M d" ' syc o ogy, University of Colorado M d. I S h ' 1 , ns _rue or, e ical Training in Clinical Psycholo De ica Uc .oo' 1952-53; Director, Doctoral Psychology and Chairman D;py~rt envter f Bmhversity, 1954-57; Professor of men o e av1oral Scie c N M · . ' H . hl d , es, ·u 1g. an. s Umversity' 1957-64·' Lec,urer, D epartment of Psyn h' · ew bexico Ed' mvers1ty, Scotland 1964-65· Prof f p h. c iacry, m urgh of Missouri Medical School, K~nsas ~~:or ~ ~li. ~at(y (Psychology), University Association· Tutor St John's C ll yS, ' eLow, American Psychological ' ' · o ege, anta Fe, 1966-. 1 65 Roger S. Peterson A.R'. Harvard College, 1953; AM., 1957 PhD . . MJCh1gan; United States Navy, 1953-56· S F. " Botany, 1959, Umvers1ty of State University, 1959-62 Utah St t orest Service Research, Colorado lege, Santa Fe, 1966-. , a e mvers1ty, 1962-66; Tutor, St. John's Col- u' u' .... E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A, St. John's . and Philosophy of Science Univers·t f I· d. College, 1962; M.A., History . . ' I y o n iana 1965· ND EA F 11 h. Umvers1ty of Indiana, 1962-6 5 · PhD U . . ' . ' °. · ·. · e ows 1p, Tutor, St. John's Coll S ' F · " mvers'.ty of Cahforma, Riverside, 1980; ege, anta e, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands Universit 1963 I New Mexico Highlands University 1~65-66'. ~s;ructSor, JCohrr:puter Programming, 1966-. ' ' u or, t. o ns College, Santa Fe, Timothy P. Mi.Her AB., Harvard University 1948· B Mus 1949 D. Mus., Indiana Unive;sity l957· In ~, t '_M. Mus., 1951, Yale University; Lawrence College, 1951-53;, Fulbrl ht ~~~o~:rm Music and Freshman Studies, Assistant and Associate Professor ' HSamburg, Germany, 1955-56; usic. A gnes cott College, 1957-61; Direc- ofM . �78/ST. JOHN'S COLLEGE FACULTY/79 tor of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; I.:Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philip LeC11yer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van lm:hene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E. Venable B.A, St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Myers B.A, University of Colorado, 1964; Ph.n, University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.n, University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California 1968-69· H .d lb U . s1ty, 1971-73; Instructor, University of Geor ia , 1965 ' e1 : erg mverUniversity of California at Santa Cruz 1967-~1.'11 t -S67;J1ihea;hmg Assistant, Fe, 1974-. ' ' u or, t. o ns College, Santa Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candid . s1ty of Utah; Teaching Fellow, University of Utah 1970-74· Tutor aStet, J19h7~, CUnl1lverSanta Fe, 1974-. ' ' ' · o ns o ege, David Bolotin u· · B.A., Cornell University 1966· PhD New v k Cl . Y: 1 U , , . ., ior mvers1ty 1974· Lecture . ass1cs, a e niversity, 1971-73· Tutor St John's C Il r m 1. t~~~:r~i~~ 1!8 ~hic~~~~i~~8~ss1~~;~~:r~fes.sor, A ' Com:i~~=~ 0 ~n;~~~f' J~:~;~~'. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971 PhD Ph'! h . Assfistant, 196~, Yale University; Teacher, Shi~e;' Col~eog:op1;71~~3, ATea;htmg P ro essor of Ph1losoph c n .s u ' ' SSIS ant , y, a orrna St. Jo h ns College, Santa Fe,1 1975-. tate niversity at Humboldt ' 1973-75· 1iu tor, ' Phillip Prescott Chandler, n B.A., St. John's College Santa Fe 1968· Ph D U · · r Diego 1975· J · F 1'1 C ' ' · ., rnversity or California at San , , urnor e ow enter for the St d f D · 1.968-69; Graduate Study, Mathematics and Phil~s~p~y o~TaohcoramhacSitn~tiru'uti.ons, s1ty 1969-70· ND EA F 11 . ' a[e rnverf J"f ., e ow, 1970-73, Dissertation Fellow, 1973-74, University 0 a 1 ,orma at an Diego; Instructor, Mathematics, Oklahoma State Universit 1ummer, ~73, Summer, 1975; Instructor, 1974-75, Assistant Professor 1975-7~, ssista~ Irector, Sprmg 1~76, ~ollegiate Seminar Program, Universit' of Notr~ Dahrr;e,Clultlor, Graduate Institute m Liberal Education, Santa Fe 1976 YTutor St Jo ns o ege, Santa Fe, 1976-. ' ' ' · C S. , : Lynda Lamson Myers ~.A., St; John's College, 1971; M.A., University of North Carolina 1975· 1i t 1977-; Director of the Graduate Instit~te in'Li~e~:l E~jc~~:~,C~~~:~a:.anta Fe, Edward Cary Stickney B.A, St John's. College, Annapolis, 1975; M,A., Philosophy Albert-Ludwi Urnvers1taet, Freiberg, W. Germany, 1979; Tutor, St. John's Colleg~, Santa Fe, 198o~s Nancy Dunning Buchenauer RA., History 1967 MA A · t H. c !] . B ' '. '. ., ncien istory, ornell University, 1969; Ph.D. F- assics, rown Umversity, ~980; Ford Foundation Fellow, 1966-68; Universit' - ellow m Classics, Brown Umversity 1969-70· Tutor St John's C 11 s Fy 1980-. ' ' ' · o ege, anta e, Charlotte Gray Martin ~.A., University of .Colorado, 1972; Deutscher Akademischer Austauschdienst Uankst1pendmm, Umvers1ty of Freiburg 1972-73· PhD Cl · dC · St a· B U . ' , · ., ass1cs an omparahve V'u' ~es, Loston mversity, 1979; Teaching Fellow, Boston University 1975-78· c'~itm~ e~tu~er, Colorado College, 1978-79; Assistant Professor un'iversity of 0 ora o, pnng, 1980; Tutor, St. John's College, Santa Fe, 1980-. �80/ST. JOHN'S COLLEGE FACULTY/81 Peter Dragan Pesk A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Janet A Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-84; Santa Fe, 1985-. College, Annapolis, Summer 1981 Santa Fe S College, Santa Fe, 1985-. ' ' ' ummer, 1984, 1985; Tutor, St. John's George H. Aigla B.S. Saint Mary's College, California 1975 MD . . Francisco, 1979 California Heart A ' . f . S. . University of California San Fellow, Cancer .Research Institute ~~~~~:s~~n ;teln; Research Associate, 1974. mer 1976. Resident, Pathology Departmenty ~ . a I. orma San Francisco, Sumcisco, 1979-1980. Assistant Med· 1E - . , mvers1ty of California San Fran!Ca xammer Coron ' Off' c· o f San Francisco 1980-1981 L t . An, er s ice, ity and County . , . C a lI.forma, 1981-82. Lecturer. in ec urer m andatomy:'. Son om~ s·rate U mversity, Anatorn Franc~sco, 1981-1985. Private translator, 1~82 Physiology, C.1ty Coll:ge of San Marys College, California 1982-1985 1i t .SLecJture~, Collegiate Sernmar, Saint ' . u or, t. ohns College, Santa Fe, 1985- John E CorneU · B.A. 1975, M.A., 1977, McGill University· PhD U . . · ., mversity of Chicago 1981· McConnell Fellow 1975 77. F. hb . F 11 ' NEH Fellow, 1982'. ACT -S Fe,1101~ le91~3eo4owA, 1977-1980; Searle Fellow, 1980-81'. ' ~ University of Oregon 1981-83· w . 0 -op'· f ss·st an t P ro f essor, H onors College ' A, t ' U ' ' ' ssis ant ro essor Histor f S · of Georgia, 1984-1985· Tutor St J h , C ll ' Yo cience, niversity ' ' · 0 ns o ege, Santa Fe, 1985-. Linda Wiener Martin Afan Cohen Brandeis University, 1968-70; AB., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.S., Biology, University of Miami 1977· M S University, 1979· Co-founder Fo d, t· f, .. , Entomology, Colorado State h ,., ·1 b. ' ' a or mo 1tes, 1979; Ph.D., Entornolo un U 10n . t e Redisc overy an d p rotection of . . Doctoral Fellow Linguistics Harv!;d Umvers1ty of W1sconsm-Madison, 1981; PostMuseum of Co~parative Zoology: H rnver~1lf 1982-:-1985; Entomology Associate, Consultant, Arthur D. Little Inc' Carv~r ·a mvers1ty, 1982-1985; Agribusiness College, Santa Fe, 1985. ' ., am n ge, MA, 1984-85; Tutor, St. John's B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. R. Glen Coughlin Katharine S. Mulford B.A., Liberal Arts, Thomas Aquinas Colle e 1981 · MA . s1ty, 1982; Instructor in Humanities St\' , Philosophy, Laval UniverTutor, St. John's College, Santa Fe, l986-. awrence allege, Quebec, 1983-1986; BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Leaming, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; tor of Curriculum and Development, Campbell Center for Historic JJr•>carm>h Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. C., Timothy Carl Guile B.A., Marquette University: 1967· F lb · h S h 1967-68· Nat1·onal S. ,F a' u ng t c olar, UniversityofFreiburg BRD ' CJence oun ahon Fell u· · ' ' M.A., University of Chicago 1971· A . ow, mvers1ty of Chicago, 1968-73; , , · · University of Southern California, ss1stant Professor .of Lmgms f ics an d G er1973-74· Le man, . Lmgmstics, University of Witwatersra d J h , ~turer m Phonetics and General tion Officer, COM of South West Pf n , /~ an~es urg, R.S.A., 1974-76; Educasity of Chicago 1979· Lingu1·st/cu . 'rl1ca d aml1 ia Pty, 1976-79; Ph.D., Univer' , rncu urn eve oper f th M _ . or e enommee Language Program of the Menominee Indian S h 1 0· . Tutor, St. John's College, Santa Fe, ~9~~- istnct, Keshena, Wisconsin, 1980-86; Randolph J. Perazzini B.A., University of Chicago, 1970; M.A. 1971 Ph . . Cornell University; Instructor, Cornell U;iver .,' .D., 1975, English Literature, of English, Pittsburgh State University: 1976~~i' 11975-1976; Assistant Professor and Chairman of Humanities Departm~nt 198 - , nstructor m English, 1979-:-86, l\1ex1co City; Assistant Professor of En lish a;d86, Amen~an School Foundation, S g J h , CHurnamties, Umted States Internat10nal University: 1980-84 . 1i t ' u or, t. 0 n s allege, Santa Fe, 1986-. ' �82/ST. JOHN'S COLLEGE FACULTY/83 Bm Berg B.A., Johns Hopkins University, 1960; M.A., Cornell University, 1962; Ph.D., Classics, Princeton University, 1966; Fulbright Fellow, Greece, 1960-61; DAAD Fellow, Tubingen, Germany, 1964-65; Assistant Professor, UCLA, 1966-67; Stanford, 1967-74; Director, Stanford-in-Greece, 1974; Oregon local and regional government, 1976-82; Public radio programmer and director, Astoria, Oregon, 1983-86; Tutor, St. John's College, 1987-. Dana Densmore B.A., St. John's College, Annapolis, 1965; Software Design and Engineering for Apollo Project, Space Shuttle, other NASA contracts, Instrumentation Laborator~, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Womens Institute for Freedom of the Press, Washington, D.C., 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles Stark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner,. Nixdorf Computer Corporation, Burlington, MA, 1979-81; Director, Artemis Institute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. Alan Webber B.A., Philosophy, B.A., Comparative Culture, University of California, 1974; Ph.D., Comparative Culture, University of California at Irvine, 1985; PhHosophy Instructor, Golden West College, 1974-79; Associate Lecturer, Program m Comparative Culture, University of California, Irvine 1975-80; Property Develope~ 1981-84. Instructor in Philosophy, Orange Coast College 1985-87. Tutor, St. Johns College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; L.ecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1988. Jeffrey A. Goodman Foundation Fe!low, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval Umvers1ty, 1986; Tutor, St. John's College, Santa Fe, 1987-. George L. Iannacone B.A. St.. John's College, 1982; M. Phil:, Department of Geology and Geophysics, Yale Umvers1ty, 1985; Doctoral work m Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research , 1986 , 1987· v·IS!·t· p . , Ing A . . ss1stant rofessor m Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Lawrence Cave B. Mas. Oberlin C~llege Con~e.rvatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. m MusIC Composit10n, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1988-. Basia C. MiHer B.A., Philosophy, Antioc~ College, 1959; M.A., University of Chicago, 1962; Translator for the Umvers1ty of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Ed;.ication for Adults, University of Chicago, 1982-88; Doctoral candidate m Romance Languages, University of Chicago, 1984; Teachmg Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. David Lawrence Levine AB. St. John's. College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State Umve~s1ty;. Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; Umvers1ty Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language S.tudy, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Phi~osophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State Umversity, 1980-88; Fellowship Research Grant, Earhart Foundation 1984-85· Tutor, St. John's College, Santa Fe, 1986, 1988-. ' ' Joan E. Silver B.A., English, University of Pennsylvania, 1968; Edith F. Mirrielees Fellow in Creative Writing, Stanford University, 1973; M.A., Creative Writing, Ph.D.,Enghsh, Stanford University, 1978, 1981; Instructor in English, Stanford University, 1980; Assistant Professor of English, University of Santa Clara, 1981-83; Fulbright Teaching Fellow in American Literature, Omar Bongo University, Gabon (Central Africa), 1985; Writer-in-Residence, Western New Mexico University, 1984, 1986; Tutor, St. John's College, Santa Fe, 1987-. B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. Thomas Stokes William S. Kerr B.A. in English, Davidson College, 1970; Dipl6me annuel, Cours de civilisation frarn;:aise a la Sorbonne, Paris, France; M.S., University of Texas at Austm, 1974; Doctorate in French in progress, University of Arizona, Tucson; Peace Corps teacher in Zaire, Central Africa; Assistant d'anglais, Universite de Grenoble III, Grenoble, France; Teacher of English, Hobby and Mieger GmBH, Stuttgart, West Germany; Tutor, St. John's College, Santa Fe, 1987-. Sean D. ColHns B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University B.So, Oklahoma State University, 1974; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; Graduate Study m Philosophy and Classics, University of New Mexico, 1979-83; M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Tutor, St. John's College, Santa Fe, 1989-. �OFFICERS/85 84/ST. JOHN'S COLLEGE PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre TUTORS EMERITI Wiley W. Crawford Jam es L Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith, ESC Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Michael Ossorgin Curtis A Wilson Charles G. Bell Samuel Emmons Brown Thomas King Simpson HONORARY FELLOW Paul Mellon · ·t 1929· BA 1931 MA 1938 Cambridge University; Litt.D., Oxford BA Ya Ie U mvers1 y, ' · ., ' · ., ' l · . · 1967 · · ., U.n1vers1·ty, 1961· LLD., Carnegie Institute of Technology, 1967; LH.D., Ya e Umvers1ty, , . OFHCERS, ASSOCIATES AND STAFF SANTA FE ANNAPOLIS President William M. Dyal, Dean Thomas J. Jr. Slakey President John T. Agresto Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Treasurer Robert Harner Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Thomas May Assistant Deans Wye Allanbrook John Verdi Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Career Planning Ellie Lotz Dietrich Director of Continuing Education Thomas May Director of Development Janice C. Buys Director of Financial Aid Caroline Taylor Christensen Director of Graduate Institute Timothy P Miller Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L. Wallace Assistant Dean Georgia S. Knight Director of Admissions Lawrence H. Clendenin Director of Development Marsha K. Drennon Director of Career Planning Ron F. Hale Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Deborah Walker Registrar Diane M. Trudell Director of Student Activities Istvan Fehervary Director of Conference Center Simon Gormley Director of Personnel Ted R. Gonzales Coordinator of Buildings and Grounds Dolores Vigil Supervisor of Maintenance Juanito Zamora �86/ST. JOHN'S COLLEGE Annapolis States Represented Alabama Alaska ........... Arizona Arkansas California Colorado Connecticut Florida Georgia Idaho Illinois Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Missouri Nebraska New Hampshire Santa Fe 34 31 2 1 1 6 1 22 1 1 3 1 5 2 1 1 3 1 1 3 23 8 2 3 2 3 Annapolis Number of Students Fall 1988 January 1989 Men Women Early Entrance Previously Attended College Range of Ages Veterans Kind of School Attended Public Independent Parochial 139 13 3 1 5 1 2 2 2 Annapolis New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Wisconsin District of Columbia Santa Fe 11 1 12 5 6 1 2 10 1 1 17 6 1 2 1 9 2 1 2 1 2 2 4 1 1 19 1 1 5 4 5 5 2 2 Canada Ghana Philippines West Germany 76 63 3 6 17 47 16-29 16-35 2 4 84 44 11 92 31 12 1 Receiving Financial Aid 42% Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth 50% 27% 23% 24% 22% 3% 1% National Merit Honors Scholars Finalists Semi-Finalists Commended Students 1 1 Annapolis Santa Fe 110 29 77 62 2 1 42 7 6 13 16 *Not included in this table are 60 students for whom rank-in-class is not available and 4 readmitted students. � Stjohns College \'ol. r .. n STATEMENT OF THE ST. JOHN'S PROGRAM 1989-1990 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �ANNAPOLIS 1989-90 SANTA FE 1989-90 August 30 .................. August 31 . . . . . . . . . . . . . . . . . . August 31 . . . . . . . . . . . . . . . . . . August 31 .................. October 7-9 ................ November 22-26 ............ December 14 ............... December 15-January 7 ...... January 8 .................. January 8 .................. January 17 ................. February 2-5 . . . . . . . . . . . . . . . . March 1-18 ................. May 18 . . . . . . . . . . . . . . . . . . . . May 20 . . . . . . . . . . . . . . . . . . . . Freshman Registration Sophomore, Junior, and Senior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Tutorials January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 24-26 ............... August 24 . . . . . . . . . . . . . . . . . . August 25 . . . . . . . . . . . . . . . . . . August 25 . . . . . . . . . . . . . . . . . . August 25 .................. August 28 . . . . . . . . . . . . . . . . . . October 6-9 ................ November 23-26 . . . . . . . . . . . . December 14 ............... December 15-January 7 ...... January 5 .................. January 8 .................. March 3-18 . . . . . . . . . . . . . . . . . May 11 . . . . . . . . . . . . . . . . . . . . May 13 . . . . . . . . . . . . . . . . . . . . Fall Senior Oral Examinations Freshman and Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUMMER 1990 May 28 .................... June 18 . . . . . . . . . . . . . . . . . . . . August 3 ................... August 9 . . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute SUMMER 1990 Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends May 28 .................... June 18 . . . . . . . . . . . . . . . . . . . . August 2 ................... August 9 . . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introdudion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Curriculum Seminar ......................................................... 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Formal Lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 St. John's List of Books ........................................... 22 The Academic Order Tutors .......................................................... Instruction Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library ......................................................... Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Essays and Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Master of Arts ......................................... Graduate Institute in Liberal Education ............................. Directory Information and Right to Privacy ......................... Residence and Student Life Annapolis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Santa Fe ........................................................ Both Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site Plans of the Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 29 30 31 33 34 35 37 37 37 38 43 47 SO Admissions Requirements and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Campus Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Fees and Financial Aid Procedures and Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grants and Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Billing and Deposits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Criteria for Judging Satisfactory Progress ........................... 58 60 62 62 63 64 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Board of Visitors and Governors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Faculty ........................................................... 68 Officers, Associates and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Profile: 1988-89 Freshman Classes ................................... 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a 'beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives vvith the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to u.se that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listento reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �THE CURRICULUM/9 8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar - a • discussion of assigned readings from the books i of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, -1 1 1 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logicaJ rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussurec Course in General The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and - one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. V\Jriting assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations b<:>tween propositions, The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own languageo They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasiveo In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studiedo Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given worlc Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might othernrise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they studyo To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitraryo Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the firsL The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poetso The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading and writing of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selectionso Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. One of Moliere's comedies is read-either Tartuffe or Le Misanthrope. The year ends with analy~is and discussion of modern British and American poets, such as T. S. Ehot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike rnathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the plulosophical assumptions upon which mathematical equations and formulas are basedo Mathematics at SL John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VI/hen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at SL John's, mathematics becomes not only the most readily leamable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematicso First, it pervades our modern world, perhaps even defines iL Therefore anyone who rneans to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it 1s managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe, The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name ""L"'"'c". a particularly close connection with the human capacity for learnits study is especially useful in helping students to think about what , It means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problemso By doing this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there 'better" and "worse;' "ugly" and ''beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios -which is buried under the foundations of modem mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the . problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/ls Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. The music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related lo language, rhetoric and poetry. On the other it is a unique and selfsufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterand harmony. None of these is done apart from the sounding realof good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one mawork is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the ~eminar meets. Group discussion of a work of music, as of a book, rncihtates and enriches the understanding of it. �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has m~de possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized, All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skilk The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits sterns from sources common to all intellectual life. the instruments and principles involved in it. (2) The content of the work ~l:10~ld be so .chos~n ~s to enable th.e students to trace a scientific discipline tO ns roots m prmc1ple, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the. roles of theory and experimentation can be distinguished through cntical study. (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative rnc,>h'"''" and on occasion to repeat an entire experiment. Only thus can come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A laboratory sessio1: may be used for exposition and discussion of theory, for e::penmentahon, or for both, as the progress of the work requires. Occas10nally a laboratory meeting is reserved for the discussion of a classic ~per or other text directly related to the topic at hand; writings of Aristotle, ._,;;iJen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford ar;d Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of LABORATORY TOPICS The _gener~l topics of study have been chosen from elementary physical and b10log1cal science. The sequence of study may be outlined as follows: �THE CURRICULUM/19 18/ST. JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological developmenL Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles" The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism, Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas" The concepts of mechanics are to be used to formulate alternative theories of light- corpuscular and wave- and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of partide and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics. to Mendel's theory of heredity and its development through the experimentation and interpretation by T.H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem'' Bernard Knox 'What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet 'Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Against Time" Eva Brann 'What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger 'Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey ''The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs "Knowledge and Faith" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "On Euclid I. 35: Equality and Identity" David Jones �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno,. Gorgias, Re~ublic~ Apology, Crito, Phaedo, Symposium, Parmemdes, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physic< Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animal< Generation of Animals* Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World'' Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Social Contract, The Origin of Inequality Rousseau: Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Don Giovanni l'v1ozart: Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Tom Jones Fielding: Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: 'The Constitution and Slavery;' Selected Essays The Misanthrope, Tartuffe Moliere: Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville: Selected Speeches Lincoln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner: Capital~ Political and Economic Marx: Manuscripts of 1844 * Dostoevski: Brothers Karamazov War and Peace Tolstoy: Mark Twain: The Adventures of Huckleberry Finn Psychology, Briefer Course William James: Nietzsche: Thus Spake Zarathustra~ Beyond Good and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Emstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by· Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: Hegel: �26/ST JOHN'S COLLEGE CLASSIFICATION Of AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Second Year Homer Aeschylus Sophocles Euripides Aristophanes Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Lucretius Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Plutarch Tacitus Machiavelli Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Ptolemy Apollonius Copernicus Descartes Pascal Viete Bacon Cervantes Third Year Descartes Locke Milton Swift Pascal Hobbes Spinoza Locke Berkeley Leibniz Hurne Kant Rousseau Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Hegel Kierkegaard Nietzsche William James Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski de Broglie Mendel J. J. Thomson Bohr Millikan Schri:idinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Lorenz Rutherford Minkowski Bernard Davisson �28/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/29 At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton- usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions V1nth the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's programo This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of part of their ordinary teaching duties. They engage in a thorough study and exploration of a subject chosen by the Instruction Committee of the faculty, Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspecfores for teaching and learning at St. John's. The Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President on appointments to the faculty. The Committee consists of the Deans and twelve tutors, six elected by the tutors on each campus of the College; the Presidents sit with the Instruction Committee ex officio. The Deans preside over the Instruction Committee meetings on their own campus; the members of the Committee on each campus constitute the Instruction Committee for that campus and meet at frequent intervals throughout the year. The Committee meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �THE ACADEMIC ORDER/31 30/ST. JOHN'S COLLEGE Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY Language WEDNESDAY THURSDAY Chorus Language Iviathematics Laboratory Mathematics Mathematics Laboratory Seminar The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000 Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and Weigle Hall. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 8,620 records, tapes and CDs. FRIDAY Language Seminar Formal Lecture A SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY I\!Iathematics WEDNESDAY THURSDAY Mathematics Language FRIDAY :Mathematics Language language Seminar Formal Lecture Laboratory Chorus Seminar Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three and a half hours to four and a half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings from eight to ten all students attend a seminac A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks eadL �THE ACADEMIC ORDER/33 ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts" These essays are based directly upon books in the program" ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held" These are conducted by the seminar leaders" The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions" It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes" For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin" THE ALGEBRA EXAMINATION their sophomore year, students must pass an examination in elementary algebra and trigonometry" THE FRENCH READING !EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language" THE SENIOR ORAL ENABLING EXAMINATION The senior oral enabling examination is given to the student in the fall at the beginning of the fourth year. It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer. The passing of this examination confirms a student's status as a candidate for the degree of Bachelor of Arts" THE FINAL ESSAY AND ORAL EXAMINATION In the senior year the student is required to present to the faculty a final essay related to some aspect of the four years' work It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts" Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes" If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination" No degree is awarded unless both the essay and the oral examination are satisfactory The senior essay is regarded as a culmination of the student's learning" �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a fouryear curriculum. For transcript purposes, St. John's seminars, tutorials and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. . GRADUATE STUDIES AND CAREERS AFTER ST. JOHN'S Each year many St. John's seniors elect to do advanced work in a wide . range of graduate and professional schools. Experience shows that leading �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 Tutors who have completed two years of teaching at SL John's may receive a Master's degree in Liberal Arts" They must petition the Instruction Committee for permission to present themselves as candidates for the degree" They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon iL The topic must have some bearing on the understanding and practice of the liberal arts" universities admit SL John's graduates with creditable records" Since SL John's offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fields" Many other graduates choose to embark directly upon careers in a variety of fields" Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employmenL SL John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum" The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education" The following table shows the professions or fields of advanced study entered by St" John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numbers" Acting Advertising Agriculture Archaeology Architecture Art Biochemistry Biology Engineering Finance Geology Government Service History History of Art History of Science Classics Law Library Science Computer Programming Literature Logistics Management Mathematics Drama & Playwriting Medicine Economics Meteorology Education Dentistry Nursing Oceanography Philosophy Physics Political Science Psychology International Relations Public Administration Bio-physics Journalism Business Administration Languages City Planning Music Publishing Scientific Research Social Anthropology Social Work Sociology Systems Analysis Theatre Arts Theology Writing The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program, It is offered year-round on both the Annapolis and Santa Fe campuses, The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings" The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History" Each segment consists of three classes: seminar, tutorial and prec 2ptoriaL The seminars are modeled on those of the undergraduate college; they are limited to twenty students" The tutorials are smaller classes devoted to the dose reading of texts" The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in depth" At the end of the term students write a major essay on topics of their choice" For the successful completion of each segment of the program nine credits are granted" Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments" The segments may be taken in any order, but not every segment is offered in every term" More detailed information and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, SL John's College, Santa Fe, New Mexico 87501-4599 or Annapolis, Maryland 21404-1671" 0 DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the studenL As required by the Act, the College will provide public notice annually of its intention to publish such directory information" Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld" The College will respect any such request for privacy" �38/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which 1Norks with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges petty to vital; short stories, poetry and news take up the rest of the are also welcome to contribute work to The Reporter, The Review, and Energeia, the three official publications of St. John's. organizations at St. John's are generally informal. Some year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities �40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills, The College also maintains an art gallery, staffed students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition, An exhibit each spring displays work by members of the college community.. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery cont-inue throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition, There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/ 41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the College has provided an extensive intramural program, now including team competition in touch football, soccer, basketball, volleyball, softball, and track, as well as individual tournaments in tennis, badminton, table tennis, and racquetball. Participation is voluntary and enthusiastic; the competition between intramural teams is passionate but good-natured. Students and tutors also pursue interests in sailing, rowing, canoeing, karate, fencing, tai weight training and aerobics. Facilities include a gymnasium with racquetball courts and weight room, playing fields, tennis courts, and a boathouse. The athletic program is designed to offer the community opportunities for physical exercise, development of skills, participation in team sports, and a place for recreation and enjoyment. In a single departure from the long precedent against formal inter--.. ,~,,·~-~ competition, there has in recent years been an annual croquet with a team from the neighboring United States Naval Academy, the Annapolis Cup. �,~-t~' RESIDENCE & STUDENT LIFE/43 'I In the early 1960s the College decided to expand its student The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe, Santa Fe College, and the University of New Mexico in Albuquerque. Sixty to the south, Albuquerque provides the attractions and conveniences of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an eleva.tion of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain The campus includes a classroom building, a laboratory, a student renter, a music and fine arts building, an administration building and two �44/ST JOHN'S COLLEGE clusters of dormitories. A library, conference center, dining hall, and infirmary are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/45 is open to the public, has a new show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for ?chievement in pottery, photography, drawing, painting and in making Jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musi~al perfor_mances of many kinds are given by students through the Collegzum Muszcum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with ar: opport~ni~y to perform before a small, receptive audience. Through th1s orgamzahon students and faculty who play instruments or who sing can fmd teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the Madrigal Singers also give recitals. The College provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. . The St. John's Film Society is organized by students to provide a wide Vanet:;' of classic and current films for the College community every Saturday mght. Many students are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �46/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 47 ton are conducted at the College's facilities. A men's soccer team and a v1omen's soccer team both with other teams in the area and are hosts to several tournaments in and spring. The St. ""'''""'"'"""'"~with different city and college teams. Santa Fe has five in which St. John's students can purchase pass,es. A corral on the campus is available for student and use; horses may be hired at a nearby ranch. The Sangre de Cristo mountains provide of square miles of forest wilderness areas for and Here the Search and Rescue unit trains regularly in of map first aid, wilderness survival, rock climbing and evacuation. The team is called out in emergencies several times a year; have to be absent from campus in the event of a search or rescue. Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin by car) offer fine slopes for both beginning and and . cross country ski trails branch off from them. may borrow skis, boots and from the College, and the St bus provides the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande rubber raft and several to local lakes where students can enjoy and local activities. The SL bus takes students into town twice daily. Most students come to St. with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups i.n such languages as Latin, German, Spanish, and Hebrew, Thome Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in waltz parties, rock parties, and such regular events as the Octoberfest the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two- are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin- ACTIVITIES The Charter of 1784 established St John's as a ncirt-aeno,n institution In its years there were some ties with the ~v·w·-~V'"'' Church, but these no longer exist. While the College schedules no formal religious services, there is a service before commencernent. Attendance is voluntary, in consonance with the Charter. tutors and students attend church or synagogue in town, It is extracurricular Bible classes to be conducted tutors of the College. STUDENTS ·without interest. It is for an active social life, the College on each camshop and a junior common room for use of all Q'""''oni·c there are smaller, comfortably furnished social rooms in the and elsewhere on the campus, form small communities within the larger the incoming students to make proper use of students can give them in their college life. comsup- �RESIDENCE & STUDENT LIFE/ 49 48/ST. JOHN'S COLLEGE Unmarried students not living at home are required to live in the college dormitories and to take their meals in the college dining hall, ~nless they apply in writing to and obtain permission from either the A5s1stant Deans or Head Resident to live off-campus. The College currently can offer no married student housing. Students who wish to have married student housing must find suitable housing offcampus and should allow time for this. . · Room assignment is the responsibility of the Assistant Deans m Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residen~e during winter or spring vacation. In Santa Fe students are n?t permitted. to remain in residence during winter vacation. They may remam durmg spnng vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a cat:ring servi~e. A vegetarian menu is available. Resident students are reqmred to eat m the dining hall. Exemptions for medical reasons are gran~e? only upo.n examination and recommendation by the College Phys1c1an or Assistant Dean. OFFICE OF CAREER PLANNING The Office of Career Planning serves student needs in two especially important areas. First, it provides essential information for those stu~ents planning to continue their education in graduate programs a~d professional schools across the nation. The Director of Career Planning also offers assistance to those students who wish to embark upon careers immediately after graduation. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-~ampus jobs. Primarily, it seeks part-time employment for students dunng the academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain .. rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending studenL PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been ?amaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 COLLEGE CREEK BOATHOUSE I HEATING PLANT Continuing Education/ Fi/Office "''----------~ B TENNIS COURTS '------------ COLLEGE AVENUE �52/ST JOHN'S COLLEGE ADMISSIONS/53 The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their inte-ests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the SL John's program satisfactorily. The Admissions Committee - five tu tors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at SL John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing SL John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indicat10ns that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman das.ses are about equally divided between men and women. Classes ~nter m late August and January in Santa Fe, in September and January m Annapolis. Occasionally, there may be a January class on only one campus. ~ew students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work e~sewhe~e. These students, despite good records at other colleges, relm~~ush their advanced ~tanding to take part in the St. John's program. '1eshmen who enter m January stay on campus the following sum:ner to complete the first year. They can thus graduate a year earlier than if . had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, o.r who have traveled,o~ worked since graduation from high school, or who wish to enter St. Johns immediately after the first semester of their senior year of high school. �ADMISSIONS/SS S4/ST JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of ge~metry, and two years of a foreign language; additional work in mathemahc_s and foreign language is advised, as well as two or thre~ years of natural sc~ence. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one fro~ a teacher.. In exceptional cases certain of these requirements may be waived, or add1ti_onal information may be requested. SAT or ACT test scores are not reqmred, but may prove helpfuL Occasionally St. John's accepts an applicant who is not a _secondary school graduate. Such a student must be well qualified to proh~ from the College program. A campus visit and intervi:w are especially ir;'portant for such candidates. These students usually wish to enter St. Johns following their junior year of high school or in the January immediately after the first semester of their senior year. St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whol~. On inquiry, prospective students receive a statement of the _St. Johns College program, an application for admission an~ re~ommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no appli_ca~ion fee .. Students should submit their applicaiion materials to the Adm1ss10ns ~fhce ?n t~e campus they prefer to attend. Students pl~nnin~ to a_Pply for fu:anc1al aid should refer to the section on Fees and Fmancial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's College has a Suggested Application Deadline for fall admission of March 1. Candidates wishing to enroll in January are expected to apply as early as possible, but no later than mid-December. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following option::;: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount �ADMISSIONS/ 57 56/ST JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING UST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly for- mal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar, Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors ?re advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also available. It is called the "Shuttlejack;' and reservations should be made advance. Greyhound and Continental bus lines pass through Santa Fe. :A;mtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi serone day in advance). Upon arrival at the bus station or at one of the Fe hotels, the easiest way to get to the campus is by taxi. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE award. At St. John's, self-help consists of a part-time job and an educational loan. · 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limit~d fi~ance_s. St. John's therefore maintains a fmanc1al aid program to assist eligible st1:1d~nts to the greate~t extent possible within the hm1ts ~f the ~olleg~ s resources. With very few exceptions, fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's finalnl cial adid pt~ogral_m: "th 1. The primary responsibility for financing a co ege e uca io~ ies w1 the student and the student's parents. The College can offer aid only to supplement funds the family provides. . . 2. The ability of a family to meet college expenses is determmed by assessing the family's financial strength in terms of income, assets, debts, and family members in college. . 3. Financial aid may be in the form of a grant, loan or ~art-time ~mploy­ ment and will be offered to all students as a package which combmes one or more forms of aid. . 4. In keeping with the philosophy that students should contri~ute t? the_ir educational expenses, self-help is the first component of a fmanc1al aid The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Oakland, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit supplemental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. 9. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of fin_ancial aid applications candidates for admission who are in need of fmancial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholars_hip Se~vice as soon as possible after January 2 in the year in which the candidate v:1shes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed wi~h the Admissions Office as soon as possible after its receipt by the candidate._ Applicants should note also that the earlier their aid application is rec:1ved, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower cha:ice of receiving all the funds for which they are eligible than those applymg earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applymg for fmancial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid cred_ential_s are rece_ived by the Financial Aid Office prior to the Mar~h 1 deadl~ne ~111 be notified of the decision on their application on Apnl 1. Apphcat10ns completed after March 1 will not be considered until awards have been made for applications completed before the deadline, Awards ba_sed on applications completed after the deadline will not be mailed until after Apnl 15. Students whose applications for financial aid are received a_fter, the deadline will not be denied consideration for assistance, but the ava1lab1hty of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS . Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need, PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients, Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. PERKINS LOAN (formerly National Direct Student Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5 % . There is a provision for deferment if the borrower returns to at least half-time study at another institution. STAFFORD LOAN (formerly Guaranteed Student Loan) The Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is 8 % for the first four years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1989-90 STUDENT BUDGET'' FALL FRESHMEN $11,880 3,996 Tuition Room and Board Books Personal Expensees Transporation 250 500 100, 250, 500 1 JANUARY FRESHMEN $10,692 Room and Board Books Personal Expenses Transportation 250 450 lOO, 2so, soo1 *Fees are subject to change without nohce. "th the distance between the student's home 'The allowance for transportat10n vanes w1 and the College. 'Undetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the foll $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made apprc.priate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING DEPOSITS Billin for tuition and fees is done prior to each semester. The charges are d gd able in full on or before the registration dates for that se~ester~ T~::~ ~~may wish to pay in monthly installments should mqmre or the Treasurer about the various tuition payment plans or loan arrangements available to SL John's College students and parents. d h . 1 f l'f Since affecting students, faculty an p ys1ca aCl I ies must- be made well in advance of the beginning of each ac~dem1~ y~~r, the College must know in April which returnmg stud~nts w1U re~1ste; ~ S t A deposit of $150 on the fees for the followmg "year is t ere o_ d: ~1;: o~Ibefore the second Monday in April for prospective sophomores, . . d seniors Payment of this deposit guarantees a student a pl~ce 1umors an · . h b l Pd on a waiting in the daso lf the deposit is not paid, he may ave to e p acd_ d h- do ~" . · l ·d d h ve been ma e an . w o list; students to whom fmancia a1 awar s a i d 11 d The not a their deposit by the due date will have that a":ar cance -e . . dep~sir i~ refundable only in case of withdrav:al d)~e ~fill ~ealth,b~ca~~~~~ dismiss21 or (in the case of prospective 1umors ai ure . o ena e. . student should decide not to enroll in the year for which he made the b. If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60 % The fourth week: 40% The fifth week: 20 % The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. �FEES & FINANCIAL AID/65 64/ST. JOHN'S COLLEGE Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS REGULAR STUDENTS . Ed ation Act of 1980 require that each postProvisions _of ~he ~1gherk uc ·1 bl information concerning the criteria secondary institution ma e ava~ a e ior riteria for St. John's Col- j~dginJ·~~tit~=~~~~~~~~~~~c ~[~;~~~:·c~~~ ~rogress for recipients of f:~:;:rr;~f~nded (Title ~V) fin_ancial assistance ar~ :~ef~~~~;:a semester In order to be makmg satisfactory progress, a d that next a student must be permitted to e~t~r the next:~~es~~isa~ermission is semester must not include the ~epetlho~ ~~ oa~:ith a ~ommittee of all the normally granted by the Dean m Cconsu .att1 " Th" Don Rag Committee ·' tL "Don Rag omm1 ee. ~ . studem s tutors, , ue . ' • ro ram and approves its quahty assesses a students :vork m -b::~ ~~~~~Ke s~udent be permitted to enter before recommending to t e . d cted in the student's presence the next semester. This as.sessment is ~~ t~e end of the Sophomore Year, by all of his or her tut.ors ~n common. the Dean and the Instruction Comhowever, this permission isdgra~ted by 11 work during the first two years. · h i· ht fa stu ents over-a . m1ttee m t e 1g ? t d t who has not satisfactorily comUnder some ;1rcumstance~: :1¥o:d to repeat the work in order to t ligible for financial assistance pleted a semesters work mday remain at the College. Stu ents are no e . k (federal or institutional) while the~ a~e repeating wor s~mester with the Sometimes students are perm1cte t~.;nter ~u~~~ the course of the reauirement that they meet special. con i ions t" work and is deemed ' h tudent is not repea mg semester. In t ese cases, a s fl the Dean determines that the conto be making satisfactory progress uhn 1 d't' have not been met the b t When t e con 1 ions ' ~~;;si~:::~~l~at~~~ :~h the Instruction Committee, decides what further determination is to be made of the case. :n L In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6 St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, Uni·versity of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILUAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. OFFICERS Chairman Mr. A Scott Kelso Mr. Seth Cropsey Washington, DC Mr. John H. Dendahl Santa Fe, NM Vice Chairmen Miss Harriet C. Higgins Mr. John D. Wirth David Dobreer, M.D. Alhambra, CA Secretary Mr. Jerome LaPides Mr. Stephen L. Feinberg El Paso, TX MEMBERS EMERITI Mr. Robert A Goldwin Washington, DC Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mr. Walter Evers Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. Alfred Grant Santa Fe, NM Mrs. Anna E. Greenberg Annapolis, MD Miss Harriet C. Higgins New York, NY Mr. Allan P Hoffman Lawrence, NY Irwin Hoffman, M.D. Santa Fe, NM Mr. A Scott Kelso Houston, TX Hon. Bruce King Santa Fe, NM Mr. Rollin W. King Dallas, TX Miss M. Brownell Anderson Washington, DC Mr. Jonathan Krane Los Angeles, CA Mrs. Barbara Phelps Anderson Roswell, NM Mr. Jerome LaPides Annapolis, MD Mr. J. Burchenal Ault Santa Fe, NM Ms. Sharon Bishop Reston, VA Mr. Nicola Caiola New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Vincent A Carrozza Dallas, TX Miss Barbara H. Leonard Oberlin, OH Adm. Robert L. J. Long Annapolis, MD Mr. Owen M. Lopez Santa Fe, NM Mr. Donald J. Maciver El Paso, TX Mrs. Faith B. Meem Santa Fe, NM Mr. Charles Miller Santa Fe, NM Mrs. Lucille G. Murchison Dallas, TX Mr. Reg Murphy Baltimore, MD Mr. Charles A Nelson Croton-on-Hudson, NY Mr. Christopher B. Nelson Chicago, IL Hon. Frank V. Ortiz, Jr. Santa Fe, NM Mr. Gerald P. Peters Santa Fe, NM Mr. David B. Rea New York, NY Mrs. Hope D. Ritchie Santa Fe, NM Mrs. Mara Robinson Santa Fe, NM Mr. John E. Robson Atlanta, GA Mrs. Elspeth D. Rostow Austin, TX Mr. William W. Simmons Annapolis, MD Albert G. Simms II, M.D. Santa Fe, NM Mr. J. I. Staley Wichita Falls, TX Mr. W. T. Terry, Jr. St. Louis, JI/IO Mr. John Van Doren Chicago, IL Mr. Charles H. Watts, II McLean, VA Mr. Peter Weiss New York, NY Mr. John D. Wirth Atherton, CA Mrs. Mary Bittner Wiseman New York, NY Mr. K. Martin Worthy Washington, DC �FACULTY/69 68/ST. JOHN'S COLLEGE Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. ANNAPOLIS Laurence Berns President William M. Dyal, Jr. . . MTh S th Theological Seminary, 1953; DJrecB.A., Baylor University, 1949; · ., Rou erfD" ctor Peace Corps North Africa, tor, Peace Corps, Colombia, 1966-~9; ·~g1~n~ t lf~m:rican Found~tion, 1971-80; Near East, South Asia, 1969-71; r~s1. en ,1;8~~81· President, AFS International Consultant to President, Ford Faun at10n, C ll 1986lntercultural Programs, 1981-86; President, St. Jo ns o ege, . h, B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton Dean of the College in Annapolis Thomas J. Slakey ., b 53· . 1952 . MA Univers1te Laval, Que ec, 19 , . B.A., St. Mary's ~allege, Cahforma, St ~hds College, Annapolis, 1959-64, Santa Ph.D., Cornell Umvers~ty, 1960, Iut~, . · ~ff . 1971_ 74 , and Associate Professor Fe, 1964-71; Vice-President for Mca ~;1~~lle :1~f California; Tutor, St. John's Colof Philosophy'. 1971-76d:~::ve ~~~3-85 asgfounding dean of Whitney Young Col. .D St John's College, Annapolis, 1986-. lege, Annapolis, 1976-. . lege, Kentucky State Umvers1ty, ean, · B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler Eva T.H. Brann u · ·t Ya1 mvers1 y; e F 11 MA 1951 PhD 1956 e ow B.A., Brooklyn College, 1950; . · 1 5 Felio~ of the American School of the American ~umismatic Sooety, 3~~~;~er of ~he staff of the American Agora of Classkal Studies at Athenf, 1~;ii~~ ~f Phi Beta Kappa; Instructor in Archeology, Excavat10ns at Athens as Sib e'. M ber Institute for Advanced Study, Princeton, Stanford Umvers1ty, 1956-5 7 , emC ' . . for International Education and 1958-59; Member, U.S. Advisory omm1,ss~nlle e Annapolis 1957- Addison Cultural Affairs, 1975-77; Tutor, St. J~n~ 0 ~ilson Intern;tional Center for E. Mullikin Tutorship, 1971-: Fello;, f oo n~hitman College, 1978-79; Visiting Scholars, 1976-77; Arnold V1s~ng ro ess~1;J laware 1984-86· Fellow of the NaScholar in Honors EducatiHon, rnvt.ers1{g~7-8~· State Advisory,Committee, United tional Endowment for the umam ies, , States Commission on Civil Rights, 1988-. ·5 ' 9 2. Edward Grant Sparrow LB H ard Law School, 1954; M.A., Teachers ohn's Colle e Annapolis, 1957-, B.A., Harvard College'. 195.1; L · ., ~arv ~~~~;~~ i.o~~~~nU~~er:~~~:Cahforma, 1964- , ea , . i~~i~; ~~~i~gsbi~6:ct~, l~teia~~~hL~~e~~lt~~, c;~= . 1 St Mary's College, ncu um, . napolis, 1977-82. Edward Malcolm Wyatt . . 1956 University of Virginia; Instructor in Mathematics, Urnver, S J h , C llege Annapolis 1958-, Andrew W. B.A., 1953, M.A., sity of Virginia, 1955-58; Tutor, t. o ns o ' , Mellon Tutorship, 1972-. Beate Ruhm von Oppen . . . E 1 d 1939· Art Librarian, Barber Institute B.A., University of Birmmgha~, ng an ' 43 '. British Foreign Office, 1943-51; of Fine Arts, University of B1TT:f1ham,l~;~~~6· 'Research Staff, Nuffield College, Royal Institute of lntemat1ona airs, ' · B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1950; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson RA., Columbia College, 1958; Columbia University, 1960; New York State Teaching 1958-60; Director of Men's Chorus, New York Association for the Blind, Instructor, Riverdale Country Day School, 1960-61; Chorus Direc- �70/ST. JOHN'S COLLEGE FACULTY/71 tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis B.S., Bates College, 1962; Department of Histor f S . Assistant, 1962-66, University Fellow 1966 67 ~o. c1~nce, 1962-67, Teaching St. John's College, Annapolis, 1967-.' - ' mvers1ty of Wisconsin; Tutor, Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, 'universit of Ch" . . Fellow, Harvard Universit" 1960-61 · N t' al Ay icago, Woodrow Wilson F 11 J' ' a ion eronautics and S Ad · · wn e ow, 1963-65; Lecturer in Political S . R . pac~ m1mstraturer in Liberal Arts, University of Chica ~1e~~S oosevelt Umv~rs1ty, 1965; LecWheaton College (Massachusetts), 1966-t8.' Tutor-~6; ;n~tr?ctor m Government, t. o ns C?llege, Annapolis, 1968-; Fellow, Institute for Sino-Soviet St~di 1981; MIT/Harvard Workshop on Nucl Wies, eorge Washmgton University, 1983; National Endowment for the H ear .t~ap~ns and Arms Control, Summer NEH Planning Grant 1986-87· NEH ~mam ie~ onstitutional Fellow, 1984-85; ' ' nterpretive Research Grant, 1987-89. Wye Jamison Allanbrook f G B.A., Vassar College, 1964; M.A., 1965 PhD St . . Wilson Fellowship 1964-65· Teachin'g A . .'' t ~ordMUmvers1ty, 1974; Woodrow 1967-69; Tutor, St'. John's College An ss11s· anlt m usic, Stanford University, , napo 1s, 969-. John F. White B.A., St. John's College, Annapolis 1965· MA T Research, 1970; Alvin Johnson Fellow'1970-n. t ., SheJ Nhe;v School for Social 1971-. ' ' u or, t. 0 ns College, Annapolis, i David Edward Starr B.A., Gordon College 1962· MA 1966 PhD Assistant in Philoso~h" Bost~n.,U . ' .t· .,191972, Boston University; Graduate U . J' mvers1 y, 63-64· Teaching I t B mversity College of Basic Studies 1964-66·' Instr '. . n em, oston of Rhode Island 1966-71 · Tutor St J h , 'c ll uct% m Philosophy, University Director of The,Graduat; Instit~te fn ~·~s loEdege, . nnapolis, 1972-80, 1982-, I era ucation, Santa Fe, 1980-82. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar 1960 61 U . "t ~~es~de~t's Fellow: 19~~~~~;1 /ul1~J;~: t9~~~~=it~~1·M~~i~~bi~~~;~rs~:' /96~9 Washington Square C~llege 1965-6~~nA, . t ; npstrufctor, New York University, . . ' , ss1s essor 1968 PhD C l . b Ia Umvers1ty, 1969; Tutor, St. John's Colle e ant ro I' An ' ' . . ., o umment for the Humanities Fellow, NationalgF~llo~a~~o~;973Hi Natiotal ~ndow­ War, Revolution and Peace, Stanford, California, 1977-;;;'. oover nshtute on Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's Colle e Ann . irmceSton University, 1972; Princeton National Fellowg l972· ;:i:~~1sStl~6~ ~(:Ai, ege, anta Fe, 1973-77, Annapolis, 1978-. ' ' ' . o ns o Deborah Schwartz Renaut B.A., St. John's College, Annapolis 1968· MA John H k" U . . M.S., Georgetown University, 1974· Tut~r St .J,oh ' sC lolp mAns mvers.1ty, 1971; ' ' ' · ns o ege, napohs, 1974-. David Lee Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, �72/ST. JOHN'S COLLEGE FACULTY/73 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Member, Massachusetts Bar, 1981-. Joe Sachs B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for . Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. William Jon Lenkowski B.A., Marquette University: 1965· MA Philos h Research, 1970; Doctoral Studi~s i~ Philoso ~p >:r:he New School for Soc~al Re~earch, Columbia, University of Freibur . )n~~r e New ~chool for Social University, 1968-76; Visiting Lecturer philo!~ h ~cto~ of philosophy, Rutgers of Technology: 1976-77· Lecturer anc· ' t G kp J'. 0 science, New York Institute Research, 1977-79· Tu~or St J~hn'/ecn 11 ree Anphilosop1·hy, New School for Social 0 ege, ' ' · napo is, 1979-. Jonathan S. Tuck B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A., Columbia University; 1969· B Phil Oxfo d U . . of California, Berkeley, ,1972;' Gradu~te St~dy ~v~~1trs~971; M.A., University Woodrow Wilson Fellow, 1969-70; Kellett Fellow in thg H' Ber~~ley, 1971-78; Col~ege, Oxford, 1969-71; Kent Fellow (Danforth Pou def um;nihes, Brasen?se ACssll1stantAand Assl~ciate, Department of English, Berkel:y, a1~~~~78~~::0~; l:aJchhnm? o ege, nnapo 1 1979-. s, ' ' , · o s John Joseph Verdi Thomas May B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-. B.A., Loyola College, 1971; M.A., Fordham Unive . . rsity, 1975; Assistant Professor, Loyola College 1974-79· v· ·r L ' ' 1s1 mg ecturer, Goucher College 1976 78 1i t S J h , t~on~s~~!~g:lis~~~;~~~~'. 1979-; Director, Graduate Instit~te in Lib~raf ~~~c:~ Michael Comenetz Chaninah Maschler Marilyn Douville Higuera B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. B.S., University of Michigan, 1975; M.S., Universit f M' h' · Mathematician 1977-79 Johns H k' U . . Y0 IC igan, 1977; Associate Tutor St John;s C 11 ' A olp ms nivers1ty Applied Physics Laboratory· , · o ege, nnapo is, 1979-. ' 1980-84, Annapolis, 1984-. Robert P. Druecker Elizabeth M. Blettner B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. 99 study in Engl.ish literature, University Instructor of' hiloso m I .o~op y, Pennsyl:rania State University, 1978; p y and humanities, Pennsylvania State University: 1979-80· R . h d M WP ic ar . eaver Fellowship 1981· PhD · Ph'l ' ' University; 1985· Tutor St John's C '11 . An. m Il~sophy, Pennsylvania State ' ' ' · o ege, napo is, 1982-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. I I i Michael G. Oink Harvard University, 1970-72; B.A. St. John's College Anna olis 197 i~~oc;i::1i:t~~~~~~~ !t;:~~co;~~~~~~~~iiu~L~rr:eJ!~;, T~c~~~As~~is~~~~'. ' ' · ns o ege, anta Fe, ~f'0is~~~~~r~~7~~;~~iZ' l ~ ;pf;.fduat~ h .. James Howard Beall ~~~:~~u~~~{9,;i'.rrto~e, t~63.-67; B.A., P~ysic.s, University of Colorado, 1972; L b y f' A ' . ., ys1cs, 1979, University of Maryland; Astrophysicist Ga oratory or stronomy & Solar Physics, NASA Goddard Space Flight Center' /~n~t, M~and, 1975-78; Congressional Fellow, United States Congress Offi~ ~l'ec t o °-J.Y . ~sessment, Washington, D.C., 1978-79; Project Scientist BKD Co~~~if/~avirlg~na, 19~9L8~; National ".'-cademy of Sciences/National R~search o· . . a esearc a oratory Resident Research Associate Space Science 1vll1s1on,ANaval R~search Laboratory, Washington, D.C., 1981-83· Tutor St John' Co ege, nnapohs, 1982-. s ' ' · 1 �74/ST JOHN'S COLLEGE FACULTY/75 Henry H. Higuera . Ann G. Martin . A 1976 PhD 1983 University of Toronto; B.A., Cornell University, 1974; M ... , c' 11 . .l98l-B2·' Tutor, St. John's ColInstructor in Political Science, D1ckmson o ege, ]ege, Annapolis, 1982-. Walter Sterling . . /ii R .· · ' . MA Penns lvania State Urnvers1ty, 1966; Instructor, . D Candidate Catholic University of B.A., St. Johns College,_1965, .966 68· Pennsylvania State Urnversity 1 h-' d Tutor St John's College 1983-. America, 1970-74; Editor of St. Jo ns ev1ew an ' . Michael Blaustein B.A., St. John's Co IIege, A nnapo ]"is, 1974·' PhD., Harvard University, 1984; Tutor, . St. John's College, Annapolis, 1984-. B.A., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; Ph.D., U. Massachusetts/Amherst, 1979; M.Phil., Middle English Studies, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German, Purdue University, 1981-87; Tutor, St. John's College, Annapolis, 1987-. Kevin Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. David Eugene Johnson Patricia M. Locke 4 . . . MA PhD in Philosophy, Boston College, 198 ; B.A., Gonzaga UnB1vers1tyC, 119177, 1978~1982· Instructor, Assumption College, 1981; Teaching Fellow, oston o ege, . ' Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey 1 h N S hool for Social Research, 1966; M.A., 197 ' School· Assistant Professor of B.A., Senior College oft e ew c Th N Ph.D., 1973, Graduate faculty of orkeat ~:eseo, 1972-1976; Graduate Faculty .t f Oklahoma 1980-1984; Tutor, St. Philosophy, State Urnvers1ty of NeUw y, of The New School, 1976-1980, mvers1 y o , John's College, Annapolis, 1984-. Anita L Kron.sberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Paul Antal lb · h 0 PhD U iversity of Chicago, 1975; Fu ng t B.A., Universitk ofFScran~onl9:i:z6 Gni~er-~it;tdegli studi (Florence, Italy), 1963; ' Fellow (C.E.S. ., ranced, C o 11ege, . 1968-74' University of Minnesota, 1975-79; Assistant Professor, Ree Tutor, St. John's College, Annapolis, 1985-. Pamela Kraus . DFA F 11 The Catholic University of Amen ca; N ~. e, ow, M.A, 1973; Ph.D., 19180, F ll 1973-74· Lecturer, The Catholic Umversny of 1968-70; Woodrow W1 son ep owf' f Ph' ·1osophv The Catholic University of A · 1975 80· Assistant ro essor o I ,, A . . menca, - , . F 11 wshi s Program Panel, American ssoC1at10n America, 1980-85; American e o Tip St J hn's College, 1985-. of University Women, 1985-presenc, utor, . o L, B.A, Augustana College, Illinois, 1960; M.A., University of Iowa, 1962; Ph.D., University of Iowa, 1965; Assistant and Associate Professor, Augustana College, Illinois, 1964-1971; Professor, United States Naval Academy, 1971-; Visiting Lecturer, University of Gothenburg, Sweden, 1966-67; NEH Summer Seminar in Philosophy, Brown University, 1974; Visiting Tutor, The Graduate Institute in Liberal Education, Annapolis, 1987, 1988; Exchange Tutor, St. John's College, Annapolis, 1988-1989. Cad A. Rubino AB., Fordham University, College of Philosophy and Letters, 1965; Ph.L., Woodstock College/Loyola Seminary 1966; AM. Fordham University, 1966; Ph.D., State University of New York at Buffalo, 1973; Instructor in Classics, Bellarmine College, 1966; Instructor in Classics, Le Moyne College, 1966-67; Teaching Fellow, SUNY/Buffalo, 1967-1971; Assistant and Associate Professor of Classics, Comparative Literature, and Religious Studies, The University of Texas at Austin, 1971-1988; Junior Fellow, The Center for Hellenic Studies, Harvard University, 1974-1975; Editorial Board, Genre, 1974-1976, Helios, 1978-1984; Director, Junior Fellows Program, UT Austin, 1982-1985; Research Associate, Ilya Prigogine Center for Studies in Statistical Mechanics and Thermodynamics, UT Austin, 1985; Chercheur, Service de Chimie Physique II, Universite libre de Bruxelles, 1985, 1986; Visiting Associate Professor of Classics and English, Santa Clara University, Spring 1987, Summer 1988; Tutor, St. John's College, Annapolis, 1988-. Cathar:ine R Haign.ey B.A. 1981, M.A. 1983, Ph.D. English 1989, University of Virginia; lecturer, Vanderbilt University, 1985-86; Tutor, St. John's College, 1989-. Timothy H. Paterson . p .. 1 1 . . PhD Yale University, 1982; Lecturer m o itica B.A., Oberlm Killam Postdoctoral Fellow, Dalhousie Univer' I" 1986 Sc1ence Boston o ege, sity, 19S4-86; Tutor, St. John's College, Annapo is, -. SANTA FE WiHiam Pastille President Agresto CColl~lge, li~~Z-84·· ti . ., 976· M A in Musicology, Cornell Umversny, A.B. in Music, Brown Umve~1ty, U,. . ·~y: 1985· Visiting Faculty, School of 1979; Ph.D. in Musicol~gy, orne M n~vers1 l985-86· Tutor St. John's College, Music, University of W1sconsm at a ison, , , Annapolis, 1986-. . . A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National �FACULTY/77 76/ST. JOHN'S COLLEGE Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, DC, 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Anthony James Carey St. John's College, Annapolis, 1963-65; B.A, University of North Carolina, 1967; M.A, The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A, Columbia University, 1949; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Dean K Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert 0. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962; Ph._D., University of Texas, 1974; Universit Fellow . . Umversity Fellow and Bess Heflin Fell U y . , Umvers1ty of Melbourne· John's College, Annapolis, 1964-65, of _Texas, 1962-64; Tutor, St'. m Liberal Education, 1973-19 75 , 1978_ 80 _ ' ' Dlrector, Graduate Institute s~:~a F:IV:~:~~ Don B. Cook AB., Occidental College 1958· PhD U . . Woodrow Wilson Hono;ar mvers.1ty of California at Davis, 1965· 1959-61; Tutor, St. John's Foundation Fellow'. 1981-82; Teacher, Santa Fe Prepatory School, 1972-7;'. 1973-, Assistant Dean, F:n .. , ~olle;:,' s1::t; ~at~~~~~;cience Elliott T. Skinner B.A., University of Colorado 1961· MA p . Candidate in Philosophy, Prin~eton Univ:rsi·~ . ~nceton University, 1963; Ph.D., Wi~son Fellowship, Princeton Universit yl9 s~1stant and Preceptor, Woodrow Philosophical Studies, Summer Institute i~, Gr 6{, p~~llow hof the Council for Tutor, St. John's College, Sante Fe, 1965-. ee I osop y and Science, 1970; Stuart Boyd M.A., Aberdeen University Scotland 1948· PhD School, 1952; Military sen:ice 1940 '45 A, . . "tberdeen University Medical Department of Psychiatry Aberd - U; .ss1st_ant ecturer, Clinical Psychology p h l , een mvers1ty 1948-52· I t t M d" ' syc o ogy, University of Colorado M d. I S h ' 1 , ns _rue or, e ical Training in Clinical Psycholo De ica Uc .oo' 1952-53; Director, Doctoral Psychology and Chairman D;py~rt envter f Bmhversity, 1954-57; Professor of men o e av1oral Scie c N M · . ' H . hl d , es, ·u 1g. an. s Umversity' 1957-64·' Lec,urer, D epartment of Psyn h' · ew bexico Ed' mvers1ty, Scotland 1964-65· Prof f p h. c iacry, m urgh of Missouri Medical School, K~nsas ~~:or ~ ~li. ~at(y (Psychology), University Association· Tutor St John's C ll yS, ' eLow, American Psychological ' ' · o ege, anta Fe, 1966-. 1 65 Roger S. Peterson A.R'. Harvard College, 1953; AM., 1957 PhD . . MJCh1gan; United States Navy, 1953-56· S F. " Botany, 1959, Umvers1ty of State University, 1959-62 Utah St t orest Service Research, Colorado lege, Santa Fe, 1966-. , a e mvers1ty, 1962-66; Tutor, St. John's Col- u' u' .... E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A, St. John's . and Philosophy of Science Univers·t f I· d. College, 1962; M.A., History . . ' I y o n iana 1965· ND EA F 11 h. Umvers1ty of Indiana, 1962-6 5 · PhD U . . ' . ' °. · ·. · e ows 1p, Tutor, St. John's Coll S ' F · " mvers'.ty of Cahforma, Riverside, 1980; ege, anta e, 1966-, Assistant Dean, 1977-81. Ralph Swentzel! B.S., New Mexico Highlands Universit 1963 I New Mexico Highlands University 1~65-66'. ~s;ructSor, JCohrr:puter Programming, 1966-. ' ' u or, t. o ns College, Santa Fe, Timothy P. Mi.Her AB., Harvard University 1948· B Mus 1949 D. Mus., Indiana Unive;sity l957· In ~, t '_M. Mus., 1951, Yale University; Lawrence College, 1951-53;, Fulbrl ht ~~~o~:rm Music and Freshman Studies, Assistant and Associate Professor ' HSamburg, Germany, 1955-56; usic. A gnes cott College, 1957-61; Direc- ofM . �78/ST. JOHN'S COLLEGE FACULTY/79 tor of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; I.:Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philip LeC11yer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Stephen R. Van lm:hene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E. Venable B.A, St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. Gerald Myers B.A, University of Colorado, 1964; Ph.n, University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.n, University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California 1968-69· H .d lb U . s1ty, 1971-73; Instructor, University of Geor ia , 1965 ' e1 : erg mverUniversity of California at Santa Cruz 1967-~1.'11 t -S67;J1ihea;hmg Assistant, Fe, 1974-. ' ' u or, t. o ns College, Santa Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candid . s1ty of Utah; Teaching Fellow, University of Utah 1970-74· Tutor aStet, J19h7~, CUnl1lverSanta Fe, 1974-. ' ' ' · o ns o ege, David Bolotin u· · B.A., Cornell University 1966· PhD New v k Cl . Y: 1 U , , . ., ior mvers1ty 1974· Lecture . ass1cs, a e niversity, 1971-73· Tutor St John's C Il r m 1. t~~~:r~i~~ 1!8 ~hic~~~~i~~8~ss1~~;~~:r~fes.sor, A ' Com:i~~=~ 0 ~n;~~~f' J~:~;~~'. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971 PhD Ph'! h . Assfistant, 196~, Yale University; Teacher, Shi~e;' Col~eog:op1;71~~3, ATea;htmg P ro essor of Ph1losoph c n .s u ' ' SSIS ant , y, a orrna St. Jo h ns College, Santa Fe,1 1975-. tate niversity at Humboldt ' 1973-75· 1iu tor, ' Phillip Prescott Chandler, n B.A., St. John's College Santa Fe 1968· Ph D U · · r Diego 1975· J · F 1'1 C ' ' · ., rnversity or California at San , , urnor e ow enter for the St d f D · 1.968-69; Graduate Study, Mathematics and Phil~s~p~y o~TaohcoramhacSitn~tiru'uti.ons, s1ty 1969-70· ND EA F 11 . ' a[e rnverf J"f ., e ow, 1970-73, Dissertation Fellow, 1973-74, University 0 a 1 ,orma at an Diego; Instructor, Mathematics, Oklahoma State Universit 1ummer, ~73, Summer, 1975; Instructor, 1974-75, Assistant Professor 1975-7~, ssista~ Irector, Sprmg 1~76, ~ollegiate Seminar Program, Universit' of Notr~ Dahrr;e,Clultlor, Graduate Institute m Liberal Education, Santa Fe 1976 YTutor St Jo ns o ege, Santa Fe, 1976-. ' ' ' · C S. , : Lynda Lamson Myers ~.A., St; John's College, 1971; M.A., University of North Carolina 1975· 1i t 1977-; Director of the Graduate Instit~te in'Li~e~:l E~jc~~:~,C~~~:~a:.anta Fe, Edward Cary Stickney B.A, St John's. College, Annapolis, 1975; M,A., Philosophy Albert-Ludwi Urnvers1taet, Freiberg, W. Germany, 1979; Tutor, St. John's Colleg~, Santa Fe, 198o~s Nancy Dunning Buchenauer RA., History 1967 MA A · t H. c !] . B ' '. '. ., ncien istory, ornell University, 1969; Ph.D. F- assics, rown Umversity, ~980; Ford Foundation Fellow, 1966-68; Universit' - ellow m Classics, Brown Umversity 1969-70· Tutor St John's C 11 s Fy 1980-. ' ' ' · o ege, anta e, Charlotte Gray Martin ~.A., University of .Colorado, 1972; Deutscher Akademischer Austauschdienst Uankst1pendmm, Umvers1ty of Freiburg 1972-73· PhD Cl · dC · St a· B U . ' , · ., ass1cs an omparahve V'u' ~es, Loston mversity, 1979; Teaching Fellow, Boston University 1975-78· c'~itm~ e~tu~er, Colorado College, 1978-79; Assistant Professor un'iversity of 0 ora o, pnng, 1980; Tutor, St. John's College, Santa Fe, 1980-. �80/ST. JOHN'S COLLEGE FACULTY/81 Peter Dragan Pesk A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Jack Lincoln U.S. Army, 1966-69; University of Rhode Island, 1969-70; B.A., St. John's College, Annapolis, 1974, General Contractor, Annapolis, 1974-75; M.A., Philosophy, McMaster University, Hamilton, Ontario, 1978, Ph.D. candidate, 1978-79; Teacher to learning disabled adolescents, St. Thomas More School, Colchester, CT, 1979-80; Teacher, Maritime Sciences, Mathematics, Social Sciences, Christchurch School, Christchurch, VA, 1980-81; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981, 1982; Greengrocer, Providence, RI, 1981-82; Tutor, St. John's College, Santa Fe, 1982-. Janet A Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-84; Santa Fe, 1985-. College, Annapolis, Summer 1981 Santa Fe S College, Santa Fe, 1985-. ' ' ' ummer, 1984, 1985; Tutor, St. John's George H. Aigla B.S. Saint Mary's College, California 1975 MD . . Francisco, 1979 California Heart A ' . f . S. . University of California San Fellow, Cancer .Research Institute ~~~~~:s~~n ;teln; Research Associate, 1974. mer 1976. Resident, Pathology Departmenty ~ . a I. orma San Francisco, Sumcisco, 1979-1980. Assistant Med· 1E - . , mvers1ty of California San Fran!Ca xammer Coron ' Off' c· o f San Francisco 1980-1981 L t . An, er s ice, ity and County . , . C a lI.forma, 1981-82. Lecturer. in ec urer m andatomy:'. Son om~ s·rate U mversity, Anatorn Franc~sco, 1981-1985. Private translator, 1~82 Physiology, C.1ty Coll:ge of San Marys College, California 1982-1985 1i t .SLecJture~, Collegiate Sernmar, Saint ' . u or, t. ohns College, Santa Fe, 1985- John E CorneU · B.A. 1975, M.A., 1977, McGill University· PhD U . . · ., mversity of Chicago 1981· McConnell Fellow 1975 77. F. hb . F 11 ' NEH Fellow, 1982'. ACT -S Fe,1101~ le91~3eo4owA, 1977-1980; Searle Fellow, 1980-81'. ' ~ University of Oregon 1981-83· w . 0 -op'· f ss·st an t P ro f essor, H onors College ' A, t ' U ' ' ' ssis ant ro essor Histor f S · of Georgia, 1984-1985· Tutor St J h , C ll ' Yo cience, niversity ' ' · 0 ns o ege, Santa Fe, 1985-. Linda Wiener Martin Afan Cohen Brandeis University, 1968-70; AB., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A. 1985; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.S., Biology, University of Miami 1977· M S University, 1979· Co-founder Fo d, t· f, .. , Entomology, Colorado State h ,., ·1 b. ' ' a or mo 1tes, 1979; Ph.D., Entornolo un U 10n . t e Redisc overy an d p rotection of . . Doctoral Fellow Linguistics Harv!;d Umvers1ty of W1sconsm-Madison, 1981; PostMuseum of Co~parative Zoology: H rnver~1lf 1982-:-1985; Entomology Associate, Consultant, Arthur D. Little Inc' Carv~r ·a mvers1ty, 1982-1985; Agribusiness College, Santa Fe, 1985. ' ., am n ge, MA, 1984-85; Tutor, St. John's B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. R. Glen Coughlin Katharine S. Mulford B.A., Liberal Arts, Thomas Aquinas Colle e 1981 · MA . s1ty, 1982; Instructor in Humanities St\' , Philosophy, Laval UniverTutor, St. John's College, Santa Fe, l986-. awrence allege, Quebec, 1983-1986; BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Leaming, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; tor of Curriculum and Development, Campbell Center for Historic JJr•>carm>h Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. C., Timothy Carl Guile B.A., Marquette University: 1967· F lb · h S h 1967-68· Nat1·onal S. ,F a' u ng t c olar, UniversityofFreiburg BRD ' CJence oun ahon Fell u· · ' ' M.A., University of Chicago 1971· A . ow, mvers1ty of Chicago, 1968-73; , , · · University of Southern California, ss1stant Professor .of Lmgms f ics an d G er1973-74· Le man, . Lmgmstics, University of Witwatersra d J h , ~turer m Phonetics and General tion Officer, COM of South West Pf n , /~ an~es urg, R.S.A., 1974-76; Educasity of Chicago 1979· Lingu1·st/cu . 'rl1ca d aml1 ia Pty, 1976-79; Ph.D., Univer' , rncu urn eve oper f th M _ . or e enommee Language Program of the Menominee Indian S h 1 0· . Tutor, St. John's College, Santa Fe, ~9~~- istnct, Keshena, Wisconsin, 1980-86; Randolph J. Perazzini B.A., University of Chicago, 1970; M.A. 1971 Ph . . Cornell University; Instructor, Cornell U;iver .,' .D., 1975, English Literature, of English, Pittsburgh State University: 1976~~i' 11975-1976; Assistant Professor and Chairman of Humanities Departm~nt 198 - , nstructor m English, 1979-:-86, l\1ex1co City; Assistant Professor of En lish a;d86, Amen~an School Foundation, S g J h , CHurnamties, Umted States Internat10nal University: 1980-84 . 1i t ' u or, t. 0 n s allege, Santa Fe, 1986-. ' �82/ST. JOHN'S COLLEGE FACULTY/83 Bm Berg B.A., Johns Hopkins University, 1960; M.A., Cornell University, 1962; Ph.D., Classics, Princeton University, 1966; Fulbright Fellow, Greece, 1960-61; DAAD Fellow, Tubingen, Germany, 1964-65; Assistant Professor, UCLA, 1966-67; Stanford, 1967-74; Director, Stanford-in-Greece, 1974; Oregon local and regional government, 1976-82; Public radio programmer and director, Astoria, Oregon, 1983-86; Tutor, St. John's College, 1987-. Dana Densmore B.A., St. John's College, Annapolis, 1965; Software Design and Engineering for Apollo Project, Space Shuttle, other NASA contracts, Instrumentation Laborator~, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Womens Institute for Freedom of the Press, Washington, D.C., 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles Stark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner,. Nixdorf Computer Corporation, Burlington, MA, 1979-81; Director, Artemis Institute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. Alan Webber B.A., Philosophy, B.A., Comparative Culture, University of California, 1974; Ph.D., Comparative Culture, University of California at Irvine, 1985; PhHosophy Instructor, Golden West College, 1974-79; Associate Lecturer, Program m Comparative Culture, University of California, Irvine 1975-80; Property Develope~ 1981-84. Instructor in Philosophy, Orange Coast College 1985-87. Tutor, St. Johns College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; L.ecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1988. Jeffrey A. Goodman Foundation Fe!low, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval Umvers1ty, 1986; Tutor, St. John's College, Santa Fe, 1987-. George L. Iannacone B.A. St.. John's College, 1982; M. Phil:, Department of Geology and Geophysics, Yale Umvers1ty, 1985; Doctoral work m Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research , 1986 , 1987· v·IS!·t· p . , Ing A . . ss1stant rofessor m Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Lawrence Cave B. Mas. Oberlin C~llege Con~e.rvatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. m MusIC Composit10n, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1988-. Basia C. MiHer B.A., Philosophy, Antioc~ College, 1959; M.A., University of Chicago, 1962; Translator for the Umvers1ty of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Ed;.ication for Adults, University of Chicago, 1982-88; Doctoral candidate m Romance Languages, University of Chicago, 1984; Teachmg Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. David Lawrence Levine AB. St. John's. College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State Umve~s1ty;. Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; Umvers1ty Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language S.tudy, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Phi~osophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State Umversity, 1980-88; Fellowship Research Grant, Earhart Foundation 1984-85· Tutor, St. John's College, Santa Fe, 1986, 1988-. ' ' Joan E. Silver B.A., English, University of Pennsylvania, 1968; Edith F. Mirrielees Fellow in Creative Writing, Stanford University, 1973; M.A., Creative Writing, Ph.D.,Enghsh, Stanford University, 1978, 1981; Instructor in English, Stanford University, 1980; Assistant Professor of English, University of Santa Clara, 1981-83; Fulbright Teaching Fellow in American Literature, Omar Bongo University, Gabon (Central Africa), 1985; Writer-in-Residence, Western New Mexico University, 1984, 1986; Tutor, St. John's College, Santa Fe, 1987-. B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. Thomas Stokes William S. Kerr B.A. in English, Davidson College, 1970; Dipl6me annuel, Cours de civilisation frarn;:aise a la Sorbonne, Paris, France; M.S., University of Texas at Austm, 1974; Doctorate in French in progress, University of Arizona, Tucson; Peace Corps teacher in Zaire, Central Africa; Assistant d'anglais, Universite de Grenoble III, Grenoble, France; Teacher of English, Hobby and Mieger GmBH, Stuttgart, West Germany; Tutor, St. John's College, Santa Fe, 1987-. Sean D. ColHns B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University B.So, Oklahoma State University, 1974; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; Graduate Study m Philosophy and Classics, University of New Mexico, 1979-83; M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Tutor, St. John's College, Santa Fe, 1989-. �OFFICERS/85 84/ST. JOHN'S COLLEGE PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre TUTORS EMERITI Wiley W. Crawford Jam es L Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith, ESC Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Michael Ossorgin Curtis A Wilson Charles G. Bell Samuel Emmons Brown Thomas King Simpson HONORARY FELLOW Paul Mellon · ·t 1929· BA 1931 MA 1938 Cambridge University; Litt.D., Oxford BA Ya Ie U mvers1 y, ' · ., ' · ., ' l · . · 1967 · · ., U.n1vers1·ty, 1961· LLD., Carnegie Institute of Technology, 1967; LH.D., Ya e Umvers1ty, , . OFHCERS, ASSOCIATES AND STAFF SANTA FE ANNAPOLIS President William M. Dyal, Dean Thomas J. Jr. Slakey President John T. Agresto Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Treasurer Robert Harner Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Thomas May Assistant Deans Wye Allanbrook John Verdi Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Career Planning Ellie Lotz Dietrich Director of Continuing Education Thomas May Director of Development Janice C. Buys Director of Financial Aid Caroline Taylor Christensen Director of Graduate Institute Timothy P Miller Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L. Wallace Assistant Dean Georgia S. Knight Director of Admissions Lawrence H. Clendenin Director of Development Marsha K. Drennon Director of Career Planning Ron F. Hale Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Deborah Walker Registrar Diane M. Trudell Director of Student Activities Istvan Fehervary Director of Conference Center Simon Gormley Director of Personnel Ted R. Gonzales Coordinator of Buildings and Grounds Dolores Vigil Supervisor of Maintenance Juanito Zamora �86/ST. JOHN'S COLLEGE Annapolis States Represented Alabama Alaska ........... Arizona Arkansas California Colorado Connecticut Florida Georgia Idaho Illinois Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Missouri Nebraska New Hampshire Santa Fe 34 31 2 1 1 6 1 22 1 1 3 1 5 2 1 1 3 1 1 3 23 8 2 3 2 3 Annapolis Number of Students Fall 1988 January 1989 Men Women Early Entrance Previously Attended College Range of Ages Veterans Kind of School Attended Public Independent Parochial 139 13 3 1 5 1 2 2 2 Annapolis New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Wisconsin District of Columbia Santa Fe 11 1 12 5 6 1 2 10 1 1 17 6 1 2 1 9 2 1 2 1 2 2 4 1 1 19 1 1 5 4 5 5 2 2 Canada Ghana Philippines West Germany 76 63 3 6 17 47 16-29 16-35 2 4 84 44 11 92 31 12 1 Receiving Financial Aid 42% Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth 50% 27% 23% 24% 22% 3% 1% National Merit Honors Scholars Finalists Semi-Finalists Commended Students 1 1 Annapolis Santa Fe 110 29 77 62 2 1 42 7 6 13 16 *Not included in this table are 60 students for whom rank-in-class is not available and 4 readmitted students. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1989-1990 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1989-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1989-1990 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1989-1990 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7a137c33a40475b517c749dec675b7cf.pdf 449a31d645706e3d5ee9c6df589c5a53 PDF Text Text 's STATEMENT OF THE ST JOHN'S PROGRAM 1990-1991 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO (301) 263-2371 (505) 982-3691 87501 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, sexual orientation, national or ethnic origin, or against the handicapped. �ANNAPOLIS 1990-91 SANTA FE 1990-91 August 29 ......... . August 30 August 30 August 30 ............... . October 5-8 November 21-25 December 13 December 14-January 6 January 7 January 7 January 9 February 1-4 February 29-~1arch 17 May 17 ............... . May 19 Freshman Registration Sophomore, Junior, and Senior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Tutorials January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 23-25 August 23 August 24 August 24 August 24 August 27 ....... . October 5-8 November 22-25 December 13 December 14-January 13 January 11 January 14 ........... . March 9-24 May 17 .......... . May 19 Fall Senior Oral Examinations Freshman and Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUPv1MER 1991 27 17 August 2 August 9 January Freshman Graduate Institute January Freshman Graduate Institute SUMMER 1991 Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends June 3 June 24 August 8 August 16 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Summer Session Second Semester Summer Session Begins Begins Ends Ends �introduction ........................................... . The Curriculum Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... Preceptorial ... Tutorials .. Laboratory .... . Formal Lecture .. . St John's List of Books The Academic Order Tutors Instruction Committee Library ....... . Schedules ....... . Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts .................. . Graduate Institute in Liberal Education Directory Information and Right to Privacy 6 8 10 11 16 20 22 28 29 30 31 33 34 35 37 37 37 Reo:idem:e and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses ............ . 38 43 47 50 Admissions Requirements and Procedure Campus Visit 56 Fees and Financial Aid Procedures and Deadlines Grants and Loans ....... . Student Budget Billing and Deposits Refund Policy ... Criteria for Judging Satisfactory Progress 54 58 60 62 62 63 64 Bibliography .. 66 Board of Visitors and Governors ... 67 68 Officers, Associates and Staff 85 Profile: 1989-90 Freshman Classes 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings, And, ~hile seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others, In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversai:ion. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and wnting, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating dear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE · - The heart of the curriculum is the seminar- a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may dash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument within the sequence of analogies and other imaginative devices by the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation, It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently~ all opinions must be defended with reason, and any single opinion can prevail consent. The aim is always to develop the students' powers only by of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter" There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heinegger; Being and Time Design and Expression in the Visual Arts Ulysses Course in General TS. Bosch Kant; Critique judgement Hobbes; Leviathan City of (;ed Selected Novels Leibnitz; New Essays Concerning Understanding Pmblems in Medidm:: l'Iietzsche: the Id0ls The seminar cannot suffice as the only setting for liberal education. its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing" Other learning devices must therefore support it; these are the tutorials in language, mathematics and music For each of four years, a student attends one language and - one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks" There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. assignments are normally made in all classes: mathematics, music ::md ~aboratory sections .as well as in language tutorials" The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other" To do this it must direct attention to the fundamental ways in which words can be together; to the modes of signifying things; the varied connotations and ambiguities of terrn.s; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial free from the veil of ready-made translation. Issues are brought to the fore ~hich might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French, Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre, The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attemoted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S, Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based" Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VV'nen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them, There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal �14/ST, JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression, But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity Scores of questions, of which the following are examples, are raised during the four years: 1Nhy and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there 'better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid, Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics, After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens That the tutorial reads indicates the difference between the rnathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis those difficulties and complexities of the geocentric system which are transformed by the Copernican revolution, They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of to learn a synthetic presentation of the very objects whose analytical treatment Descartes marks the beginning of modem mathematics, After this they study analytic geornetry, vvhich presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Niathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus, The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world, In the fourth year the reading of Lobachevski's approach to non- THE CURRJCULUM/15 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space, THE MUSIC TUTORIAL One of the aims of SL John's program has been to restore music as a liberal art to the curriculum, The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure, The liberal art of music was based for them on the ratios among whole numbers, In particular, the music program at SL John's aims at the understandof nmsic through dose study of musical theory and analysis of works musical literature. In the freshman year students meet once a week to the fundamentals of melody and its notation. Demonstration takes primarily by singing, and by the second semester the students persome of the great choral works, In the sophomore year a tutorial meets three limes a week The music tutorial reflects two different but comaspects of music. On the one hand music is intimately related rhetoric and poetry. On the other it is a unique and selfsufficient art, which has its roots deep in nature, The work of the tutorial includes an investigation of rhythm in words as as m notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterand harmony. None of these is done apart from the sounding reality of good music The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks, In the second semester at least one mawork is analyzed closely. Semmars on great works of music are included as part of the regular seminar schedule, Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the serninar meets. Group discussion of a work of music, as of a book, facilits.tes and enriches the understanding of iL �16/ST JOHN'S COLLEGE Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE CURRICULUM/17 the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation" The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative and on occasion to repeat an entire experiment. Only thus can come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students workunder the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for or for both, as the progress of the work requires. Occa"' laboratory meeting is reserved for the discussion of a classic or other text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �THE CURRICULUM/19 18/ST. JOHN'S COLLEGE 1st 12 vveeks: 20 weeks: biology and measurement, of 3rd Year electricity, magaetism 4th Year 10 weeks: 18 .weeks: Quai;Jum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological developmenL Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world, The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accomthe reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and MaxwelL The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualit::ltive description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of corpuscular and wave - and the success of either theory in accountfor phenomena is examined. The phenomena and processes leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In ff1any ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become che object of study, Prepared by his work with electrical Ph.er1orr1en.a. the student can focus on the questions of atomic stability that to the revolutionary quantum hypothesis of Bohr and the wave rnechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to to Mendel's theory of heredity and its development through the experinrte11ta,t and interpretation by TH. Morgan and his associates. results of laboratory studies of bacteria populations are considered ~rom the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied, �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE LECTURES A.NO CONCERTS The curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subjecL Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" Jar.nes Carey "The Inefficacy of the Good" Douglas Allanbrook "Mmds and Brains: Men and Machines" }/iortimer J. Adler "P;:iul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs "Knowledge and Faith" iames Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" RF Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "On Euclid L 35: Equality and Identity" David Jones �THE CURRICULUM/23 22/ST, JOHN'S COLLEGE FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Adstophanes: Plato: Aristotle: Eudid: Lucretius: Plutarch: l\licomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics'~ Nicomachean Ethics~ On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at SL John's College, The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years, The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries, The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter, The SL John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times, In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues, The list of books which constitute the core of the SL John's program is subject to review by the Instruction Committee of the faculty, Those listed here are read at one or both campuses, Books read only in part are indicated by an asterisk Aristotle: i»pollonius: Virgil: Plutarch: Epictetus: Tacitus, Ptolemy: Pio tin us: }\.ugus tine: Anselm: Aquinas: Dante: Chaucer: Des Prez: lvlachiavelli: \,,..Operrucus: luth":'r: r"' ' Rabelais: Palestrina: Montaigne: Viete: Bacon: The Bible* De Anima, On Interpretation*, Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Nov um Orgcmum * Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pense es'' Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Treatise of Human Nature'' Hume: Rousseau: Social Contract, The Origin of Inequality Wealth of Nations* Adam Smith: Kant: Critique of Pure Reason''. Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays The Misanthrope, Tartuffe Moliere: Faust* Experiments in Plant Hybridization Origin of Species Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville: Selected Speeches Lincoln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner· Capital~ Political and Economic Marx: Manuscripts of 1844 * Dostoevski: Brothers Karamazov War and Peace Tolstoy: Mark Twain: The Adventures of Huckleberry Finn William James: Psychology, Briefer Course Thus Spake Zarathustra~ Beyond Good Nietzsche: and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron'' Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce. The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: Hegel �26/ST. JOHN'S COLLEGE CLASSIFICATION Of AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Second Year Third Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce j oseph Conrad Virginia Woolf Flannery O'Connor Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Locke Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Rousseau Hegel Kierkegaard Nietzsche William James Ptolemy Apollonius Copernicus Descartes Pascal Viete Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Hegel Marx Faraday Lobachevski Documents from American Lorenz de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Rutherford Minkowski Bernard Davisson Einstein Heisenberg Whitehead Maxwell M �28/ST. JOHN'S COLLEGE At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great boo who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issu that will engage the intellectual and imaginative powers of their student Next, they must be good listeners, able to determine the difficulties of thei students and to help them to reformulate their observations and examin THE ACADEMIC ORDER/29 their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted .$lbbatical leaves to allow for leisure and serious study. Between sabbatical le11ves, faculty study groups are set up. Leaders of such groups are relieved ofpart of their ordinary teaching duties. They engage in a thorough study . ~d exploration of a subject chosen by the Instruction Committee of the t',aculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to ··!he St. John's curriculum, the work of the study groups opens new perspecJ~ves for teaching and learning at St. John's. Instruction Committee is a committee of tutors responsible for advishe Deans on all matters of instruction. It also advises the President ointments to the faculty. The Committee consists of the Deans and e tutors, six elected by the tutors on each campus of the College; the dents sit with the Instruction Committee ex officio. The Deans preside the Instruction Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Come for that campus and meet at frequent intervals throughout the year. full Committee meets annually, alternating between the two campuses, the Dean at the host campus presides at those annual meetings. �30/ST JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS WEDNESDAY THURSDAY Language FRIDAY Language Mathematics Mathematics Formal Lecture Seminar The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection_ Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and Weigle Hall. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 8,620 records, tapes and CDs. A SAMPLE FRESHMAN SCHEDULE, SANTA FE vVEDNESDAY THURSDAY Language FRIDAY Mathematics Languagi" Laboratory Chorus Forrnal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three and a half hours to and a half hours per weelc Freshmen, juniors, and seniors spend up six hours each week in the laboratory. Two evenings from eight to ten students attend a seminar. A formal lecture or concert is given once week. Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. their sophomore year, students must pass an examination in algebra and trigonometry. --11u1rn.1", their junior year, students must pass an examination to demonstrate knowledge of the French language_ SENIOR ORAL ENABLING EXAMINATION senior oral enabling examination is given to the student in the fall beginning of the fourth year. It is focused on a number of books the seminar lists assigned for rereading and study during the preceding The passing of this examination confirms a student's status as .:a1.11..u.uate for the degree of Bachelor of Arts. ~he ESSAY AND ORAL EXAMINATION senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to of specialized research, but rather a sustained performance in arts. Four weeks at the start of the second semester are reserved during this period the seniors attend no classes. If the is approved by the faculty committee to which it has been ed for reading, the student is examined upon it by the committee hour-long public examination. No degree is awarded unless both and the oral examination are satisfactory. The senior essay is as a culmination of the student's learning, �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the stu dent may be placed on academic probation, with the stipulation of condi tions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the De each semester as a conventional letter grade, A, B, C, D, or F where indicates that the work is at a satisfactory level. Such a grading syste is necessary in the case of students who wish to go on to graduate or pr fessional school or to transfer to another college. Within the Colleg grading is not of central importance. Students will be told their grades onl on request. They are encouraged, however, not to work for grades, b rather to try to develop their powers of understanding. If it becomes e dent that a student is not progressing, or that the learning process stopped, the student is asked to leave the College. SOPHOMORE ENABLING Sop~omore enabling is a review by the Instruction Committee with the ·' · ·. advice of all the tutors of sophomores' of the student's 1 h . earnmg d unng ~~ ·..t e two ~ears spent !n the College. The sophomore essay is especially im- portant m t~e e~ablmg procedure. Consequently, no students are enabled '.,... ..~ enter th~ J_umor ~lass unless they have written a satisfactory essay, and • ·; ~en only if m the Judgment of the Instruction Committee they are suffi: ( ~en~ly prepared for the work of the final two years. In particular, the enabl·~•·•lllg Judgment looks to the possibility of the student's writing an acceptabl or essay. e > st~dent who completes the four-year curriculum satisfactorily is e the deg~ee of Bachelor of Arts. Students who enter in the January . n graduat~ m thr~e and one-half years, but they spend their first sumco.mp letmg their freshman year, so that they, too, complete a fourcurn.culum. For transcript purposes, St. John's seminars, tutorials and ato:1es are t:anslated into terms of conventional subjects. The cur• IS the eqmvalent of approximately one hundred thirty-two semester DUATE STUDIES AND CAREERS AFTER ST. JOHN'S 'far many St. John's seniors elect to do advanced work in a wide graduate and professional schools. Experience shows that leading •0 �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE Tutors who have completed two years of teaching at SL John's may receive a Master's degree in Liberal Artso They must petition the Instruction Committee for permission to present themselves as candidates for the degree" They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon iL The topic must have some bearing on the understanding and practice of the liberal artso universities admit SL John's graduates with creditable records" Since St John's offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fieldso Many other graduates choose to embark directly upon careers in a variety of fieldso Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employmento St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum" The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized educationo The following table shows the professions or fields of advanced study entered by SL John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numberso Engineering Fin_ance Geology Agriculture Government Service Archaeology History Architecture History of Art Art History of Science Biochemistry International Relations Biology Journalism Bio-physics Business Administration Languages Law City Planning Library Science Classics Literature Comptlter Science Logistics Management Dentistry Mathematics Drama & Play-writing Medidne Economics Education Acting Advertising Music Oceanography Philosophy Political Science Psychology Public Administration Publishing Scientific Research Social Anthropolog}' Social Work The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuseso The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the eveningso The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptoriaL The seminars are modeled on those of the undergraduate college, they are limited to twenty studentso The tutorials are smaller classes devoted to the close reading of texts. The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in depth" At the end of the term students write a major essay on topics of their choiceo For the successful completion of each segment of the program nine credits are granted" Four segments are required for the though students who have previous graduate credit may be eligithe degree after three segmentso The segments may be taken in any order, but not every segment is offered in every term" More detailed informa!:ion and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87.501-4599 or Annapolis, Maryland 21404-16710 INFORMATION AND RIGHT TO PRIVACY with the family Education Rights and Privacy Act, the Colretains the right to publish at its discretion the following information each student presently or previously attending the College: the stuname, address, telephone listing, date and place of birth, field of participation in officially recognized activities and sports, dates of degrees and awards received, and the most previous educaagency or institution attended by the studenL As required by the College will provide public notice annually of its intention to such directory information" Students have a right to inform the "'°'J"'""" 1Nithin a reasonable period of time that any or all of this directory should be withheld" The College will respect any such request �38/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St" John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the Hsh, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at SL Johrls College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yardo The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Courtcil, meet once a week to hear requests from students for fonds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole, Controversy ranges to vital; short stories, poetry and news take up the rest of the are also welcome to contribute work to The Reporter, The Review, and Energeia, the three official publications of St. John' so Extracurricular organizations at SL John's are generally informal. Some year after year while others spring up and die out as the individual of the community come and go. Many extracurricular activities �40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss JulicL Every weekend the student film dub presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in 'Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery continue throughout the year. Materials and tools are furnished without charge in most cases. of community life where students and tutors Parties, an important meet informally, come in several vaneties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/ 41 Since 1939, when intercollegiate athletics were abolished, the College has an extensive intramural program, nO'l/\l including team competition in touch football, soccer, basketball, volleyball, softball, and track, well as individual tournaments in tennis, badminton, table tennis, and racquetball. Participation is voluntary and enthusiastic; the competition between intramural teams is passionate but good-natured. Students and tutors also interests in sailing, rowing, canoeing, karate, fencing, tai training and aerobics. Facilities include a gymnasium with courts and weight room, playing fields, tennis courts, and a The athletic program is designed to offer the community opfor physical exercise, development of skills, participation in sports, and a place for recreation and enjoyment. In a single departure from the long precedent against formal inter.~,.,.,~,.,",."' competition, there has in recent years been an annual croquet with a team from the neighboring United States Naval Academy, the .Annapolis Cup. rmrminr-•:o �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus . St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purin the fine arts, museums and opera; and with archaeological and ical research. Scientists in nearby Los Alamos do research in nuclear ·cs and related fields. Neighboring institutions of higher education de i:he Institute of American Indian Arts, the College of Santa Fe, Santa College, and the University of New Mexico in Albuquerto the south, Albuquerque provides the attractions and eniences of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the GoverThe architecture of the Santa Fe campus reflects the territorial style duced in the state during the last century. The campus, at an eleva7,.300 feet, overlooks the city and offers superb views of the Certhe Jemez, the Ortiz y Pino and the Sangre de Cristo mountain campus includes a classroom building, a laboratory, a student a music and fine arts building, an administration building and two �44/ST. JOHN'S COLLEGE clusters of dormitories. A library, conference center, dining hall, and infirmary are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud musk and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are perm.anent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballei: and modem dance. The studio in the Fine Arts Building, the darkroom and the pottery studio pro~ vide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/45 is open to the public, has a new show by professional artists bimonthly. student art show is scheduled each year, and awards are given for in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. St. John's Chorus and the Madrigal Singers also give recitals. The Col,,, '"'"'c provides numerous keyboard instruments, including two grand pianos a harpsichord, for student practice and performance. Practice rooms available in the Fine Arts Building_ The SL John's Film Society is organized by students to provide a wide of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �RESIDENCE & STUDENT LIFE/47 46/ST. JOHN'S COLLEGE ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swim passes. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. The St. John's bus takes students into town twice daily. Most students come to St. John's with definite interests outside th scope of the program and pursue these interests in extracurricular class and discussion groups both on and off campus. Informal discussions contemporary literature, forums on public concerns, and slide shows o art history are frequent on-campus activities, as are study groups in su languages as Latin, German, Spanish, and Hebrew. Thorne Fellowshi give eligible students support toward fulfillment of medical school prer quisites during summer months, during a leave from the college, or afte graduation. As in Annapolis, waltz parties, rock parties, and such regular even as the Octoberfest (in the mountains surrounding the College), the Hall ween Costume Party, the Fasching Ball, the Graduation Ball and Realit Weekend provide occasions for informal gatherings of tutors and stude Reality Weekend includes a talent show, a picnic, and athletic competiti ATHLETICS The Student Activities Office coordinates a volunteer athletic progr which offers opportunities for training and competition in a wide r of sports from skiing and river rafting to soccer and fencing. These I two are sports in which St. John's challenges other colleges and uni sities, and the College usually has one of the finest fencing teams in Southwest. There are indoor facilities for judo, karate, tai chi ch weightlifting, gymnastics and fencing, but during much of the year th activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and ha ; RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational 'institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. While the College schedules Jto formal religious services, there is a baccalaureate service before comcement. Attendance is voluntary, in consonance with the Charter. Many tors and students attend church or synagogue in town. It is customary or extracurricular Bible classes to be conducted by tutors of the College. CILITIES FOR STUDENTS e College Bookstore on each campus has all the books and supplies the dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is erated without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. addition, there are smaller, comfortably furnished social rooms in the rmitories and elsewhere on the campus. dormitories form small communities within the larger college comities, helping the incoming students to make proper use of the supthat other students can give them in their college life. I. �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 49 Unmarried students not at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the Assistant Deans or Head Resident to live off-campus. The College currently can offer no married student housing. Stud.ents who wish to have married student housing must find suitable housing offcampus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is availableo Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician or Assistant Dean. OFFICE CAREER PLANNING The Office of Career Planning serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Planning also offers assistance to those students who wish to embark upon careers immediately after graduatioR STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus it seeks part-time employment for students during the jobs. it can also aid students looking for full-time summer academic year, employment in the local community. decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the to show respect for the individuality of each student. All students to abide by the rules and regulations promulgated in the Student Manual published annually by the College. SL John's assumes that students respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been College provides a housekeeping staff to care for the dormitories. The inspects the rooms periodically and repairs at the expense of the or occupants any dormitory room and furniture that have been beyond normal wear and tear. Any damage to college property "'nca~:t'.u to the caution fee of the student or students responsible for the .~.. u'"·""' The College is not responsible for the loss of, or damage to, any ' " ' 111 rn•nr property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 BOATHOUSE I HEATING PLANT Fi/Office Continuing Education/ i COLLEGE AVENUE B TENNIS COURTS �52/ST. JOHN'S COLLEGE The standards by which applicants are selected . for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, ·of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records- the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. The ADMISSIONS/53 application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. liil �&M&k&W&L..LU@!Kfai... 14, ADMISSIONS/SS 54/ST. JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEAD UN ES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. Most applicants have a strong background in academic subjec~s. Specific academic requirements include two years of algebra, oi:e year or ge~metry, and two years of a foreign language; additional work m mathematKs and foreign language is advised, as well as two or three years of natural sc:ence. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one fro:n a teacher._ In exceptional cases certain of these requirements may be waived, or add1t1onal information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. . . Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to p~ofit from the college program and must either submit the results of a nationally ~ecog­ nized test (SAT, ACT, or PSAT) or a GED certificate. A campus v1s1t and interview are especially important in such cases. St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whol~. On inquiry, prospective students receive a statement of the St. Johns College program, an application for admission an~ re~ommendation for~s to be completed by schools and references. Apphcat10ns may be submitted as early as the second semester of the el~venth gra_de. _Because the Co~­ lege welcomes all serious applicants, there is no apph_ca~1on fee._ Studems should submit their application materials to the Adm1ss1ons O_ff1ce ?n t~e campus they prefer to attend. Students plannin~ to apply for fn:ancial aid should refer to the section on Fees and Fmancial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are non-refundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling requesting financial assistance. Of necessity, however, the amount �ADMISSIONS/57 56/ST. JOHN'S COLLEGE ,, I of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by tl;i.e Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially W:ise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathe~atics, langua~e, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly for- mal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday ?n the ?anta Fe c~1:1pus. If travel arrangements make these time periods 1mposs1ble, the v1s1tor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. ~ohn's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should g? .to the Admissions Office. On weekends and any day after 5:00 p.m. VlSltors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. I I i J �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualified applicants hould not be denied the opportunity to attend ~t. John's College because ~f limit~d Hnance_s. St. John's therefore maintams a fmanc1al aid program to assist eligible st~.d:nts ~o the greate~: extent possible within the limits or the ~olleg~"' resources. With very few exceptions, fmancml aid awards are made solely on the basis of need. A. The followimz principles underlie St. John's financial adid progral_m: ··h "' b1 f f . a college e ucat10n ies Wh 1 The primary responsi i ity or mancmg ff 'd l to the student and the student's parents. The College can o er a1 on y supplement funds the family provides. . db 2. The ability ~fa family to m~et college expen~es is determme d b~ss::d ing the family's financial strength in terms of mcome, assets, e ' family members in college. . 1 3 Financial aid may be in the form of a grant, loan or ~art-time emp oy: ~ent and will be offered to all students as a package which combines onor more forms of aid. ld 'b t t their 4 In kee~ing-with the philosophy that students shou cottr~- u e ? l aid educational expenses, self-help is the first component o a manc1a I '.i I The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Oakland, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3 . Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit supplemental information in order to be considered for institutional assistance. 6. .AJI recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. .An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. FinanAid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. PELL GRANT This Fede~al program is designed to provide financial assistance to those who need it to attend a post-secondary institution nell G t · d d f f ·P ran s are inten e t b th f o e . e ir.st orrn o assistance in a financial aid package and ma be ~.omb~~d wi~ ~~~e:bfil~rms of aid in order to meet a student's demonst!ated inanci_ nee . igi _ity for t~e Pell Grant and the amount awarded are det~~in~d on t~e basis of the financial resources of the applicant and the app icant s family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students e_ach year. ~he gr~nt_s are. awarded to students who demonstrate substanhEa01 s nGee_d l':'it~ pnonty given to Pell Grant recipients. Eligibility for the is imited to $4000 per year. C<?LLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time emplo ment to students who nee? s~ch earnings to pursue their course of study. St~dents may work only a limited number of hours per week while enroll d d while classes are in session. e an PERKINS IDAN (formerly National Direct Student Loan) T_~e~ l~ans are made by the College directly to students using funds provi e , or the most part, by the Federal Government. The maximum loan for four yea~s of uz:idergra~uate study is $9,000. No interest accrues and ~o payment is required while the borrower is enrolled at the Coll Th ~nterest rate during repayment is 5 % . There is a provision for de~~~~en~ if the borrower returns to at least half-time study at another institution. STAFFORD IDAN (formerly Guaranteed Student Loan) ~~ekStaffo~d L~an prog:am enables a student to borrow directly from a I ~ ' cr~di~ un_10_n, savings and loan association, or other participating en er w o is willing to make the educational loan. The maximum amount ~ urtergraduate may borrow is $2,625 for each of the first two years ; un erg~aduate study and $4,000 a year for subsequent undergraduate . tudy. N~ interest accrues and no payment is required while the borrower ls a full-time student. Repayment begins six months after termination of ~ollege attendance. For new borrowers the interest rate is 8% for the first our years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1990-91 STUDENT BUDGET* FALL FRESHMEN $12,990 4,411) 275 600 100, 350, 'Personal Expenses Tratl$portation JANUARY FRESHMEN *Fees are subject to change without notice. , 'The allowance for transportation varies with the distance between the students home and the College. 'Undetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING AND DEPOSITS H a student withdraws or is dismissed during any semester, a refund of Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester_ and January 1 for the second semester. Those who may wish to pay_ m monthly installments should inquire of the Treasurer about the various tmt10n payment plans or loan arrangements available to St. John's College students and parents. . ... Since determinations affecting students, faculty and physical fac1ht1es must be made well in advance of the beginning of each ac~demic yea.r, the College must know in April which returning students will register m September. A deposit of $150 on the fees for the following .year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a ~l~ce in the class. If the deposit is not paid, he may have to be placed on a waitmg list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective jumors) failure ~o enable. If the student should decide not to enroll in the year for which he made the fees for tuition will be made according to the following schedule: The first two weeks: 80 % The third week: 60 % The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. �64/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/65 Fe_deral _regulations require that an institution set a maximum time fram,e m which_ students must complete their educational objectives. St. Johns has se~ ~1ght years as the maximum time frame in which students who are. re~1p1ents of federal financial aid funds must earn their B.A. degrees. ~his may be eight years of full or part-time study. Years in which ~student is not enrolle_d at S~. John's will not count in the eight-year limitation. H~"".ever,_ years m w~1ch a ~tudent is repeating work (and thereby not rece1vmg aid) ar~ considered m the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than th~ee weeks, the class will be considered as repeated ~ork, an~ the s_tudent will not be eligible for financial assistance. Exceptions to this pohcy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. . A student who wishes to appeal a decision regarding academic standm? sho~ld present a letter of appeal to the Dean of the College. The Dean will review_ the situation, taking into account any special circumstances, and determme whether or not the student is making satisfactory progress. REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the 'Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans 1. ~t. _John's will report to the Veterans Administration within 30 days ali mc1dents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with t~e Dean who ~ay ask. the stu~ent to leave the College or may place him on _academic probation. Durmg that probation period, support and counselm~ are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. J_ohn's wil~ inform all veterans and dependents that prior academic cred~t credentials fr~m post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOK ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris VVofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDW!N, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J, WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Chairman Mr. A Scott Kelso Vice Chairmen Miss Harriet C. Higgins Mr. John D. Wirth Secretary Mr. Jerome LaPides MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mr. Walter Evers Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel MEMBERS EX OFFICIO !he Governor of Maryland l he Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. Seth Cropsey Washington, DC Mr. John H. Dendahl Santa Fe, NM David Dobreer, M.D. Alhambra, CA Mr. Stephen L Feinberg EI Paso, TX Mr. Robert A. Goldwin Washington, DC Mr. Alfred Grant Santa Fe, NM Mrs. Anna E. Greenberg Annapolis, MD Miss Harriet C. Higgins New York, NY Mr. Allan P Hoffman Lawrence, NY Irwin Hoffman, M.D. Santa Fe, NM Mr. A Scott Kelso Houston, TX Hon. Bruce King Santa Fe, NM Mr. Rollin W. King Dallas, TX Mrs. Lucille G. Murchison Dallas, TX Mr. Reg Murphy Baltimore, MD Mr. Charles A. ]\Jelson Croton-on-Hudson, NY Mr. Christopher B. Nelson Chicago, IL Hon. Frank V. Ortiz, Santa Fe, NM Jr. Mr. Gerald P. Peters Santa Fe, NM Mr. David B. Rea New York, NY Mrs. Hope D. Ritchie Santa Fe, NM Mrs. Mara Robinson Santa Fe, NM Mr. John E. Robson Atlanta, GA Mrs. Elspeth D. Rostow Austin, TX Mr. William W. Simmons Annapolis, MD Albert G. Simms II, M.D. Santa Fe, NM Miss M. Brownell Anderson Washington, DC Mr. Jonathan Krane Los Angeles, CA Mr. J. I. Staley Wichita Falls, TX Mrs Barbara Phelps Anderson Roswell, NM Mr. Jerome LaPides Annapolis, MD Mr. W. T. Terry, Jr St. Louis, MO Miss Barbara H. Leonard Oberlin, OH Mr. John Van Doren Chicago, IL Ms. Sharon Bishop Reston, VA Adm. Robert L J. Long Annapolis, MD Mr. Charles H. Watts, II McLean, VA Mr. Nicola Caiola New York, NY Mr. Owen M. Lopez Santa Fe, NM Mr. Peter Weiss New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Donald J. Maciver El Paso, TX Mr. John D. Wirth Atherton, CA Mr. Vincent A. Carrozza Da!las, TX Mrs. Faith B. Meem Santa Fe, NM Mr. J. Burchenal Ault Santa Fe, NM Mr. Charles Miller Santa Fe, NM Mrs. Mary Bittner Wiseman New York, NY Mr. K. Martin Worthy Washington, DC �FACULTY/69 68/ST JOHN'S COLLEGE Oxford, 1956-58; Microfilming _Proj_ect of the Committee for the Study of War Documents of the Amencan H1stoncal Association, 1959-60; Tutor, St. John's Coll~ge, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer m ~1story, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, InstJt_ute fo~ Advanced Study, Princeton, 1968-69; Member, Center of International St~~1es, Prmceton University, 1969-71; National Endowment for the Humanities Ed1tmg Grant, 1978-79. ANNAPOLIS President William M. Dyal, Jr. Laurence Berns B.A, Baylor University, 1949; M.Th., Southern Theological Seminary, 1953; Director, Peace Corps, Colombia, 1966-69; Regional Director, Peace Corps, North Africa, Near East, South Asia, 1969-71; President, Inter-American Foundation, 1971-80; Consultant to President, Ford Foundation, 1980-81; President, AFS International Intercultural Programs, 1981-86; President, St. John's College, 1986-. B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts Basic Prograr;i of Liberal Education for Adults, University of Chicago, 1956-59; 'Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship 1972-· Associate ~rofessor of Philos_ophy, R_osary College (Leav_e of absence, 1966-67); Associate, _lare Hall, Cambndge Umvers1ty, 1971-72; Richard Hammond Elliot Tutorship 1980-. ' Dean of the College in Annapolis Thomas J. Slakey Michael S. Littleton B.A, St. Mary's College, California, 1952; M.A, Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, and Associate Professor of Philosophy, 1971-76, Saint Mary's College of California; Tutor, St. John's College, Annapolis, 1976-. On leave 1983-85 as founding dean of Whitney Young College, Kentucky State University; Dean, St. John's College, Annapolis, 1986-. Eva T.H. Brann B.A, Brooklyn College, 1950; M.A, 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-. Edward Grant Sparrow B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A, Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A, 1953, M.A, 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber u'"'"u"~: of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College,. B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; ST~., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A, 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John'~ College, AnnapoHs, 1954; Graduate Study, American University, 1955-61; Assistant Mathemat!Clan, 1954, Associate Mathematician 1957 Mathematician, 1961, The Johns Hopkins University Applied Physics Lab~ratory; Instructor, Amencan Umversity, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A, 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellowm Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia Umvers1ty; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Gradua~e Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, Apnl-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1950; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the ~iberal Arts, University College, University of Chicago, 1960-62; Tutor, St. Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978 ' 1984; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson B.A, Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Direc- �70/ST. JOHN'S COLLEGE tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. RA., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, FACULTY/71 University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas MaistreHis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, Univeffity Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Harvey Haumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989. Jamison AHanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87; Visiting Professor, University of North Carolina, Chapel Hill, January-May, 1989. E White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971- David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo E Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Armapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. �I ' I I I 72/ST. JOHN'S COLLEGE Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. · David Lee Townsend FACULTY/73 tion Fellow, 1966-70; Instructor in En~lish, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Commumty College; National Endowment f th .. d or e H umamtJes Summer S. t1pen , 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Member, Massachusetts Bar, 1981-. B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Re~earc~, Columbia, 1:Jni:rersity of Freib~rg; Instructor of philosophy, Rutgers Umvers1ty, 1968-76; V1s1tmg Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Joe Sachs Jonathan S. Tuck B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. B.A., C:olu~bia University, 1969; B. Phil., Oxford University, 1971; M.A., University of Cahforma_, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. A John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1,967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda- · Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor Loy~la College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St'. Johns College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. - Marilyn Douville Higuera B.S., Univ~r~ity of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics LaboratoryTutor, St. John's College, Annapolis, 1979-. ' Michael G. Oink Harvard Unive~sity, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, Ph.D. 1986,_ Phil~sop~y, The Catholic University of America; Teaching Assistant, The Catholic Umvers1ty of America, 1978-80; Tutor, St. John's College, Santa Fe 1980-84, Annapolis, 1984-. ' .. Elizabeth M. Blettner B.A.,_ Stanf_ord University, 1969; graduate study in English literature, University of W1sconsm, 1?70-71; M.A. in Philosophy, Pennsylvania State University, 1978; I~structor of philosophy and humanities, Pennsylvania State University, 1979-80; R1c_hard_ M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State Umvers1ty, 1985; Tutor, St. John's College, Annapolis, 1982-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD Arlmgton, Virginia, 1979-81; National Academy of Sciences/National Research C~~n.cil/Naval Research Laboratory Resident Research Associate, Space Science D1v1s10n, Naval Research Laboratory, Washington, D.C., 1981-83; Consultant, E.D. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1982-; Tutor, St. John's College, Annapolis, 1982-. �74/ST. JOHN'S COLLEGE FACULTY/75 Henry H. Higuera Kevin Robert Dungey . MA 1976 PhD 1983 University of Toronto; B.A., Cor~ell U~i:'ers1ty,_ 1974;D. ·k .. , C~lleg.e ' 981 2 ; Tutor, St. John's ColInstructor in Pohtrcal Science, rc inson ]ege, Annapolis, 1982-. "i _s Walter Sterling MA p nns lvania State University, 1966; Instructor, B.A., St. John's College,_ 196~; . ., e . y D Candidate Catholic University of Pennsylvania State Umvers1ty 1966-,68R, P~. . d Ti t St John's College 1983-. America, 1970-74; Editor of St. Johns evrew an u or, . Michael Blaustein . . B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard Umvers1ty, 1984; Tutor, St. John's College, Annapolis, 1984-. Patricia M. Locke . . "ty, 1977·' MA ., PhD· in Philosophy, Boston College, 1984, BA Gonzaga Umvers1 · · · c ll 1981· . ., . ' Teaching Fellow, Boston C o IIege, 1978-1982· Instructor, Assumption o ege, . ' Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey . f h N w School for Social Research, 1966; M.A., 1971, B.A., Semor College o t e e f Th New School· Assistant Professor of Ph.D., 1973, Grad~ate _Faculty o eat Geneseo 1972-1976; Graduate Faculty Philosophy, State Umversrty of NeUw ~ork "t f Okl~homa 1980-1984; Tutor, St. ' of The New School, 1976-1980, mversr Y 0 John's College, Annapolis, 1984-. Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Paul Antal lb · h 0 PhD U iversity of Chicago, 1975; Fu ng t degli studi Italy), e ?w .. ., Assistant p ro f. essor, Ree d' College ' 1968-74 ' University of Minnesota, 1975-7 ' Tutor, St. John's College, Annapolis, 1985-. ~-~., U(~v~~t~ ofF:~~~~on1i:Z~ Gni~er.~it<t (Flor~nce, 196~'. Pamela Kraus . EA F ll . 0 The Catholic University of America; ND . ~ ow, M.A., 1973, Pdh.D., F llow 1973-74· Lecturer, The Catholic Umversrty of 1 son e 1968-70; Woo row ' h' . h Th Catholic University of Amerl.ca 1975-80· Assistant Professor of p I 1osop y, le A . A . t1"on ' 1980-85; American Fellowsh"rps p rogramhp ~ ne ll mencan ssocra ' America, c' 1985of University Women, 1985-present; Tutor, St. Jo ns o ege, . J:.,9~ ' William Pastille . . . . Brown U mversr"t y, 1976· MA · in Musicology, Cornell Umversrty, A B in Music ' · V" · · F It School of 1979; Ph.D. i~ Musicology, Cornell University, 1985; . ~1ting s:cJo{iis College, . Music, University of Wisconsin at Madison, 1985-86, utor, Annapolis, 1986-. Ann G. Martin hD u . . M A St Hu h's College, Oxford, 1971; p . ., . B.A., Ohberlin/A t 1.97g. M .Phil g Middle English Studies, Somerville ColMassac usetts m ers, ' .S ·: 1984· Assistant Professor of German, I Oxford 1981· NEH Summer eminar, ' 87 1981-87; Tutor, St. John's College, Annapolis, 19 -. 19~9, ;~:due Uni~ersity: B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. Judith LA. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Lila Luce B.A., Lake Forest College, 1972; Ph.D., University of Wisconsin, 1984; Instructor, Carthage College, 1983; Visiting Assistant Professor, University of Arizona, 1984-85; Assistant Professor, University of Alabama at Birmingham, 1985-89; Tutor, St. John's College, Annapolis, 1989-. Cordell D. K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Abraham Schoener B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. SANTA FE President John Agresto A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; �FACULTY/77 76/ST. JOHN'S COLLEGE Fellow National Humanities Center, 1978-79; Project~ Director, National Hum~ities Center, North Carolina, 1979-82; Visiting Associate Profe~sor, Depa~t­ ment of Political Science, Duke University, North Carolina, 19~1; Ass1s.tant Chairman National Endowment for the Humanities, 1982-85; Acting Chairman, Nation~l Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National. Endowment. for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of N?rth Carolina, 1967'. M.A., The New School for Social Research, 1973; ~.S. Manne Co~s, 1967-69, Graduate Study in Music, University of North Carolina, 1969; ~art-time Instru~­ tor in Philosophy, East Carolina University, 1974-78; Part-time Ins~ructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. Johns College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1~49; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, ~964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldo~ Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. Robert 0. Sacks B.A., St. John's College, Annapolis, 1954; fh.D., Johns Hopkins_Dniversit~, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langue~ Onentales V1vant~s, 1956-57; University of Chicago, 1957-59; Tutor, ~t. Johns Coll.ege, .Annapolis'. 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Marys College, California, 1968-69, Biblical Research, Jerusalem, 1971-72. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-196~; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adio Repair, United States Anny, 1954-56; Assistant in Philosophy, 1959-~l, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Universi~y of.Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, Umvers1ty of Melbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean'. 1981-82; Teacher, Santa Fe Prepatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. �78/ST. JOHN'S COLLEGE Glenn A. Freitas B.A, Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval Ouebec 1964· Licentiate in Sacred Scripture, Pontifical Biblical Commission,' R~me, l966; CEcole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philip LeCuyer B.A, Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. FACULTY/79 Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Lynda Lamson Myers B.A, St. John's College, 1971; M.A, University of North Carolina, 1975; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Nancy Dunning Buchenauer Toni Katz Drew B.A, St. John's College, Santa Fe, 1970; M.A, Anthropology, University of New Mexico, 1985; Teaching Intern, St. John's College, Santa Fe, 1970-72; Tutor, St. John's College, Santa Fe, 1972-77; Visiting Tutor, St. John's College Graduate Institute in Liberal Education, 1978, 1985; Visiting Tutor, St. John's College, Santa Fe, 1985-86; Manuscript Editor and Investigative Journalist, 1982-89; Tutor, St. John's College, Santa Fe, 1989-. Stephen R. Van Luchene B.A, Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E. Venable B.A, St. Mary's College, California, 1969; M.A, 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. B.A, History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Edward Cary Stickney Kent H. Taylor B.A, Yale University, 1963; M.A, University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Gerald Myers B.A, St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty B.A, Yale College, 1974; M.A, Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. frank N. Pagano B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Researc~ Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. Johns College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. David Bolotin I ' I AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Martin Alan Cohen B.A, Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Brandeis University, 1968-70; AB., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A 1985; Tutor, St. John's College, Santa Fe, 1983-. �FACULTY/81 80/ST. JOHN'S COLLEGE Katharine S. Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. George R Aigla B.S. Saint Mary's College, California, 1975. M.D. University of California San Francisco, 1979. California Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, Summer 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. John E Cornell B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. Timothy Carl Guile B.A., Marquette University, 1967; Fulbright Scholar, University of Freiburg, BRD, 1967-68; National Science Foundation Fellow, University of Chicago, 1968-73; M.A., University of Chicago, 1971; Assistant Professor of Linguistics and Ger- ~an, University of Southern California, 1973-74; Lecturer in Phonetics and General Lmgmst1cs, Umvers1ty of Witwatersrand, Johannesburg, R.S.A., 1974-76; Education Officer, CDM of South West Africa/Namibia Pty, 1976-79; Ph.D., University of Chicago, 1979; Lmgmst/curriculum developer for the Menominee Language Program of the Menommee Indian School District, Keshena, Wisconsin 1980-86· Tutor, St. John's College, Santa Fe, 1986' ' David Lawrence Levine A.B. St. John's. College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State Umver.s1ty;. Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; Umvers1ty Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language S.tudy, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Phdosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State Umvers1ty, 1980-88; Fellowship Research Grant, Earhart Foundation 1984-85· Tutor, St. John's College, Santa Fe, 1986, 1988-. ' ' Randolph J. Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell Umvers1ty; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor in English, 1979-86, and Chalfman of Humanities Department, 1981-86, American School Foundation Mexico City; Assistant Professor of English and Humanities, United States Inter~ national University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. Bill Berg B.A.,. Johns. Hopkins University, 1960; M.A., Cornell University, 1962; Ph.D., Classics, Pnnceton University, 1966; Fulbright Fellow, Greece, 1960-61; DAAD Fellow, Tubingen, Germany, 1964-65; Assistant Professor, UCLA, 1966-67; Stanford, 1967-74; Director, Stanford-in-Greece, 1974; Oregon local and regional government, 1976-82; Public radio programmer and director, Astoria, Oregon, 1983-86; Tutor, St. John's College, 1987-. Dana Densmore B.A., St. John's College, Annapolis, 1965; Softwan: Design and Engineering for Apollo Proiect, Space Shuttle, other NASA contracts, Instrumentation Laboratory, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Women's Institute for Freedom of the Press, Washington, D.C., 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles Stark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner Nixdorf Computer Corporation, Burlington, MA. 1979-81; Director, Artemis Ins;itute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, Califomi~ State University at Humboldt, 1975; Department Chairman (Philosophy), Champlam Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia Italy 1980-1984· Visiting Tutor, St. John's College, Santa Fe, 1987-1988. ' ' ' �82/ST. JOHN'S COLLEGE FACULTY/83 Jeffrey A. Goodman B.A., English, University of Pennsylvania, 1968; Edith F. Mirrielees Fellow in Creative Writing, Stanford University, 1973; M.A., Creative Writing, Ph.D.,English, Stanford University, 1978, 1981; Instructor in English, Stanford University, 1980; Assistant Professor of English, University of Santa Clara, 1981-83; Fulbright Teaching Fellow in American Literature, Omar Bongo University, Gabon (Centriil Africa), 1985; Writer-in-Residence, Western New Mexico University, 1984, 1986; Tutor, St. John's College, Santa Fe, 1987-. Sean D. Collins B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Lawrence Cave B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. in Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. Basia C. Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Doctoral candidate in Romance Languages, University of Chicago, 1984; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. George L. Iannacone B.A. St. John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Joan E. Silver B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. William S. Kerr B.S., Oklahoma State University, 1974; M.S., Economics, University of IllinoisUrbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; Graduate Study in Philosophy and Classics, University of New Mexico, 1979-83; M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Tutor, St. John's College, Santa Fe, 1989-. Telegar Satish B.A., Philosophy and Political Science, University of Mysore, 1966; M.A., Philosophy, University of Delhi, 1968; Ph.D., Philosophy, University of Madras, 1979; Lecturer in Philosophy, Hans Raj College, Delhi University, 1969-79; U.G.C. Junior Research Fellow, Center for Advanced Study in Philosophy, University of Madras, 1972-77; Teaching Fellow, Department of Philosophy, University of Oklahoma, 1977-79; Visiting Scholar, Committee on Social Thought, University of Chicago, 1980-81; Visiting specialist in Philosophy for Children. I.A.PC., Graduate Faculty, Montclair State College, 1981-83; Assistant Professor in Philosophy and Director, Philosophy for Children Program, Coppin State College; 1983-89; Tutor, St. John's College, 1989-. Sidney Keith B.A., Classics, Yale University, 1974; M.A., Political Science, University of Toronto, 1975; J.D. University of Chicago, 1983; Law Practice, 1983-87; Ph.D., Classics, University of Toronto, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Izaak Walton Killam Scholar, 1977-79; Canada Council Special M.A. Scholar, 1977-78; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- Sally Dunn B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 1975-81; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D. Classics, 1983, University of Washington; Ph.D. Candidate, Oriental Studies, 1985, University of Pennsylvania; Visiting Tutor, St. John's College, Santa Fe, 1990-. Margaret Anne Kirby B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, �84/ST. JOHN'S COLLEGE 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Gemanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. OFFICERS/BS OFFICERS, ASSOCIATES AND STAFF Richard D. Weigle Edwin Jules Delattre TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith, ES.C Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A Wilson Charles G. Bell Samuel Emmons Brown Thomas King Simpson Stuart Boyd HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. SANTA FE President William M. Dyal, Jr. Dean Thomas J. Slakey PRESIDENTS EMERITI ANNAPOLIS President John T. Agresto Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Treasurer Robert Harner Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Malcolm Wyatt Director of Graduate Institute Timothy P. Miller Assistant Deans Wye Allanbrook John Verdi Assistant Dean Georgia S. Knight Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Career Planning Ellie Lotz Dietrich Director of Continuing Education Malcolm Wyatt Director of Development Janice C. Buys Director of Financial Aid Caroline Taylor Christensen Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Joan Iverson Director of Career Planning Ron F. Hale Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Librarian Kathryn Kinzer Nurse Practitioner Deborah Walker Director of Information Services Nancy Osius Registrar Diane M. Trudell Registrar Nancy R. Lewis Director of Student Activities Mark St. John Director of Personnel Ted R. Gonzales Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L Wallace Coordinator of Buildings and Grounds Dolores Vigil Supervisor of Maintenance Juanita Zamora �86/ST. JOHN'S COLLEGE Annapolis States Represented Alabama Alaska Arizona California Colorado Connecticut Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire Santa Fe 34 36 1 2 2 28 8 9 1 2 5 4 3 2 1 1 14 2 7 2 1 2 1 1 2 23 6 2 1 1 2 1 1 Early Entrance Previously Attended College Range of Ages Veterans Kind of School Attended Public Independent Parochial 4 1 1 3 Annapolis Number of Students Fall 1989 January 1990 Men Women 2 3 7 4 1 1 New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin District of Columbia Annapolis 8 Australia Canada Ghana Greece Mexico Nigeria Pakistan Phillipines Sweden 110 41 85 66 5 6 34 64 17-29 16-43 2 5 91 55 3 103 38 10 Receiving Financial Aid Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students 1 12 9 1 1 4 1 2 3 10 1 2 7 4 1 6 1 2 4 1 10 1 4 1 3 1 2 2 1 1 1 1 Annapolis Santa Fe 118 31 87 62 12 3 8 Santa Fe 48% 60% 34% 26% 17% 16% 5% 2% 55 9 9 17 20 *Not included in this table are 94 students for whom rank-in-class is not available. � 's STATEMENT OF THE ST JOHN'S PROGRAM 1990-1991 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO (301) 263-2371 (505) 982-3691 87501 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, sexual orientation, national or ethnic origin, or against the handicapped. �ANNAPOLIS 1990-91 SANTA FE 1990-91 August 29 ......... . August 30 August 30 August 30 ............... . October 5-8 November 21-25 December 13 December 14-January 6 January 7 January 7 January 9 February 1-4 February 29-~1arch 17 May 17 ............... . May 19 Freshman Registration Sophomore, Junior, and Senior Registration Convocation Classes Begin with Seminars Long Weekend Thanksgiving Recess End of First Semester Winter Vacation Second Semester Registration Classes Begin with Tutorials January Freshman Registration Long Weekend Spring Vacation End of Second Semester Commencement August 23-25 August 23 August 24 August 24 August 24 August 27 ....... . October 5-8 November 22-25 December 13 December 14-January 13 January 11 January 14 ........... . March 9-24 May 17 .......... . May 19 Fall Senior Oral Examinations Freshman and Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUPv1MER 1991 27 17 August 2 August 9 January Freshman Graduate Institute January Freshman Graduate Institute SUMMER 1991 Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends June 3 June 24 August 8 August 16 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Summer Session Second Semester Summer Session Begins Begins Ends Ends �introduction ........................................... . The Curriculum Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... Preceptorial ... Tutorials .. Laboratory .... . Formal Lecture .. . St John's List of Books The Academic Order Tutors Instruction Committee Library ....... . Schedules ....... . Essays and Examinations Academic Standing Degree of Bachelor of Arts Degree of Master of Arts .................. . Graduate Institute in Liberal Education Directory Information and Right to Privacy 6 8 10 11 16 20 22 28 29 30 31 33 34 35 37 37 37 Reo:idem:e and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses ............ . 38 43 47 50 Admissions Requirements and Procedure Campus Visit 56 Fees and Financial Aid Procedures and Deadlines Grants and Loans ....... . Student Budget Billing and Deposits Refund Policy ... Criteria for Judging Satisfactory Progress 54 58 60 62 62 63 64 Bibliography .. 66 Board of Visitors and Governors ... 67 68 Officers, Associates and Staff 85 Profile: 1989-90 Freshman Classes 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings, And, ~hile seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others, In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversai:ion. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and wnting, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating dear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE · - The heart of the curriculum is the seminar- a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may dash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument within the sequence of analogies and other imaginative devices by the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation, It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently~ all opinions must be defended with reason, and any single opinion can prevail consent. The aim is always to develop the students' powers only by of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter" There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heinegger; Being and Time Design and Expression in the Visual Arts Ulysses Course in General TS. Bosch Kant; Critique judgement Hobbes; Leviathan City of (;ed Selected Novels Leibnitz; New Essays Concerning Understanding Pmblems in Medidm:: l'Iietzsche: the Id0ls The seminar cannot suffice as the only setting for liberal education. its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing" Other learning devices must therefore support it; these are the tutorials in language, mathematics and music For each of four years, a student attends one language and - one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks" There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. assignments are normally made in all classes: mathematics, music ::md ~aboratory sections .as well as in language tutorials" The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other" To do this it must direct attention to the fundamental ways in which words can be together; to the modes of signifying things; the varied connotations and ambiguities of terrn.s; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think dearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial free from the veil of ready-made translation. Issues are brought to the fore ~hich might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French, Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre, The principal activity of the fourth year is the reading of French poems, including a considerable number from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attemoted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S, Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn:' It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based" Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. VV'nen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them, There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal �14/ST, JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression, But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity Scores of questions, of which the following are examples, are raised during the four years: 1Nhy and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there 'better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid, Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modem mathematics, After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens That the tutorial reads indicates the difference between the rnathematics tutorial at SL John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis those difficulties and complexities of the geocentric system which are transformed by the Copernican revolution, They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of to learn a synthetic presentation of the very objects whose analytical treatment Descartes marks the beginning of modem mathematics, After this they study analytic geornetry, vvhich presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Niathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus, The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world, In the fourth year the reading of Lobachevski's approach to non- THE CURRJCULUM/15 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space, THE MUSIC TUTORIAL One of the aims of SL John's program has been to restore music as a liberal art to the curriculum, The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure, The liberal art of music was based for them on the ratios among whole numbers, In particular, the music program at SL John's aims at the understandof nmsic through dose study of musical theory and analysis of works musical literature. In the freshman year students meet once a week to the fundamentals of melody and its notation. Demonstration takes primarily by singing, and by the second semester the students persome of the great choral works, In the sophomore year a tutorial meets three limes a week The music tutorial reflects two different but comaspects of music. On the one hand music is intimately related rhetoric and poetry. On the other it is a unique and selfsufficient art, which has its roots deep in nature, The work of the tutorial includes an investigation of rhythm in words as as m notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterand harmony. None of these is done apart from the sounding reality of good music The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks, In the second semester at least one mawork is analyzed closely. Semmars on great works of music are included as part of the regular seminar schedule, Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the serninar meets. Group discussion of a work of music, as of a book, facilits.tes and enriches the understanding of iL �16/ST JOHN'S COLLEGE Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE CURRICULUM/17 the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation" The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative and on occasion to repeat an entire experiment. Only thus can come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students workunder the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for or for both, as the progress of the work requires. Occa"' laboratory meeting is reserved for the discussion of a classic or other text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �THE CURRICULUM/19 18/ST. JOHN'S COLLEGE 1st 12 vveeks: 20 weeks: biology and measurement, of 3rd Year electricity, magaetism 4th Year 10 weeks: 18 .weeks: Quai;Jum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological developmenL Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world, The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accomthe reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and MaxwelL The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualit::ltive description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of corpuscular and wave - and the success of either theory in accountfor phenomena is examined. The phenomena and processes leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In ff1any ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become che object of study, Prepared by his work with electrical Ph.er1orr1en.a. the student can focus on the questions of atomic stability that to the revolutionary quantum hypothesis of Bohr and the wave rnechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biological topics, and first to to Mendel's theory of heredity and its development through the experinrte11ta,t and interpretation by TH. Morgan and his associates. results of laboratory studies of bacteria populations are considered ~rom the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to molecular biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied, �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE LECTURES A.NO CONCERTS The curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subjecL Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" May Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" Jar.nes Carey "The Inefficacy of the Good" Douglas Allanbrook "Mmds and Brains: Men and Machines" }/iortimer J. Adler "P;:iul as He Was and Paul as He Looks" Krister Stendahl "The Parable of Don Quixote" Joe Sachs "Knowledge and Faith" iames Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" RF Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "On Euclid L 35: Equality and Identity" David Jones �THE CURRICULUM/23 22/ST, JOHN'S COLLEGE FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Adstophanes: Plato: Aristotle: Eudid: Lucretius: Plutarch: l\licomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics'~ Nicomachean Ethics~ On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at SL John's College, The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years, The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries, The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter, The SL John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times, In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues, The list of books which constitute the core of the SL John's program is subject to review by the Instruction Committee of the faculty, Those listed here are read at one or both campuses, Books read only in part are indicated by an asterisk Aristotle: i»pollonius: Virgil: Plutarch: Epictetus: Tacitus, Ptolemy: Pio tin us: }\.ugus tine: Anselm: Aquinas: Dante: Chaucer: Des Prez: lvlachiavelli: \,,..Operrucus: luth":'r: r"' ' Rabelais: Palestrina: Montaigne: Viete: Bacon: The Bible* De Anima, On Interpretation*, Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Nov um Orgcmum * Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pense es'' Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Treatise of Human Nature'' Hume: Rousseau: Social Contract, The Origin of Inequality Wealth of Nations* Adam Smith: Kant: Critique of Pure Reason''. Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays The Misanthrope, Tartuffe Moliere: Faust* Experiments in Plant Hybridization Origin of Species Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville: Selected Speeches Lincoln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner· Capital~ Political and Economic Marx: Manuscripts of 1844 * Dostoevski: Brothers Karamazov War and Peace Tolstoy: Mark Twain: The Adventures of Huckleberry Finn William James: Psychology, Briefer Course Thus Spake Zarathustra~ Beyond Good Nietzsche: and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron'' Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce. The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: Hegel �26/ST. JOHN'S COLLEGE CLASSIFICATION Of AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Second Year Third Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce j oseph Conrad Virginia Woolf Flannery O'Connor Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Locke Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Rousseau Hegel Kierkegaard Nietzsche William James Ptolemy Apollonius Copernicus Descartes Pascal Viete Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Hegel Marx Faraday Lobachevski Documents from American Lorenz de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Rutherford Minkowski Bernard Davisson Einstein Heisenberg Whitehead Maxwell M �28/ST. JOHN'S COLLEGE At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great boo who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issu that will engage the intellectual and imaginative powers of their student Next, they must be good listeners, able to determine the difficulties of thei students and to help them to reformulate their observations and examin THE ACADEMIC ORDER/29 their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted .$lbbatical leaves to allow for leisure and serious study. Between sabbatical le11ves, faculty study groups are set up. Leaders of such groups are relieved ofpart of their ordinary teaching duties. They engage in a thorough study . ~d exploration of a subject chosen by the Instruction Committee of the t',aculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to ··!he St. John's curriculum, the work of the study groups opens new perspecJ~ves for teaching and learning at St. John's. Instruction Committee is a committee of tutors responsible for advishe Deans on all matters of instruction. It also advises the President ointments to the faculty. The Committee consists of the Deans and e tutors, six elected by the tutors on each campus of the College; the dents sit with the Instruction Committee ex officio. The Deans preside the Instruction Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Come for that campus and meet at frequent intervals throughout the year. full Committee meets annually, alternating between the two campuses, the Dean at the host campus presides at those annual meetings. �30/ST JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of SL John's College is the fact that all the students of the same year are reading the same books at the same time the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS WEDNESDAY THURSDAY Language FRIDAY Language Mathematics Mathematics Formal Lecture Seminar The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection_ Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Santa Fe library is housed in the Peterson Student Center and Weigle Hall. The music library is located in the Sternberger-Weis Music and Fine Arts Building, and includes 8,620 records, tapes and CDs. A SAMPLE FRESHMAN SCHEDULE, SANTA FE vVEDNESDAY THURSDAY Language FRIDAY Mathematics Languagi" Laboratory Chorus Forrnal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three and a half hours to and a half hours per weelc Freshmen, juniors, and seniors spend up six hours each week in the laboratory. Two evenings from eight to ten students attend a seminar. A formal lecture or concert is given once week. Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. their sophomore year, students must pass an examination in algebra and trigonometry. --11u1rn.1", their junior year, students must pass an examination to demonstrate knowledge of the French language_ SENIOR ORAL ENABLING EXAMINATION senior oral enabling examination is given to the student in the fall beginning of the fourth year. It is focused on a number of books the seminar lists assigned for rereading and study during the preceding The passing of this examination confirms a student's status as .:a1.11..u.uate for the degree of Bachelor of Arts. ~he ESSAY AND ORAL EXAMINATION senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to of specialized research, but rather a sustained performance in arts. Four weeks at the start of the second semester are reserved during this period the seniors attend no classes. If the is approved by the faculty committee to which it has been ed for reading, the student is examined upon it by the committee hour-long public examination. No degree is awarded unless both and the oral examination are satisfactory. The senior essay is as a culmination of the student's learning, �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the stu dent may be placed on academic probation, with the stipulation of condi tions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the De each semester as a conventional letter grade, A, B, C, D, or F where indicates that the work is at a satisfactory level. Such a grading syste is necessary in the case of students who wish to go on to graduate or pr fessional school or to transfer to another college. Within the Colleg grading is not of central importance. Students will be told their grades onl on request. They are encouraged, however, not to work for grades, b rather to try to develop their powers of understanding. If it becomes e dent that a student is not progressing, or that the learning process stopped, the student is asked to leave the College. SOPHOMORE ENABLING Sop~omore enabling is a review by the Instruction Committee with the ·' · ·. advice of all the tutors of sophomores' of the student's 1 h . earnmg d unng ~~ ·..t e two ~ears spent !n the College. The sophomore essay is especially im- portant m t~e e~ablmg procedure. Consequently, no students are enabled '.,... ..~ enter th~ J_umor ~lass unless they have written a satisfactory essay, and • ·; ~en only if m the Judgment of the Instruction Committee they are suffi: ( ~en~ly prepared for the work of the final two years. In particular, the enabl·~•·•lllg Judgment looks to the possibility of the student's writing an acceptabl or essay. e > st~dent who completes the four-year curriculum satisfactorily is e the deg~ee of Bachelor of Arts. Students who enter in the January . n graduat~ m thr~e and one-half years, but they spend their first sumco.mp letmg their freshman year, so that they, too, complete a fourcurn.culum. For transcript purposes, St. John's seminars, tutorials and ato:1es are t:anslated into terms of conventional subjects. The cur• IS the eqmvalent of approximately one hundred thirty-two semester DUATE STUDIES AND CAREERS AFTER ST. JOHN'S 'far many St. John's seniors elect to do advanced work in a wide graduate and professional schools. Experience shows that leading •0 �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE Tutors who have completed two years of teaching at SL John's may receive a Master's degree in Liberal Artso They must petition the Instruction Committee for permission to present themselves as candidates for the degree" They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon iL The topic must have some bearing on the understanding and practice of the liberal artso universities admit SL John's graduates with creditable records" Since St John's offers no major in specific subjects, however, some may find it necessary to take undergraduate courses during their first year of graduate or professional study in some, but not all, fieldso Many other graduates choose to embark directly upon careers in a variety of fieldso Their undergraduate background- especially its scope and its emphasis on thoughtful inquiry and subsequent application of principles - has been found to be an excellent preparation for employmento St John's refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum" The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized educationo The following table shows the professions or fields of advanced study entered by SL John's graduates; law, mathematics, philosophy, education, medicine and theology have attracted the greatest numberso Engineering Fin_ance Geology Agriculture Government Service Archaeology History Architecture History of Art Art History of Science Biochemistry International Relations Biology Journalism Bio-physics Business Administration Languages Law City Planning Library Science Classics Literature Comptlter Science Logistics Management Dentistry Mathematics Drama & Play-writing Medidne Economics Education Acting Advertising Music Oceanography Philosophy Political Science Psychology Public Administration Publishing Scientific Research Social Anthropolog}' Social Work The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuseso The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the eveningso The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptoriaL The seminars are modeled on those of the undergraduate college, they are limited to twenty studentso The tutorials are smaller classes devoted to the close reading of texts. The preceptorial is a class of eight to twelve students and one tutor who meet to study a single book or problem in depth" At the end of the term students write a major essay on topics of their choiceo For the successful completion of each segment of the program nine credits are granted" Four segments are required for the though students who have previous graduate credit may be eligithe degree after three segmentso The segments may be taken in any order, but not every segment is offered in every term" More detailed informa!:ion and a separate bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87.501-4599 or Annapolis, Maryland 21404-16710 INFORMATION AND RIGHT TO PRIVACY with the family Education Rights and Privacy Act, the Colretains the right to publish at its discretion the following information each student presently or previously attending the College: the stuname, address, telephone listing, date and place of birth, field of participation in officially recognized activities and sports, dates of degrees and awards received, and the most previous educaagency or institution attended by the studenL As required by the College will provide public notice annually of its intention to such directory information" Students have a right to inform the "'°'J"'""" 1Nithin a reasonable period of time that any or all of this directory should be withheld" The College will respect any such request �38/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St" John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the Hsh, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at SL Johrls College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yardo The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Courtcil, meet once a week to hear requests from students for fonds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole, Controversy ranges to vital; short stories, poetry and news take up the rest of the are also welcome to contribute work to The Reporter, The Review, and Energeia, the three official publications of St. John' so Extracurricular organizations at SL John's are generally informal. Some year after year while others spring up and die out as the individual of the community come and go. Many extracurricular activities �40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss JulicL Every weekend the student film dub presents foreign and domestic films - the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in 'Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery continue throughout the year. Materials and tools are furnished without charge in most cases. of community life where students and tutors Parties, an important meet informally, come in several vaneties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/ 41 Since 1939, when intercollegiate athletics were abolished, the College has an extensive intramural program, nO'l/\l including team competition in touch football, soccer, basketball, volleyball, softball, and track, well as individual tournaments in tennis, badminton, table tennis, and racquetball. Participation is voluntary and enthusiastic; the competition between intramural teams is passionate but good-natured. Students and tutors also interests in sailing, rowing, canoeing, karate, fencing, tai training and aerobics. Facilities include a gymnasium with courts and weight room, playing fields, tennis courts, and a The athletic program is designed to offer the community opfor physical exercise, development of skills, participation in sports, and a place for recreation and enjoyment. In a single departure from the long precedent against formal inter.~,.,.,~,.,",."' competition, there has in recent years been an annual croquet with a team from the neighboring United States Naval Academy, the .Annapolis Cup. rmrminr-•:o �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus . St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purin the fine arts, museums and opera; and with archaeological and ical research. Scientists in nearby Los Alamos do research in nuclear ·cs and related fields. Neighboring institutions of higher education de i:he Institute of American Indian Arts, the College of Santa Fe, Santa College, and the University of New Mexico in Albuquerto the south, Albuquerque provides the attractions and eniences of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the GoverThe architecture of the Santa Fe campus reflects the territorial style duced in the state during the last century. The campus, at an eleva7,.300 feet, overlooks the city and offers superb views of the Certhe Jemez, the Ortiz y Pino and the Sangre de Cristo mountain campus includes a classroom building, a laboratory, a student a music and fine arts building, an administration building and two �44/ST. JOHN'S COLLEGE clusters of dormitories. A library, conference center, dining hall, and infirmary are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time dose companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, loud musk and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are perm.anent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballei: and modem dance. The studio in the Fine Arts Building, the darkroom and the pottery studio pro~ vide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/45 is open to the public, has a new show by professional artists bimonthly. student art show is scheduled each year, and awards are given for in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike Musical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. St. John's Chorus and the Madrigal Singers also give recitals. The Col,,, '"'"'c provides numerous keyboard instruments, including two grand pianos a harpsichord, for student practice and performance. Practice rooms available in the Fine Arts Building_ The SL John's Film Society is organized by students to provide a wide of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �RESIDENCE & STUDENT LIFE/47 46/ST. JOHN'S COLLEGE ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swim passes. A horse corral on the campus is available for student and faculty use; horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. The St. John's bus takes students into town twice daily. Most students come to St. John's with definite interests outside th scope of the program and pursue these interests in extracurricular class and discussion groups both on and off campus. Informal discussions contemporary literature, forums on public concerns, and slide shows o art history are frequent on-campus activities, as are study groups in su languages as Latin, German, Spanish, and Hebrew. Thorne Fellowshi give eligible students support toward fulfillment of medical school prer quisites during summer months, during a leave from the college, or afte graduation. As in Annapolis, waltz parties, rock parties, and such regular even as the Octoberfest (in the mountains surrounding the College), the Hall ween Costume Party, the Fasching Ball, the Graduation Ball and Realit Weekend provide occasions for informal gatherings of tutors and stude Reality Weekend includes a talent show, a picnic, and athletic competiti ATHLETICS The Student Activities Office coordinates a volunteer athletic progr which offers opportunities for training and competition in a wide r of sports from skiing and river rafting to soccer and fencing. These I two are sports in which St. John's challenges other colleges and uni sities, and the College usually has one of the finest fencing teams in Southwest. There are indoor facilities for judo, karate, tai chi ch weightlifting, gymnastics and fencing, but during much of the year th activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and ha ; RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational 'institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. While the College schedules Jto formal religious services, there is a baccalaureate service before comcement. Attendance is voluntary, in consonance with the Charter. Many tors and students attend church or synagogue in town. It is customary or extracurricular Bible classes to be conducted by tutors of the College. CILITIES FOR STUDENTS e College Bookstore on each campus has all the books and supplies the dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is erated without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. addition, there are smaller, comfortably furnished social rooms in the rmitories and elsewhere on the campus. dormitories form small communities within the larger college comities, helping the incoming students to make proper use of the supthat other students can give them in their college life. I. �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 49 Unmarried students not at home are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the Assistant Deans or Head Resident to live off-campus. The College currently can offer no married student housing. Stud.ents who wish to have married student housing must find suitable housing offcampus and should allow time for this. Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is availableo Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician or Assistant Dean. OFFICE CAREER PLANNING The Office of Career Planning serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional schools across the nation. The Director of Career Planning also offers assistance to those students who wish to embark upon careers immediately after graduatioR STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus it seeks part-time employment for students during the jobs. it can also aid students looking for full-time summer academic year, employment in the local community. decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the to show respect for the individuality of each student. All students to abide by the rules and regulations promulgated in the Student Manual published annually by the College. SL John's assumes that students respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been College provides a housekeeping staff to care for the dormitories. The inspects the rooms periodically and repairs at the expense of the or occupants any dormitory room and furniture that have been beyond normal wear and tear. Any damage to college property "'nca~:t'.u to the caution fee of the student or students responsible for the .~.. u'"·""' The College is not responsible for the loss of, or damage to, any ' " ' 111 rn•nr property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 BOATHOUSE I HEATING PLANT Fi/Office Continuing Education/ i COLLEGE AVENUE B TENNIS COURTS �52/ST. JOHN'S COLLEGE The standards by which applicants are selected . for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, ·of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records- the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. The ADMISSIONS/53 application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, or who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. liil �&M&k&W&L..LU@!Kfai... 14, ADMISSIONS/SS 54/ST. JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEAD UN ES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. Most applicants have a strong background in academic subjec~s. Specific academic requirements include two years of algebra, oi:e year or ge~metry, and two years of a foreign language; additional work m mathematKs and foreign language is advised, as well as two or three years of natural sc:ence. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one fro:n a teacher._ In exceptional cases certain of these requirements may be waived, or add1t1onal information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. . . Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to p~ofit from the college program and must either submit the results of a nationally ~ecog­ nized test (SAT, ACT, or PSAT) or a GED certificate. A campus v1s1t and interview are especially important in such cases. St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whol~. On inquiry, prospective students receive a statement of the St. Johns College program, an application for admission an~ re~ommendation for~s to be completed by schools and references. Apphcat10ns may be submitted as early as the second semester of the el~venth gra_de. _Because the Co~­ lege welcomes all serious applicants, there is no apph_ca~1on fee._ Studems should submit their application materials to the Adm1ss1ons O_ff1ce ?n t~e campus they prefer to attend. Students plannin~ to apply for fn:ancial aid should refer to the section on Fees and Fmancial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $200 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are non-refundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling requesting financial assistance. Of necessity, however, the amount �ADMISSIONS/57 56/ST. JOHN'S COLLEGE ,, I of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by tl;i.e Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially W:ise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathe~atics, langua~e, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly for- mal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday ?n the ?anta Fe c~1:1pus. If travel arrangements make these time periods 1mposs1ble, the v1s1tor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. ~ohn's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should g? .to the Admissions Office. On weekends and any day after 5:00 p.m. VlSltors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. I I i J �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualified applicants hould not be denied the opportunity to attend ~t. John's College because ~f limit~d Hnance_s. St. John's therefore maintams a fmanc1al aid program to assist eligible st~.d:nts ~o the greate~: extent possible within the limits or the ~olleg~"' resources. With very few exceptions, fmancml aid awards are made solely on the basis of need. A. The followimz principles underlie St. John's financial adid progral_m: ··h "' b1 f f . a college e ucat10n ies Wh 1 The primary responsi i ity or mancmg ff 'd l to the student and the student's parents. The College can o er a1 on y supplement funds the family provides. . db 2. The ability ~fa family to m~et college expen~es is determme d b~ss::d ing the family's financial strength in terms of mcome, assets, e ' family members in college. . 1 3 Financial aid may be in the form of a grant, loan or ~art-time emp oy: ~ent and will be offered to all students as a package which combines onor more forms of aid. ld 'b t t their 4 In kee~ing-with the philosophy that students shou cottr~- u e ? l aid educational expenses, self-help is the first component o a manc1a I '.i I The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey or Oakland, California. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3 . Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit supplemental information in order to be considered for institutional assistance. 6. .AJI recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. .An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. FinanAid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 15. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. PELL GRANT This Fede~al program is designed to provide financial assistance to those who need it to attend a post-secondary institution nell G t · d d f f ·P ran s are inten e t b th f o e . e ir.st orrn o assistance in a financial aid package and ma be ~.omb~~d wi~ ~~~e:bfil~rms of aid in order to meet a student's demonst!ated inanci_ nee . igi _ity for t~e Pell Grant and the amount awarded are det~~in~d on t~e basis of the financial resources of the applicant and the app icant s family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students e_ach year. ~he gr~nt_s are. awarded to students who demonstrate substanhEa01 s nGee_d l':'it~ pnonty given to Pell Grant recipients. Eligibility for the is imited to $4000 per year. C<?LLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time emplo ment to students who nee? s~ch earnings to pursue their course of study. St~dents may work only a limited number of hours per week while enroll d d while classes are in session. e an PERKINS IDAN (formerly National Direct Student Loan) T_~e~ l~ans are made by the College directly to students using funds provi e , or the most part, by the Federal Government. The maximum loan for four yea~s of uz:idergra~uate study is $9,000. No interest accrues and ~o payment is required while the borrower is enrolled at the Coll Th ~nterest rate during repayment is 5 % . There is a provision for de~~~~en~ if the borrower returns to at least half-time study at another institution. STAFFORD IDAN (formerly Guaranteed Student Loan) ~~ekStaffo~d L~an prog:am enables a student to borrow directly from a I ~ ' cr~di~ un_10_n, savings and loan association, or other participating en er w o is willing to make the educational loan. The maximum amount ~ urtergraduate may borrow is $2,625 for each of the first two years ; un erg~aduate study and $4,000 a year for subsequent undergraduate . tudy. N~ interest accrues and no payment is required while the borrower ls a full-time student. Repayment begins six months after termination of ~ollege attendance. For new borrowers the interest rate is 8% for the first our years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1990-91 STUDENT BUDGET* FALL FRESHMEN $12,990 4,411) 275 600 100, 350, 'Personal Expenses Tratl$portation JANUARY FRESHMEN *Fees are subject to change without notice. , 'The allowance for transportation varies with the distance between the students home and the College. 'Undetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING AND DEPOSITS H a student withdraws or is dismissed during any semester, a refund of Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester_ and January 1 for the second semester. Those who may wish to pay_ m monthly installments should inquire of the Treasurer about the various tmt10n payment plans or loan arrangements available to St. John's College students and parents. . ... Since determinations affecting students, faculty and physical fac1ht1es must be made well in advance of the beginning of each ac~demic yea.r, the College must know in April which returning students will register m September. A deposit of $150 on the fees for the following .year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a ~l~ce in the class. If the deposit is not paid, he may have to be placed on a waitmg list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective jumors) failure ~o enable. If the student should decide not to enroll in the year for which he made the fees for tuition will be made according to the following schedule: The first two weeks: 80 % The third week: 60 % The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. �64/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/65 Fe_deral _regulations require that an institution set a maximum time fram,e m which_ students must complete their educational objectives. St. Johns has se~ ~1ght years as the maximum time frame in which students who are. re~1p1ents of federal financial aid funds must earn their B.A. degrees. ~his may be eight years of full or part-time study. Years in which ~student is not enrolle_d at S~. John's will not count in the eight-year limitation. H~"".ever,_ years m w~1ch a ~tudent is repeating work (and thereby not rece1vmg aid) ar~ considered m the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than th~ee weeks, the class will be considered as repeated ~ork, an~ the s_tudent will not be eligible for financial assistance. Exceptions to this pohcy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. . A student who wishes to appeal a decision regarding academic standm? sho~ld present a letter of appeal to the Dean of the College. The Dean will review_ the situation, taking into account any special circumstances, and determme whether or not the student is making satisfactory progress. REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the 'Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans 1. ~t. _John's will report to the Veterans Administration within 30 days ali mc1dents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with t~e Dean who ~ay ask. the stu~ent to leave the College or may place him on _academic probation. Durmg that probation period, support and counselm~ are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. J_ohn's wil~ inform all veterans and dependents that prior academic cred~t credentials fr~m post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOK ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris VVofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDW!N, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID REISMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J, WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Chairman Mr. A Scott Kelso Vice Chairmen Miss Harriet C. Higgins Mr. John D. Wirth Secretary Mr. Jerome LaPides MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mr. Walter Evers Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel MEMBERS EX OFFICIO !he Governor of Maryland l he Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. Seth Cropsey Washington, DC Mr. John H. Dendahl Santa Fe, NM David Dobreer, M.D. Alhambra, CA Mr. Stephen L Feinberg EI Paso, TX Mr. Robert A. Goldwin Washington, DC Mr. Alfred Grant Santa Fe, NM Mrs. Anna E. Greenberg Annapolis, MD Miss Harriet C. Higgins New York, NY Mr. Allan P Hoffman Lawrence, NY Irwin Hoffman, M.D. Santa Fe, NM Mr. A Scott Kelso Houston, TX Hon. Bruce King Santa Fe, NM Mr. Rollin W. King Dallas, TX Mrs. Lucille G. Murchison Dallas, TX Mr. Reg Murphy Baltimore, MD Mr. Charles A. ]\Jelson Croton-on-Hudson, NY Mr. Christopher B. Nelson Chicago, IL Hon. Frank V. Ortiz, Santa Fe, NM Jr. Mr. Gerald P. Peters Santa Fe, NM Mr. David B. Rea New York, NY Mrs. Hope D. Ritchie Santa Fe, NM Mrs. Mara Robinson Santa Fe, NM Mr. John E. Robson Atlanta, GA Mrs. Elspeth D. Rostow Austin, TX Mr. William W. Simmons Annapolis, MD Albert G. Simms II, M.D. Santa Fe, NM Miss M. Brownell Anderson Washington, DC Mr. Jonathan Krane Los Angeles, CA Mr. J. I. Staley Wichita Falls, TX Mrs Barbara Phelps Anderson Roswell, NM Mr. Jerome LaPides Annapolis, MD Mr. W. T. Terry, Jr St. Louis, MO Miss Barbara H. Leonard Oberlin, OH Mr. John Van Doren Chicago, IL Ms. Sharon Bishop Reston, VA Adm. Robert L J. Long Annapolis, MD Mr. Charles H. Watts, II McLean, VA Mr. Nicola Caiola New York, NY Mr. Owen M. Lopez Santa Fe, NM Mr. Peter Weiss New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Donald J. Maciver El Paso, TX Mr. John D. Wirth Atherton, CA Mr. Vincent A. Carrozza Da!las, TX Mrs. Faith B. Meem Santa Fe, NM Mr. J. Burchenal Ault Santa Fe, NM Mr. Charles Miller Santa Fe, NM Mrs. Mary Bittner Wiseman New York, NY Mr. K. Martin Worthy Washington, DC �FACULTY/69 68/ST JOHN'S COLLEGE Oxford, 1956-58; Microfilming _Proj_ect of the Committee for the Study of War Documents of the Amencan H1stoncal Association, 1959-60; Tutor, St. John's Coll~ge, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer m ~1story, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, InstJt_ute fo~ Advanced Study, Princeton, 1968-69; Member, Center of International St~~1es, Prmceton University, 1969-71; National Endowment for the Humanities Ed1tmg Grant, 1978-79. ANNAPOLIS President William M. Dyal, Jr. Laurence Berns B.A, Baylor University, 1949; M.Th., Southern Theological Seminary, 1953; Director, Peace Corps, Colombia, 1966-69; Regional Director, Peace Corps, North Africa, Near East, South Asia, 1969-71; President, Inter-American Foundation, 1971-80; Consultant to President, Ford Foundation, 1980-81; President, AFS International Intercultural Programs, 1981-86; President, St. John's College, 1986-. B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts Basic Prograr;i of Liberal Education for Adults, University of Chicago, 1956-59; 'Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship 1972-· Associate ~rofessor of Philos_ophy, R_osary College (Leav_e of absence, 1966-67); Associate, _lare Hall, Cambndge Umvers1ty, 1971-72; Richard Hammond Elliot Tutorship 1980-. ' Dean of the College in Annapolis Thomas J. Slakey Michael S. Littleton B.A, St. Mary's College, California, 1952; M.A, Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, and Associate Professor of Philosophy, 1971-76, Saint Mary's College of California; Tutor, St. John's College, Annapolis, 1976-. On leave 1983-85 as founding dean of Whitney Young College, Kentucky State University; Dean, St. John's College, Annapolis, 1986-. Eva T.H. Brann B.A, Brooklyn College, 1950; M.A, 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-. Edward Grant Sparrow B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A, Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A, 1953, M.A, 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber u'"'"u"~: of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College,. B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; ST~., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Robert B. Williamson B.A., 1955, M.A, 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John'~ College, AnnapoHs, 1954; Graduate Study, American University, 1955-61; Assistant Mathemat!Clan, 1954, Associate Mathematician 1957 Mathematician, 1961, The Johns Hopkins University Applied Physics Lab~ratory; Instructor, Amencan Umversity, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A, 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellowm Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia Umvers1ty; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Gradua~e Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, Apnl-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1950; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the ~iberal Arts, University College, University of Chicago, 1960-62; Tutor, St. Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978 ' 1984; Visiting Scholar, Oxford University, 1978-79. David H. Stephenson B.A, Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Blind, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Direc- �70/ST. JOHN'S COLLEGE tor, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Benjamin Charles Milner, Jr. RA., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, FACULTY/71 University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas MaistreHis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, Univeffity Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Harvey Haumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989. Jamison AHanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87; Visiting Professor, University of North Carolina, Chapel Hill, January-May, 1989. E White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971- David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo E Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Armapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. �I ' I I I 72/ST. JOHN'S COLLEGE Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. · David Lee Townsend FACULTY/73 tion Fellow, 1966-70; Instructor in En~lish, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Commumty College; National Endowment f th .. d or e H umamtJes Summer S. t1pen , 1977; Tutor, St. John's College, Annapolis, 1977-. William Jon Lenkowski B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Member, Massachusetts Bar, 1981-. B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Re~earc~, Columbia, 1:Jni:rersity of Freib~rg; Instructor of philosophy, Rutgers Umvers1ty, 1968-76; V1s1tmg Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Joe Sachs Jonathan S. Tuck B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. B.A., C:olu~bia University, 1969; B. Phil., Oxford University, 1971; M.A., University of Cahforma_, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. A John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1,967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda- · Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor Loy~la College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St'. Johns College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. - Marilyn Douville Higuera B.S., Univ~r~ity of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics LaboratoryTutor, St. John's College, Annapolis, 1979-. ' Michael G. Oink Harvard Unive~sity, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, Ph.D. 1986,_ Phil~sop~y, The Catholic University of America; Teaching Assistant, The Catholic Umvers1ty of America, 1978-80; Tutor, St. John's College, Santa Fe 1980-84, Annapolis, 1984-. ' .. Elizabeth M. Blettner B.A.,_ Stanf_ord University, 1969; graduate study in English literature, University of W1sconsm, 1?70-71; M.A. in Philosophy, Pennsylvania State University, 1978; I~structor of philosophy and humanities, Pennsylvania State University, 1979-80; R1c_hard_ M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State Umvers1ty, 1985; Tutor, St. John's College, Annapolis, 1982-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD Arlmgton, Virginia, 1979-81; National Academy of Sciences/National Research C~~n.cil/Naval Research Laboratory Resident Research Associate, Space Science D1v1s10n, Naval Research Laboratory, Washington, D.C., 1981-83; Consultant, E.D. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1982-; Tutor, St. John's College, Annapolis, 1982-. �74/ST. JOHN'S COLLEGE FACULTY/75 Henry H. Higuera Kevin Robert Dungey . MA 1976 PhD 1983 University of Toronto; B.A., Cor~ell U~i:'ers1ty,_ 1974;D. ·k .. , C~lleg.e ' 981 2 ; Tutor, St. John's ColInstructor in Pohtrcal Science, rc inson ]ege, Annapolis, 1982-. "i _s Walter Sterling MA p nns lvania State University, 1966; Instructor, B.A., St. John's College,_ 196~; . ., e . y D Candidate Catholic University of Pennsylvania State Umvers1ty 1966-,68R, P~. . d Ti t St John's College 1983-. America, 1970-74; Editor of St. Johns evrew an u or, . Michael Blaustein . . B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard Umvers1ty, 1984; Tutor, St. John's College, Annapolis, 1984-. Patricia M. Locke . . "ty, 1977·' MA ., PhD· in Philosophy, Boston College, 1984, BA Gonzaga Umvers1 · · · c ll 1981· . ., . ' Teaching Fellow, Boston C o IIege, 1978-1982· Instructor, Assumption o ege, . ' Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey . f h N w School for Social Research, 1966; M.A., 1971, B.A., Semor College o t e e f Th New School· Assistant Professor of Ph.D., 1973, Grad~ate _Faculty o eat Geneseo 1972-1976; Graduate Faculty Philosophy, State Umversrty of NeUw ~ork "t f Okl~homa 1980-1984; Tutor, St. ' of The New School, 1976-1980, mversr Y 0 John's College, Annapolis, 1984-. Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Paul Antal lb · h 0 PhD U iversity of Chicago, 1975; Fu ng t degli studi Italy), e ?w .. ., Assistant p ro f. essor, Ree d' College ' 1968-74 ' University of Minnesota, 1975-7 ' Tutor, St. John's College, Annapolis, 1985-. ~-~., U(~v~~t~ ofF:~~~~on1i:Z~ Gni~er.~it<t (Flor~nce, 196~'. Pamela Kraus . EA F ll . 0 The Catholic University of America; ND . ~ ow, M.A., 1973, Pdh.D., F llow 1973-74· Lecturer, The Catholic Umversrty of 1 son e 1968-70; Woo row ' h' . h Th Catholic University of Amerl.ca 1975-80· Assistant Professor of p I 1osop y, le A . A . t1"on ' 1980-85; American Fellowsh"rps p rogramhp ~ ne ll mencan ssocra ' America, c' 1985of University Women, 1985-present; Tutor, St. Jo ns o ege, . J:.,9~ ' William Pastille . . . . Brown U mversr"t y, 1976· MA · in Musicology, Cornell Umversrty, A B in Music ' · V" · · F It School of 1979; Ph.D. i~ Musicology, Cornell University, 1985; . ~1ting s:cJo{iis College, . Music, University of Wisconsin at Madison, 1985-86, utor, Annapolis, 1986-. Ann G. Martin hD u . . M A St Hu h's College, Oxford, 1971; p . ., . B.A., Ohberlin/A t 1.97g. M .Phil g Middle English Studies, Somerville ColMassac usetts m ers, ' .S ·: 1984· Assistant Professor of German, I Oxford 1981· NEH Summer eminar, ' 87 1981-87; Tutor, St. John's College, Annapolis, 19 -. 19~9, ;~:due Uni~ersity: B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. Judith LA. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Lila Luce B.A., Lake Forest College, 1972; Ph.D., University of Wisconsin, 1984; Instructor, Carthage College, 1983; Visiting Assistant Professor, University of Arizona, 1984-85; Assistant Professor, University of Alabama at Birmingham, 1985-89; Tutor, St. John's College, Annapolis, 1989-. Cordell D. K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Abraham Schoener B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. SANTA FE President John Agresto A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; �FACULTY/77 76/ST. JOHN'S COLLEGE Fellow National Humanities Center, 1978-79; Project~ Director, National Hum~ities Center, North Carolina, 1979-82; Visiting Associate Profe~sor, Depa~t­ ment of Political Science, Duke University, North Carolina, 19~1; Ass1s.tant Chairman National Endowment for the Humanities, 1982-85; Acting Chairman, Nation~l Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National. Endowment. for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of N?rth Carolina, 1967'. M.A., The New School for Social Research, 1973; ~.S. Manne Co~s, 1967-69, Graduate Study in Music, University of North Carolina, 1969; ~art-time Instru~­ tor in Philosophy, East Carolina University, 1974-78; Part-time Ins~ructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. Johns College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-. William A. Darkey B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1~49; Tutor, St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, ~964-, Associate Dean, 1968-1970, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-. Robert S. Bart B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldo~ Traveling Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75, 1976-77, Santa Fe, 1975-1976, 1977-, Dean, 1977-82. Robert 0. Sacks B.A., St. John's College, Annapolis, 1954; fh.D., Johns Hopkins_Dniversit~, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langue~ Onentales V1vant~s, 1956-57; University of Chicago, 1957-59; Tutor, ~t. Johns Coll.ege, .Annapolis'. 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Marys College, California, 1968-69, Biblical Research, Jerusalem, 1971-72. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-196~; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in ~adio Repair, United States Anny, 1954-56; Assistant in Philosophy, 1959-~l, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. David Clifford Jones B.A., St. John's College, Annapolis, 1959; M.A., Universi~y of.Melbourne, 1962; Ph.D., University of Texas, 1974; University Fellow, Umvers1ty of Melbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor: St. John's College, Annapolis, 1964-65, Santa Fe, 1965-, Director, Graduate Institute in Liberal Education, 1973-1975, 1978-80. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean'. 1981-82; Teacher, Santa Fe Prepatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. Roger S. Peterson A.B., Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. �78/ST. JOHN'S COLLEGE Glenn A. Freitas B.A, Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval Ouebec 1964· Licentiate in Sacred Scripture, Pontifical Biblical Commission,' R~me, l966; CEcole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philip LeCuyer B.A, Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. FACULTY/79 Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Lynda Lamson Myers B.A, St. John's College, 1971; M.A, University of North Carolina, 1975; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Nancy Dunning Buchenauer Toni Katz Drew B.A, St. John's College, Santa Fe, 1970; M.A, Anthropology, University of New Mexico, 1985; Teaching Intern, St. John's College, Santa Fe, 1970-72; Tutor, St. John's College, Santa Fe, 1972-77; Visiting Tutor, St. John's College Graduate Institute in Liberal Education, 1978, 1985; Visiting Tutor, St. John's College, Santa Fe, 1985-86; Manuscript Editor and Investigative Journalist, 1982-89; Tutor, St. John's College, Santa Fe, 1989-. Stephen R. Van Luchene B.A, Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85. Bruce E. Venable B.A, St. Mary's College, California, 1969; M.A, 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. B.A, History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Edward Cary Stickney Kent H. Taylor B.A, Yale University, 1963; M.A, University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Gerald Myers B.A, St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty B.A, Yale College, 1974; M.A, Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. frank N. Pagano B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center, 1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Researc~ Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. Johns College, Santa Fe, 1974-; Consultant, National Library of Genetic Sequences, Los Alamos, 1982-. David Bolotin I ' I AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Martin Alan Cohen B.A, Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Brandeis University, 1968-70; AB., University of California, Berkeley, Integral Human Development: Psychology, Religion, Dance, 1972; The Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1981-82, M.A 1985; Tutor, St. John's College, Santa Fe, 1983-. �FACULTY/81 80/ST. JOHN'S COLLEGE Katharine S. Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Stephen Frederick Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Tutor, St. John's College, Santa Fe, 1983-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. George R Aigla B.S. Saint Mary's College, California, 1975. M.D. University of California San Francisco, 1979. California Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, Summer 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Tutor, St. John's College, Santa Fe, 1985-. John E Cornell B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. Timothy Carl Guile B.A., Marquette University, 1967; Fulbright Scholar, University of Freiburg, BRD, 1967-68; National Science Foundation Fellow, University of Chicago, 1968-73; M.A., University of Chicago, 1971; Assistant Professor of Linguistics and Ger- ~an, University of Southern California, 1973-74; Lecturer in Phonetics and General Lmgmst1cs, Umvers1ty of Witwatersrand, Johannesburg, R.S.A., 1974-76; Education Officer, CDM of South West Africa/Namibia Pty, 1976-79; Ph.D., University of Chicago, 1979; Lmgmst/curriculum developer for the Menominee Language Program of the Menommee Indian School District, Keshena, Wisconsin 1980-86· Tutor, St. John's College, Santa Fe, 1986' ' David Lawrence Levine A.B. St. John's. College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State Umver.s1ty;. Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; Umvers1ty Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language S.tudy, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Phdosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State Umvers1ty, 1980-88; Fellowship Research Grant, Earhart Foundation 1984-85· Tutor, St. John's College, Santa Fe, 1986, 1988-. ' ' Randolph J. Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell Umvers1ty; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor in English, 1979-86, and Chalfman of Humanities Department, 1981-86, American School Foundation Mexico City; Assistant Professor of English and Humanities, United States Inter~ national University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. Bill Berg B.A.,. Johns. Hopkins University, 1960; M.A., Cornell University, 1962; Ph.D., Classics, Pnnceton University, 1966; Fulbright Fellow, Greece, 1960-61; DAAD Fellow, Tubingen, Germany, 1964-65; Assistant Professor, UCLA, 1966-67; Stanford, 1967-74; Director, Stanford-in-Greece, 1974; Oregon local and regional government, 1976-82; Public radio programmer and director, Astoria, Oregon, 1983-86; Tutor, St. John's College, 1987-. Dana Densmore B.A., St. John's College, Annapolis, 1965; Softwan: Design and Engineering for Apollo Proiect, Space Shuttle, other NASA contracts, Instrumentation Laboratory, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Women's Institute for Freedom of the Press, Washington, D.C., 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles Stark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner Nixdorf Computer Corporation, Burlington, MA. 1979-81; Director, Artemis Ins;itute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, Califomi~ State University at Humboldt, 1975; Department Chairman (Philosophy), Champlam Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia Italy 1980-1984· Visiting Tutor, St. John's College, Santa Fe, 1987-1988. ' ' ' �82/ST. JOHN'S COLLEGE FACULTY/83 Jeffrey A. Goodman B.A., English, University of Pennsylvania, 1968; Edith F. Mirrielees Fellow in Creative Writing, Stanford University, 1973; M.A., Creative Writing, Ph.D.,English, Stanford University, 1978, 1981; Instructor in English, Stanford University, 1980; Assistant Professor of English, University of Santa Clara, 1981-83; Fulbright Teaching Fellow in American Literature, Omar Bongo University, Gabon (Centriil Africa), 1985; Writer-in-Residence, Western New Mexico University, 1984, 1986; Tutor, St. John's College, Santa Fe, 1987-. Sean D. Collins B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Lawrence Cave B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. in Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. Basia C. Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Doctoral candidate in Romance Languages, University of Chicago, 1984; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. George L. Iannacone B.A. St. John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Joan E. Silver B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. William S. Kerr B.S., Oklahoma State University, 1974; M.S., Economics, University of IllinoisUrbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; Graduate Study in Philosophy and Classics, University of New Mexico, 1979-83; M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Tutor, St. John's College, Santa Fe, 1989-. Telegar Satish B.A., Philosophy and Political Science, University of Mysore, 1966; M.A., Philosophy, University of Delhi, 1968; Ph.D., Philosophy, University of Madras, 1979; Lecturer in Philosophy, Hans Raj College, Delhi University, 1969-79; U.G.C. Junior Research Fellow, Center for Advanced Study in Philosophy, University of Madras, 1972-77; Teaching Fellow, Department of Philosophy, University of Oklahoma, 1977-79; Visiting Scholar, Committee on Social Thought, University of Chicago, 1980-81; Visiting specialist in Philosophy for Children. I.A.PC., Graduate Faculty, Montclair State College, 1981-83; Assistant Professor in Philosophy and Director, Philosophy for Children Program, Coppin State College; 1983-89; Tutor, St. John's College, 1989-. Sidney Keith B.A., Classics, Yale University, 1974; M.A., Political Science, University of Toronto, 1975; J.D. University of Chicago, 1983; Law Practice, 1983-87; Ph.D., Classics, University of Toronto, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Izaak Walton Killam Scholar, 1977-79; Canada Council Special M.A. Scholar, 1977-78; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- Sally Dunn B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 1975-81; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D. Classics, 1983, University of Washington; Ph.D. Candidate, Oriental Studies, 1985, University of Pennsylvania; Visiting Tutor, St. John's College, Santa Fe, 1990-. Margaret Anne Kirby B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, �84/ST. JOHN'S COLLEGE 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Gemanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. OFFICERS/BS OFFICERS, ASSOCIATES AND STAFF Richard D. Weigle Edwin Jules Delattre TUTORS EMERITI Wiley W. Crawford James L. Tolbert Joseph Winfree Smith, Jr. Hugh P. McGrath John Sarkissian Brother Robert Smith, ES.C Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A Wilson Charles G. Bell Samuel Emmons Brown Thomas King Simpson Stuart Boyd HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt.D., Oxford University, 1961; LLD., Carnegie Institute of Technology, 1967; LH.D., Yale University, 1967. SANTA FE President William M. Dyal, Jr. Dean Thomas J. Slakey PRESIDENTS EMERITI ANNAPOLIS President John T. Agresto Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Treasurer Robert Harner Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Malcolm Wyatt Director of Graduate Institute Timothy P. Miller Assistant Deans Wye Allanbrook John Verdi Assistant Dean Georgia S. Knight Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Career Planning Ellie Lotz Dietrich Director of Continuing Education Malcolm Wyatt Director of Development Janice C. Buys Director of Financial Aid Caroline Taylor Christensen Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Joan Iverson Director of Career Planning Ron F. Hale Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian James M. Benefiel Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Librarian Kathryn Kinzer Nurse Practitioner Deborah Walker Director of Information Services Nancy Osius Registrar Diane M. Trudell Registrar Nancy R. Lewis Director of Student Activities Mark St. John Director of Personnel Ted R. Gonzales Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L Wallace Coordinator of Buildings and Grounds Dolores Vigil Supervisor of Maintenance Juanita Zamora �86/ST. JOHN'S COLLEGE Annapolis States Represented Alabama Alaska Arizona California Colorado Connecticut Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire Santa Fe 34 36 1 2 2 28 8 9 1 2 5 4 3 2 1 1 14 2 7 2 1 2 1 1 2 23 6 2 1 1 2 1 1 Early Entrance Previously Attended College Range of Ages Veterans Kind of School Attended Public Independent Parochial 4 1 1 3 Annapolis Number of Students Fall 1989 January 1990 Men Women 2 3 7 4 1 1 New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin District of Columbia Annapolis 8 Australia Canada Ghana Greece Mexico Nigeria Pakistan Phillipines Sweden 110 41 85 66 5 6 34 64 17-29 16-43 2 5 91 55 3 103 38 10 Receiving Financial Aid Rank in Class* First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students 1 12 9 1 1 4 1 2 3 10 1 2 7 4 1 6 1 2 4 1 10 1 4 1 3 1 2 2 1 1 1 1 Annapolis Santa Fe 118 31 87 62 12 3 8 Santa Fe 48% 60% 34% 26% 17% 16% 5% 2% 55 9 9 17 20 *Not included in this table are 94 students for whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1990-1991 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1990-1991 Date A point or period of time associated with an event in the lifecycle of the resource 1990-1991 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1990-1991 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/68f8de6c6863b55f7ba97431dc887f0e.pdf 1cd6b38ab2fb84a5c8e2246ef3cc1a2a PDF Text Text STATEMENT OF THE ST JOHN'S PROGRAM 1991-92 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �ANNAPOLIS 1991-92 SANTA FE 1991-92 August 23 August 28 August 29 August 29 October 4-7 November 27-December 1 December 12 December 13-January 5 January 6 January 6 January 6 January 31-February 3 February 28-I\!larch 15 15 I\!lay 17 Freshman Registration Convocation Sophomore, Junior, and Senior Registration Classes Begin with Seminars Long v\feekend Thanksgiving Recess End of First Semester vVinter Vacation Second Semester Registration January Freshman Registration Classes Begin with Tutorials Long Weekend Spring Vacation End of Second Semester Commencement August 29 August 30 August 30 August 30 September 2 Occober 11-14 November 28-December 1 Decern.ber 19 December 20-January 19 January 17 . Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUMMER 1992 SUMMER I\!lay 25 June 15 July 31 August 6 20 lV!arch 14-29 22 24 January Freshman Graduate Institute January Freshman Graduate Institute 1 Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends 15 August 6 August 7 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction The Curriculum Seminar .... Preceptorial . . . . . . . . . . . ..... . Tutorials .......... . Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules ..... Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy ..... 6 8 10 11 16 20 22 28 29 30 31 33 34 35 35 37 37 37 Residence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses 47 50 Admissions Requirements and Procedure Campus Visit 56 foes and financial Aid Procedures and Deadlines Grants and Loans .. Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 58 60 62 62 63 64 Bibliography 66 Board of Visitors and Governors 67 Faculty 68 Officers, Associates and Staff 85 Profile: 1990-91 Freshman Classes 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). 38 43 54 �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its funda~ental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and tO become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a heauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more ·general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussiOn they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of . its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discus,sion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some . theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books, Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them, Students may suggest a topic and invite a tutor to study it with them, Although many preceptorials study one of the books of the sen1inar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter, There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar, Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members, Listed below are some of the preceptorial subjects offered on the two campuses in recent yearso Heidegger; Being and Time Design and Expression m the Visual Arts Joyce; Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius hYJSti)tH:; Metaphysics Darwin; Natural Selecti.on P1ato: Republic Sartre: Being and llfothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T, S, Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Levif4than Augustine: ·City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism EthJCal Problems in Medicine Nietzsche: Twilight of the Idols The seminar cannot suffice as the only setting for liberal education, By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutoL The tutorial provides conditions for a small group to work together toward a ana!ysis, often through translation or demonstration, of an important work As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach, assignments are normally made in all classes: mathematics, sections as well as in language tutoriak The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills, As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may be tho~1ght of as a present-day restoration of the traditional studies of gramr~;:ir, rhetork, and logic. The tutorial seeks to foster an intelligent and actnre grasp of the relations between language on the one hand and thought and imagmai:ion on the other. To do this it must direct attention to the fundamental ways in which words can be put together to the modes of signifying things; the varied connotations and ambig~ities of terms· the wle of metaphors, analogies and images; and the logical relation~ ~ betv;een , !he , of foreign languages (Greek in the first and seebnd years, "';11(', Nench m the third and fourth years) provides an effective means to tnese enck By studying these languages, by translating from them into and comparing them with each other and with English, the , lea~n sornething of the nature of languages in general and of their . ~wn m part1culaL During the four years, then, they study language as the mscourse of reason, as the articulation of experience, and as the medium �12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminaL The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The THE CURRICULUM/13 year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word mean"to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art not separated from what have come to be called the humanities. VJhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines iL Therefore anyone who rr:eans to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name a particularly close connection with the human capacity for leamits study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully com. mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Ase there 'better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an exarnple of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modem mathematics, After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus, The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/ls Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE IVIUSIC TUTORIAL On,e of the ;urns of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St John's is not directed toward performance but toward an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's to grasp number and measure, The liberal art of music them on the ratios among whole numbers. In the music program at St. John's aims at the understandof music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to the fundarnentals of melody and its notation. Demonstration takes by singing, and by the second semester the students perthe great choral works. In the sophomore year a tutorial meets lhree times a week. Besides continuing the singing, the music tutorial noflects two different but complementary aspects of music. On the one hand mus1c is related to language, rhetoric and poetry, On the other is a unique self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterand harmony. None of these is done apart from the sounding realof music. The inventions of Bach, the songs of Schubert, the masses the operas of Mozart and the instrumental works of are the real textbooks. In the second semester at least one mawork is analyzed closely. on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a and familiarize themselves with its score before the seminar meets, Group discussion of a work of music, as of a book, and enriches the understanding of it. �16/ST. JOHN'S COLLEGE Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in thern, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE CURRICULUM/17 the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study" (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative rrn:-rn1octs, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A laborator; session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occaa laboratory meeting is reserved for the discussion of a classic or otlv.:r text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Ruther. ford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and er.npirical inquiry. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of TOPICS The .g_eneral topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �18/ST. JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: 3rd Year 10 weeks: 18weeksi THE CURRICULUM/19 Observational biology Studies of matter and measurement, leading to the. atomic theory of chemistry Topics in physics: mechanics, optics, heat, .electricity, magnetism . Quantum physics Genetics, evolutio11, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination . THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. Tl::IE FOURTH YEAR In. many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the .wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the • ~nior laboratory then turns or returns to biological topics, and first to ~etics, to Mendel's theory of heredity and its development through the .~eritnentation and interpretation by T.H. Morgan and his associates. >'fhe results of laboratory studies of bacteria populations are considered ~:ljfrt>m the standpo~nt of their evolutionary significance, in the pap~rs of ;~~1ilrclt and of Luna and Delbruck. Next, fundamental papers leadmg to t-day molecular biology-for instance by Beadle and Tatum, Watand Crick, Jacob and Monod-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE THE FORMAL The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin ''The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Platds Phaedrus" Martha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky ''Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring'' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul. as He Was and Paul as He Looks" .~ister Stendahl "The Parable of Don Quixote" Joe Sachs • .1'nowledge and Faith" .J~es Carey . '.'The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart ~~~t~rd String Quartet :;:~Rtizenship in a Mass Democracy" Mark Hatfield • •. ''«MiIItesis and the End of Art" .< John Sallis �THE CURRICULUM/23 22/ST. JOHN'S COLLEGE FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Eunpi des: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics~ On Generation and Corruption~ The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at SL John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Apollonms: Virgil: Plutarch: Ptol2my: Plotirms Augustme' Anselm: Dante: Chaucer: Des Prez: Machiavelli: Copernicus. Luther: Rabelais: Palestrina: Montaigne: Viele: Bacon: Shakespeare: The Bible* De Anima, On Interpretation*, Prior Analytics~ Categories* Conics'' Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/ZS Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences'' Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Treatise of Human Nature* Hume: Rousseau: Social Contract, The Origin of Inequality Wealth of Nations* Adam Smith: Critique of Pure Reason*, Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville Selected Speeches Lincoln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner, Capital*, Political and Economic Marx: Manuscripts of 1844 * Brothers Karamazov Dostoevski: War and Peace Tolstoy: The Adventures of Huckleberry Finn Mark Twain: Psychology, Briefer Course Wilham Jarµes: Thus Spake Zarathustra*, Beyond Good l'-hetzsche: and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin Goethe· Mendel: Darvvin: Hegel: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Virgil Dante Chaucer Rabelais Shakespeare Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Literature First Year Second Year Donne Marvell Third Year Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Lucretius Hegel Kierkegaard Nietzsche William James Ptolemy Apollonius Copernicus Descartes Pascal Viete Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski Lorenz Rutherford Minkowski Bernard de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Davisson Einstein Heisenberg Whitehead Maxwell ~1 .. ""' �THE ACADEMIC ORDER/29 28/ST. JOHN'S COLLEGE their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are inwith a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the programo They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allowso In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of their ordinary teaching duties. They engage in a thorough study exploration of a subject chosen by the Instruction Committee of the Scholars from other institutions may join the group for certain .. ucuv'"'· Although the subject under study may not be directly related to St. Johr(s curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. 0 At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President to the faculty. The Committee consists of the Deans and tutors, six elected by the tutors on each campus of the College; the .P".~":.~~- sit vvith the Instruction Committee ex officio. The Deans preside the Instruction Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Com·'··11111'"'"' for that campus and meet at frequent intervals throughout the year. Committee meets annually, alternating between the two campuses, the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS rtJESDAY . ~Q~SIJAY THURSDAY FRIDAY Language Chorus Language Language Mathematics Mathematics Mathematics La:J>oratoty The books chosen for study at St. John's are collected in the libraryin the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate. up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mli!thematics Mathematics Lan$Jlage Language Laboratory Chorus Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain ds of laboratory work for which the upperclassmen may choose their .time, the schedule is the same for all students. The language, ~matics, and music tutorials each meet for three and a half hours to d a half hours per week. Freshmen, juniors, and seniors spend up ours each week in the laboratory. Two evenings from eight to ten nts attend a seminar. A formal lecture or concert is given once Sixteen to nineteen hours per week are spent in regular classes. r is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS ' Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are en'' couraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in lementary algebra and trigonometry. HE FRENCH READING EXAMINATION their junior year, students must pass an examination to demonstrate .reading knowledge of the French language. HE SENIOR ORAL ENABLING EXAMINATION senior oral enabling examination is given to the student in the fall e beginning of the fourth year. It is focused on a number of books the seminar lists assigned for rereading and study during the preceding mer. The passing of this examination confirms a student's status as didate for the degree of Bachelor of Arts. FINAL ESSAY AND ORAL EXAMINATION e senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to iece of specialized research, but rather a sustained performance in ral arts. Four weeks at the start of the second semester are reserved y writing; during this period the seniors attend no classes. If the f!SSay is approved by the faculty committee to which it has been · ed for reading, the student is examined upon it by the committee ur-long public examination. No degree is awarded unless both Y and the oral examination are satisfactory. The senior essay is ed as a culmination of the student's learning. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, SL John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG SOPHOMORE ENABLING Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semesteL Sophornore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure" Consequently, no students are enabled to enter che junior class unless they have written a satisfactory essay, and then if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgrnent looks to the possibility of the student's writing an acceptable senior essay. LETT.ER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is .necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college" Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. <nri.o,rwcmo in 1Nhich careers and work environments are changing rapidly, broadly-based liberal arts education is recognized increasingly �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 DEGREE, OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; • 20% are in business or business-related occupations; • 13 % are in sciences and engineering; • 10% are attorneys; • 8.5% are in the visual and performing arts; • 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to facilitate entry into fields such as medicine, business, engineering, and teaching. The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have tw-0 tutors as leaders and are limited to twenty students. Tutorials are ,smaller classes devoted to closer reading of texts. The preceptorial, a class . eight to twelve students and one tutor, studies a single book or probin depth; a major essay is required at the end of the term. Nine credits granted for the successful completion of each segment of the program. segments are required for the degree, though students who have ·ous graduate credit may be eligible for the degree after three segments. segments may be taken in any order, but not every segment is offered y term. More detailed information and an application may be obed by writing to the Graduate Institute in Liberal Education, St. John's ege, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, land 21404-2800. ' ECTORY INFORMATION AND RIGHT TO PRIVACY rnpliance with the Family Education Rights and Privacy Act, the Coletains the right to publish at its discretion the following information each student presently or previously attending the College: the stu's name, address, telephone listing, date and place of birth, field of y, participation in officially recognized activities and sports, dates of dance, degrees and awards received, and the most previous educa1 agency or institution attended by the student. As required by the the College will provide public notice annually of its intention to h such directory information. Students have a right to inform the ge within a reasonable period of time that any or all of this directory mation should be withheld. The College will respect any such request �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at SL John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms, The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges petty to vital; short stories, poetry and news take up the rest of the space, Students are also welcome to contribute work to The Reporter, The St. Review, and Energeia, the three official publications of St John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual tnembers of the community come and go. Many extracurricular activities �40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films -the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery continue throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the College has provided an extensive intramural program, now including team competition in touch football, soccer, basketball, volleyball, softball, and track, as well as individual tournaments in tennis, badminton, table tennis, and racquetball. Participation is voluntary and enthusiastic; the competition between intramural teams is passionate but good-natured. Students and tutor~ also pursue interests in sailing, rowing, canoeing, karate, fencing, tai weight training and aerobics. Facilities include a gymnasium with racquetball courts and weight room, playing fields, tennis courts, and a boathouse. The athletic program is designed to offer the community opportunities for physical exercise, development of skills, participation in team sports, and a place for recreation and enjoyment. In a single departure from the long precedent against formal intercolleg;ate competition, there has in recent years been an annual croquet match with a team from the neighboring United States Naval Academy, for the Annapolis Cup. �RESIDENCE & STUDENT LIFE/43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purthe fine arts, museums and opera; and with archaeological and research. Scientists in nearby Los Alamos do research in nuclear ics and related fields. Neighboring institutions of higher education the Institute of American Indian Arts, the College of Santa Fe, Santa College, and the University of New Mexico in Albuquermiles to the south, Albuquerque provides the attractions and veniences of a city of 400,000 people. campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the Goverof the Santa Fe campus reflects the territorial style in the state during the last century. The campus, at an eleva'.7,300 overlooks the city and offers superb views of the Certhe Ortiz y Pino and the Sangre de Cristo mountain campus includes a classroom building, a laboratory, a library, C':'nter, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/ 45 is open to the public, has a new show by professional artists bimonthly. A student ar~ show is scheduled each year, and awards are given for ~chievement m pottery, photography, drawing, painting and in making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art poetry, short stories, and photography from students and faculty alike. Musical perfmmances of many kinds are given by students through the Col/egzum Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an, opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing can ~nd teachers and fellow musicians with whom to study or perform. The ::Jt. John's Chorus and the small chorus also give recitals. The College prov1des numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide of classic and current films for the College community every Saturmght. Many students are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary v~'"V'3 '~· counseling, working at the local health food co-op or in other �RESIDENCE & STUDENT LIFE/47 46/ST. JOHN'S COLLEGE miles of forest and wilderness areas for hiking and camping. Here the St John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. 1Nhen the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several l:o local lakes where students can enjoy windsurfing and sailing. local activities. The St. John's bus takes students into town daily Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin~ ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swim; passes. Horses may be hired at a nearby ranch. ·.·.~ The adjoining Sangre de Cristo mountains provide hundreds of square RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support i:hat other students can give them in their college life. Unmarried students not living at home are required to live in the coldormitories and to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant or Head Resident to live off-campus, The College currently can offer no married student housing. Students wish to have married student housing must find suitable housing offand should allow time for this. Room assignment is the responsibility of the Assistant Deans in con""n~•'~- with the Director of Residence. Returning students have the �48/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 49 privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residen_ce during winter or spring vacation. In Santa Fe students are n~t pe~m1tted_ to remain in residence during winter vacation. They may remam durmg spnng vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician or Assistant Dean. CAREER SERVICES The Office of Career Planning on the Santa Fe campus and the Office of Career Counseling in Annapolis offer a wide range of programs and services that include: @ individual career counseling ® vocational interest testing " information and assistance in applying to graduate and professional schools ., internship opportunities " assistance with resume-writing and other job search skills " access to a national alumni career network ., prelaw and premedical advising "' on-campus career workshops and meetings with alumni " information and referrals on current career and job opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-camp~s jobs. Primarily, it seeks part-time employment for students dunng tne academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on pus. These services are free of charge or low-cost. RULES Of RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculrcy to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College< St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland COLLEGE CREEK BOATHOUSE Soccer Field co (..) c co DJ I HEATING PLANT Continuing Education/ ~--l ....,~,.,..,,,,,.,'"'.,.,.,.,.,,'"'=FI/ Office ..... Lower Dormitories B TENNIS COURTS Peterson Student Center MeemQ Library Upper Dormitories COLLEGE AVENUE �52/ST JOHN'S COLLEGE ADMISSIONS/ 53 The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College, Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education" Education at St, John's is a common pursuiL Each student has a considerable effect on the life and learning of the community, Most who consider SL John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they wa::it to engage fully in the life of reason and believe they c~n take pleasure m it. In writing their application essays, many determme their own appropriateness as St, John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide, Thus, for the most part, they select themselves, Some are reiected, of course but a wide variety of students is accepted each year, The ~urpose of the admission process is to determine whether an a~­ plicant has the necessary preparation and ability to complete the SL Johns program satisfactorily, The Admissions Committee - five t~tors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "J?o,,you think I am ready to profit from the program of studies at SL Johns? , In the essays, applicants are asked to discuss their previous education, reasons for choosing St, John's, and their experience with boooks, A number of optional topics is also suggested, The essays are designed to enable applicants to give a full account of themselves, They can tell the Committee much more than statistical records reveaL Next the Committee considers the applicant's academic achievement and promise, Previous academic records-the secondar<! school report ar:d college transcript, if there is one - show whether an applicant has the habits of study necessary at SL John's" Letters of reference, particularly those of teachers, are carefully read for indications that the applicar:t has the mat~­ rity, self-discipline, ability, energy and initiative ~o suc~~e~,1;1 the SL Johns program" SL John's attaches little importance to obiecnve Lest scores, and no applicant is accepted or rejected because of such scores" , The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ~p­ plicant, or by any other factors unrelated to the work of the College, The , 0 0 application asks a minimum of personal data, Need for financial assistance does not affect the Committee's decisions on admission, SL John's has decided to remain a small college in which the students and faculty are known to each other, Each campus has between 300 and 400 students" The size of each class is limited on each campus" Most freshman classes are about equally divided between men and womeno Classes enter in late August and January in Santa Fe, in September and January in Annapolis" Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere" These students, despite good records at other colleges, :relinquish their advanced standing to take part in the St John's program" Freshmen who enter in January stay on campus the following summ.er co complete the first year, They can thus graduate a year earlier than if had postponed their entrance until the following faIL The January class is of particular interest to students who come to SL John's from other colleges, or who have traveled or worked since graduation from high school, or vvho wish to enter SL John's immediately after the first semester of their senior year of high schooL �ADMISSIONS/ SS S4/ST. JOHN'S COLLEGE St. John's is committe? to maintaining its low student/faculty ratio ~8to1). In orde: to meet this commitment, the number of students in each rreshman class is carefully controlled · Candidates for ad m1ss10n are a d · · · d vise that applicants who meet the suggested deadlines (see bel ~ ) ~ .. 1 m a btt er position to secure p aces in the entering classes and ea I e 'd · f f' · 1 r y cons1 era hon or manCla assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January shou~d apply no later than December 15. Applications are processed on a rollmg_ basis. As soon as the application essays and supporting documents are rece1~ed, the ap~hcation is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus Late. applications f~r both fall and January classes will be c~nsidered, but apphc~nts are advised that the. earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their chmce. Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on e1the.r campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at. w_hich their applications were processed, together with a statement ~pec1fymg the campus they wish to attend. Once the deposit has been ;ubm1tted, the campus preference may not be changed except as noted odow. D~posits are non-refundable, except as noted below, and are apphed to first semester tuition and fees. . Deposits are accepted on a first-come, first-served basis until the available posit.ions are .filled. Typically, the fall classes fill by the middle o~ May, s~ w~1le there is ample time to consider offers of admission from ocher mstltut10ns, the earlier a decision can be reached, the better. January d:,_sses usually fill by the end of December. Students who submit deposits ~crore the end of the first week of May (for the fall term) or December ~1 (.f~r th~ January term) have a significantly higher chance of securing pos1t10ns m th~ entering classes than those who submit deposits later. If the. e~termg class on the applicant's first-choice campus is full when deposit 1s received, the Admissions Office will offer the following op~.1~ns:. 1) ~h~ deposit ~ay be transferred to t~e other campus, provided space i-_mams m rhat entermg class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. :he FINANCIAL AID -~he College en~eav?rs t~ meet. the full demonstrated need of enrolling srndents requesting fmanc1al assistance. Of necessity, however, the amount �ADMISSIONS/57 56/ST. JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by tl;te Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly for- mal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary· for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. ~ohn's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should g? .to the Admissions Office. On weekends and any day after 5:00 p.m. v1s1tors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route SO from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �58/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/59 award. At St. John's, self-help consists of a part-time job and an educational loan. · 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. • The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid p~ogr~m: . 1. The primary responsibility for financing a college educaho~ hes with the student and the student's parents. The College can offer aid only to supplement funds the family provides. . . 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and family members in college. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contri"~mte t? th~ir educational expenses, self-help is the first component of a financial aid The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. 9. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �60/ST. JOHN'S COLLEGE required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of fin~ncia~ aid a?plications candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the. Colle_ge Scholars.hip Se~ice as soon as possible after January 2 in the year in which the candidate ':ishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is rec:ived, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower cha:ice of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students wh? are re~urn­ ing to the College and reapplying for financial aid or are applying for financial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid cred_ential_s are rece_i".'ed by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. A':ards b°:sed on app~ications completed after the deadline will not be mailed until after Apnl 15. Students whose applications for financial aid are received a~ter. t_he deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. FEES & FINANCIAL AID/61 PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. PERKINS IDAN (formerly National Direct Student Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5 % . There is a provision for deferment if the borrower returns to at least half-time study at another institution. STAFFORD IDAN (formerly Guaranteed Student Loan) The Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is 8% for the first four years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1991-92 STUDENT BUDGET* FALL FRESHMEN $14,262 4,696 275 600 100, 350, 600.1 Tuition Room and Board Books Personal Expenses Transporation JANUARY FRESHMEN Tuition Room and Board Books .Personal Expenses Transportation $12,831 275 600 100, 350, *Fees are subject to change without notice. The allowance for transportation varies with the distance between the student's home and the College. 2 Undetermined at time of publication. 1 deposit, t~e deposit is forfeited, and he must make a new deposit to secure his place rn a s.ubsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. _ Each s.tudent is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. " Unless ot.herwise requested, the College presents its bills directly to che student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of ~he academic year, after having received proper certification from the 1!eterans Administration or the Social Security Administration< _ Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester and January 1 for the second semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various tuition payment plans or loan arrangements available to SL John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $200 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the st'Jdent should decide not to enroll in the year for which he made the If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any mstitutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds m. acc~rdance with a schedule of payments determined by the Financial Ald Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. �FEES & FINANCIAL AID/65 64/ST. JOHN'S COLLEGE Fe_deral ~egulations require that an institution set a maximum time fram,e m which. students must complete their educational objectives. St. Johns has set eight years as the maximum time frame in which students who are re~ipients of federal financial aid funds must earn their B.A. degrees. ~his may be eight years of full or part-time study. Years in which a. student is not enrolle_d at S~. John's will not count in the eight-year limitation. H~w.ever,. years m w~1ch a ~tudent is repeating work (and thereby not rece1vmg aid) ar~ considered m the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than th:ee weeks, t~e. class will be considered as repeated ~ork, and. the s_tudent will not be eligible for financial assistance. ExcepcJOns to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. . A student who wishes to appeal a decision regarding academic standmg sho~ld present a letter of appeal to the Dean of the College. The Dean will review. the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semesteL In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. In c~rnplia~c~ with Fe.deral and State regulations, St. John's has developed a sec of policies on mm1mum standards of progress for enrolled veterans 1. St. _John's will report to the Veterans Administration within 30 days ali mc1dents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on .academic probation. During that probation period, support and counselmg are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. emolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St.. John's will report to the V.A. when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on mm1mum standards of progress. 6 . St. John's will inform all veterans and dependents that prior academic cre~t credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER Jo, and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER Jo, and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME So: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT Mo: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C So: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Mr. John H. Dendahl Santa Fe, NM Mr. Owen M. Lopez Santa Fe, NM A. Scott Kelso Mr. Charles M. Diker New York, NY Mr. Donald J. Maciver, Jr. El Paso, TX Vice Chairmen Mr. Ray C. Cave Mr. John D. Wirth David Dobreer, M.D. Alhambra, CA Mr. Charles Miller Houston, TX Mrs. Lovejoy R. Duryea New York, NY Mrs. Lucille G. Murchison Dallas, TX Mr. James H. Frame New York, NY Mr. Charles A. Nelson Croton-on-Hudson, NY Mr. Arthur Frommer New York, NY Hon. Frank V. Ortiz, Jr. Washington, D.C. Mrs. Mary Bittner Goldstein New York, NY Mr. David B. Rea New York, NY Mr. Robert A. Goldwin Washington, DC Mrs. Joyce Rumsfield Chicago, IL Mrs. Anna E. Greenberg Annapolis, MD Mr. William W. Simmons Annapolis, MD Mr. Allan P. Hoffman Lawrence, NY Mr. Theodore H. Smyth Santa Barbara, CA Irwin Hoffman, M.D. Santa Fe, NM Mr. J. I. Staley Wichita Falls, TX Ms. Jennifer U. Johnson Jacksonville, FL Mr. W. T. Terry, Jr. St. Louis, MO Mr. Donald Kagan New Haven, CT Mr. Charles H. Watts, II McLean, VA ML William Barclay Allen Claremont, CA Mr. A. Scott Kelso Houston, TX Mr. Peter Weiss New York, NY Miss M. Brownell Anderson Washington, DC Mr. Rollin W. King Dallas, TX Mrs. Julia M. Wilkinson Austin, TX Mr J. Burchenal Ault Vail, AZ Mr. Jonathan Krane Los Angeles, CA Mr. Warren Winiarski Napa, CA Mr. Nicola Caiola New York, NY Mr. Jerome LaPides Annapolis, MD Mr. John D. Wirth Atherton, CA Mr. Thomas M. Carnes San Francisco, CA Ms. Barbara Lauer Laramie, WY Mr. K. Martin Worthy Washington, DC Miss Barbara H. Leonard Oberlin, OH Mr. Jonathan Zavin New York, NY Chairman Secretary Mr. Jerome LaPides JVIEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Adm. Robert L. J. Long Annapolis, MD �68/ST. JOHN'S COLLEGE FACULTY/69 Laurence Berns ANNAPOLIS President Christopher B. Nelson B.A., St. John's College, Santa Fe, 1970; St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Ha:rdin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean of the College in Annapolis Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-; Dean, St. John's College, Annapolis, 1990-. Edward Grant Sparrow B.A., Harvard College, 1951; LL.B., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, and Associate Professor of Philosophy, 1971-76, Saint Mary's College of California; Tutor, St. John's College, Annapolis, 1976-. On leave 1983-85 as founding dean of Whitney Young College, Kentucky State University; Dean, St.. John's College, Annapolis, 1986-1990. B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts Basic Progra~ of Liberal Educat.ion for Adults, University of Chicago, 1956-59; 'Tutor, St. Johns Colleg~, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship' w~ , Michael S. Littleton ~.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; ST~., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fme Ar~s, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of Int~tnat~on~l Affai:s, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Proiect of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's Coll~ge, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer m ~story, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician 1957 Mathematician, 1961, The Johns Hopkins University Applied Physics Lab~ratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J .D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the ~iberal Arts, University College, University of Chicago, 1960-62; Tutor, St. Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978 ' 1984; Visiting Scholar, Oxford University, 1978-79. �FACULTY/71 70/ST. JOHN'S COLLEGE Thomas A. McDonald Gisela Berns Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, lVIunich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructo; in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Bhnd, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and De.partment of Geology, University of Chicago, 1948-49; Instructor m Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor m Geology, University of Illinois, Chicago, 1954-64; National Science Foun~at1on Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. Johns College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, .Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, An.napolis, 1_965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. · Nicholas MaistreHis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989. vVye Jamison AUanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87; Visiting Professor, University of North Carolina, Chapel Hill, January-May, 1989. John f. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo f. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. �72/ST. JOHN'S COLLEGE Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Deborah Schwartz Remmt B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. FACULTY/73 tion Fellow, 1966-70; Instructor in En_glish, 1970-71, Assistant Professor of English, 1971-76,. Anne Arundel Community College; National Endowment for the Humamties Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., _1973, M.A., 1976, Ph.D.'. 1983, Pennsylvania State University; Instructor m Ph1lo~ophy and the Humamt1es, Pennsylvania State University, 1976-77; Tutor; St. Johns College, Annapolis, 1977-. David Lee Townsend Marilyn Douville Higuera B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Member, Massachusetts Bar, 1981-. B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory· Tutor, St. John's College, Annapolis, 1979-. ' William Jon lenkowski B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers U,n1vers1ty, 1968-76; V1s1tmg Lecturer, philosophy of science, New York Institute or Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Joe Sachs Thomas May B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. ~OA., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, ~~y~la College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. Michael Comenetz John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda- JOii.ns College, Annapolis, 1979-; Dtrector, Graduate Institute in Liberal Education, Annapolis, 1986-89. Jonathan S, Tuck BA('. C_olumbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of ~ahforma: Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-0 Michael G, Oink Harvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, PhD. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. James Howard Bean Ac~ve duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; IVL)., PhysICs, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, Arlmgton, Virginia, 1979-81; National Academy of Sciences/National Research Counc11/Naval Research Laboratory Resident Research Associate, Space Science ~1v1s10n, Naval Research Laboratory, Washington, D.C., 1981-83; Consultant, E.D. hul~urt Center for Space Research, Naval Research Laboratory, Washington, D.C., 198,:-; Tutor, St. John's College, Annapolis, 1982-. �FACULTY/75 74/ST. JOHN'S COLLEGE Elizabeth M. Blettner . . S f d U · ·t 1969· graduate study in English literature, Umvers1ty Bf.Aw"· tan .or 197n01~7elrs1~ A in,Philosophy, Pennsylvania State University, 1978; o ISconsm, ' · · . S U · ·t 1979 80· Instructor of phil0sophy and humanities, Pennsylvania tate mvers1{ . t' Richard M. Weaver Fellowship, 1981; Ph.D. in Phil?sophy, Pennsy vama a e University, 1985; Tutor, St. John's College, Annapolis, 1982-. St Henry H. Higuera . · C orne11 U n1vers1't y, 1974·, MA ., 1976 ' Ph.D. ' 1983, University hof, Toronto; · J C 11 I~st;uctor in Political Science, Dickinson College, 1981-82; Tutor, St. o ns o ege, BA Annapolis, 1982-. Walter Sterling BA. St. John's College, 1965; M.A., Pennsylvania State University, 1966; lnstr:-ictor, P~n~sylvania State University 1966-68; Ph.D. Candidate, Catho;ic University of America, 1970-74; Editor of St. John's Review and Tutor, St. Johns College 1983-. University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. Ann G. Martin B.A., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; Ph.D., U. Massachusetts/Amherst, 1979; M.Phil., Middle English Studies, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German, Purdue University, 1981-87; Tutor, St. John's College, Annapolis, 1987-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Lila Luce Michael Blaustein B.A., Lake Forest College, 1972; Ph.D., University of Wisconsin, 1984; Instructor, Carthage College, 1983; Visiting Assistant Professor, University of Arizona, 1984-85; Assistant Professor, University of Alabama at Birmingham, 1985-89; Tutor, St. John's College, Annapolis, 1989-. B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Abraham Schoener Anita L Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. Patricia M. Locke · ·t 1977· MA PhD in Philosophy, Boston College, 1984; BA G onzaga Urnvers1 y, , · ., · · A · C II 1981 T~a~hing Fellow, Boston College, 1978-1982; Instructor, ssumpt10n o ege, ; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey BA Senior College of the New School for Social Research, 1966; M.A., 1971~ PhD 1 9 73 Graduate Faculty of The New School; Assistant Professor 01 Philo;ophy, State University of New York at Geneseo, 1972-1976; Graduate Facu~y of The New School, 1976-1980, University of Oklahoma, 1980-1984, Tutor, t. John's College, Annapolis, 1984-. Pamela Kraus MA 1973· PhD 1980 The Catholic University of America; NDEA Fellow, .., w' d. ''w·1 ' F llow 1973-74· Lecturer The Catholic University of 1968-70· oo row 1 son e ' ' ' h C h l' U · ·t of Americ; 1975-80· Assistant Professor of Philosophy, T e at o ic Arnversi Y ' A · ' 1980-85· American Fe11 owsh'1ps p rogram Panel , Amencan ssooat1on otJ~Ii~:rsity Wo~en, 1985-present; Tutor, St. John's College, 1985-. William Pastille . . · · B u · ·t 1976· M A in Musicology Cornell Urnvers1ty, A.B. m Music, rown mvers1 y, , · .· ... ' , S h 1 of 1979; Ph.D. in Musicology, Cornell University, 1985; V1sitmg Facuhy,' ~ ol~ e Music, University of Wisconsin at Madison, 1985-86; Tutor, St. Johns 0 eg ' Annapolis, 1986-. Kevin Robert Dungey . . B.A., University of North Carolina at Chapel Hill, 19.72; Ph.D., Stanford ur;versit~~ 1980· Whiting Fellow, 1978-79; NEH Summer Institut~, 1985; Ass1stantr irec of Fr~shman English, Stanford University, 1979-80; Assistant Professor or Enghsh, Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Cordell n K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. Hutchins B.A., University of Chicago, 1957; London School of Economics, 1957-58; M.A. in Southeast Asian Studies, 1960, Ph.D. in International Relations, 1966, Yale University. Ford Foundation Foreign Area Training Fellow, 1959-62. California Institute of Technology, 1962-66; California State College, Northridge, 1967-68; Assistant Professor of Political Science, Columbia and Barnard Colleges, 1968-70; John Jay College of Criminal Justice, 1970-75; Associate Professor, Rutgers �76/ST. JOHN'S COLLEGE FACULTY/77 University, 1975-78; Field Director for New Jersey, Governmental Responses to Crime Project, Northwestern University, 1978-80; Management Analyst, Yonkers Police Department, 1980-81; Assistant Director of Nursing for Clinical Evaluation, Mount Sinai Medical Center, 1981-83; Research Director, Children's Evaluation and Rehabilitation Center, Albert Einstein College of Medicine, 1984-90; Tutor, St. John's College, Annapolis, 1990-. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Re · u ·t d States Army, 19~4-56; Assistant in Philosophy, 1959-61, Teaching Fello~ 1 ~96 ;~6~ Co~ell Umvers1ty; Tutor, St. John's College, Annapolis, 1962-67 Sant 19 6 7_' Assistant Dean, 1970-72. ' a e, , p Don B. Cook A.B., Occidei:ital College, 1958; Ph.D., University of California at Davis, 1965· Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow' 1959-61; Tutor, St. John's College Santa Fe 1965-72 1973 A · t t D 1981 ' ' , -, ss1s an ean ' -82, 1990-; Teacher, S.anta Fe Prepatory School, 1972-73. ' Elliott T. Skinner B.A.,. Uni"'.ersit~ of Colora?o, 1961; M.A., Princeton University, 1963; Ph.D., C~ndidate m Philosophy, Pnnceton University; Assistant and Preceptor Wo d ~l rfow Wilson Fellowship, Princeton University, 1964· Fellow of the c' SANTA FE President John Agresto A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Ph"! h" I . ' ' ouno or 1 osop 1ca Studies, Summer Institute in Greek Philosophy and Science 1970· Tutor, St. John's College, Sante Fe, 1965-. ' ' E. Ray Davis, Jr. Univers~ty of Wiscons~n, 1953-~5; B:A., St. John's College, 1962; M.A., History and Philosophydi Science, Umvers1ty of Indiana, 1965· ND.EA . Fe11 ows h" U · · f I of , · . 1p, mvers1ty o ~ ana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. Johns College, Santa Fe, 1966-, Assistant Dean, 1977-81. Roger S. Peterson A._B.,_ Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of M1ch1ga~; U~1ted States Navy, 1953-56; U.S. Forest Service Research, Colorado State Umvers1ty, 1959-62, Utah State University, 1962-66· Tutor St John' C ll Santa Fe, 1966-. ' ' · s 0 ege, Ralph Swentzell B.S., New_Mexi~o Highlands University, 1963; Instructor, Computer Programming, ~~:-~exICo Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, Timothy P. Miller A.B., Harvar~ Univer_sity, _1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana Umvers1ty, 1957; Instructor in Music and Freshman Studies Lawrence College, _1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College 1957-61· D" t of Music, University of Richmond, 1961-66; Piano Chairma~ and M~m~=~ ~~ Graduate Faculty. College-Conservatory of Music, University of Cincinnati, 1965-67; Tut~r, St. ~ohns College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute D!fector, 1988-. Robert D. Sacks R. Thomas Harris, Jr. B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. B.~., _Reed _Coll:ge, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Ill1:1101s; Umvers1ty Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation_ Co~tract Fellow, 1958-59, University of Illinois; Research Instructor, Duk~ Umvers1ty, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; �78/ST. JOHN'S COLLEGE National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. FACULTY/79 Elizabeth S. Engel B.A_., Pomona College, 1~67; r:-1· Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College 1971-73· A · t t Professor of Philosophy, California State University at Humboldt 1973-75~s~ :n St. John's College, Santa Fe, 1975-. ' ' u or, Lynda Lamson Myers Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; I.'.Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Toni Katz Drew B.A., St. John's College, Santa Fe, 1970; M.A., Anthropology, University of New Mexico, 1985; Teaching Intern, St. John's College, Santa Fe, 1970-72; Tutor, St. John's College, Santa Fe, 1972-77; Visiting Tutor, St. John's College Graduate Institute in Liberal Education, 1978, 1985; Visiting Tutor, St. John's College, Santa Fe, 1985-86; Manuscript Editor and Investigative Journalist, 1982-89; Tutor, St. John's College, Santa Fe, 1989-. Philip LeCuyer B.A., St; John's College, 1971; M.A., University of North Carolina, 1975; Tutor, St. Joh_ns College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina 1967· M.A., The New_ Schoo! for ~oci~l Research, 1973; U.S. Marine Corps, 1967-69; ~rad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor m Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosoph North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Anna oli~' 1979-83, Santa Fe, 1984-, Dean, 1986-1991. p ' Nancy Dunning Buchenauer B.A.,. History, 1967'. M.:"-., Ancient History, Cornell University, 1969; Ph.D., Classic~, Brow~ University, 1980; Ford Foundation Fellow, 1966-68; University i~~g: in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Bruce E. Venable Peter Dragan Pesic B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; ~anforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear ~ccelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. Johns College, Santa Fe, 1980-; Musician-in-Residence, 1984-. David Bolotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Charlotte Gray Martin B.A., ~nive~sity of .Colorado, 1972; Deutscher Akademischer Austauschdienst Dan~tipendium, U~iven:ity of Freiburg, 1972-73; Ph.D., Classics and Comparative S~ud~es, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lectu~er, Colorado College, 1978-79; Assistant Professor, University of Edward Cary Stickney B.~., S~. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Umversitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-1990. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68) Defense Language Institute, Monterey, California, 1968-69; Heidelberg Univer· sity, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa. Fe, 1974-. ~.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow m Gove:nment at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. I Stephen Frederick Houser '.B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music 1~80.-~2; President's Fellow, University of Virginia, 1987-90; M.A. University of Virgi~ia, 1989; Ph.D., University of Virginia, 1990; T.A., Instructor, Department of ~hilosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. I I I I ',J �FACULTY/81 80/ST. JOHN'S COLLEGE David Lawrence Levine Katharine S, Mulford BUS., Philosophy and Religion, University of New Mexico, 197.5; M.A, PhHosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, Umvers1ty of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learmng, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. George H. Al.gla Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-:-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, AB. St. John's.College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State Umvernity;. Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; Umvers1ty Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Inshtut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humamties, The Pennsylvania State University, 1968-69, 1971-75; Assistant Profes.sor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. Randolph J. Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell Umversity; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor in English, 1979-86, and ~hairman of Humanities Department, 1981-86, American School Foundation, Mexico City; Assistant Professor of English and Humanities, United States International University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. Lawrence Cave 1985-. B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. m Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. John E Cornell Sean D. Collins B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundat10n Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellovv, 1961-63; 1967-68; ~ember of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Phi~o.so~hy and Director of the Humanities Program, Cornell College, 1968-70; V1srnng Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for H1stonc Preservation Studies, 1981-M; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado. State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; ~ost­ Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agnbusmes,s Consultant, Arthur D. Little, Inc., Cambridge, MA. 1984-85; Tutor, St. Johns College, Santa Fe, 1985. Dana Densmore B.A, St. John's College, Annapolis, 1965; Software Design and Engineering for Apollo Proiect, Space Shuttle, other NASA contracts, Instrumentation Laboratory, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Women's Institute for Freedom of the Press, Washington, D.C., 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles St.ark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner, Nixdorf Computer Corporation, Burlington, MA, 1979-81; Director, Artemis Institute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. A, Goodman B.A., English, University of Pennsylvania, 1968; Edith F. Mirrielees Fellow in Creative Writing, Stanford University, 1973; M.A., Creative Writing, Ph.n,English, Stanford University, 1978, 1981; Instructor in English, Stanford University, 1980; Assistant Professor of English, University of Santa Clara, 1981-83; Fulbright Teaching Fellow in American Literature, Omar Bongo University, Gabon (Central Afnca), 1985; Writer-in-Residence, Western New Mexico University, 1984, 1986; Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A, St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, �FACULTY/83 82/ST. JOHN'S COLLEGE California State University at Humboldt, 1975; Department Chairman (Phil~sophy), Champlain Regional College, Quebec, Canada, 1975-1987; L:cturer, Institute for Social Theory, York University, Toronto, Canada and Perug1a, Italy, 1980-1984; Visiting Tutor, St John's College, Santa Fe, 1987-1988. Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. George L Iannacone B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China: 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- Krishnan Venkatesh B.A. St. John's College, 1982; M. Phil., Department of Ge_ology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale Umvers1ty, 1986; Su_m~er Research Fellow, Bermuda Biological Station for Research, 1986, 1987; V1~1tmg Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson Umversity, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law S_chool, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, _1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Fran~1sco, CA, 1983-84, associate, Heller, Ehrman, White & McAuhffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. SaHy Dunn B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 1975-81; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. Basia C. Miller Margaret Anne Kirby B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Translator for the University of Chicago Press, 1975-81; Lecturer m the Liberal Arts, Basic Program of Liberal Education for Adults,_ University of Chicago, 1982-88; Doctoral candidate in Romance Languages, Umvers1ty of Chicago, 1984; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illmo1s University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Gemanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate . Fe11owsh 1p, 1983-87 , M.A. ' Classics, University of Colorado-Boulder, 1985; . . b ·d u · " Graduate Study in Ancient Philosophy, Tnmty Hall, Cam n ge _mversny, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate m Cla~s1cs, Umvers1ty of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan E. Silver B.A. State University of New York, College at Old Westbury, 19.71; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Educati;n, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; 1htor, St. John's College, Santa Fe, 1989-. Sidney Keith B.A., Classics, Yale University, 1974; M.A., Political Science, University of Toronto, 1975; J.D. University of Chicago, 1983; Law Practice, 1983-87; Ph.D., Classics, University of Toronto, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby , B.A., Classics, University of King's College, 1977; M.A., Classics, Dalho~s1e University, 1980; D. Phil., Modern History, Oxford Umvers1ty, 1987; Izaak Walto; Killam Scholar, 1977-79; Canada Council Special M.A. Scholar, 1977-7 • Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D. Classics, 1983, University of 1/\fashington; Ph.D. Candidate, Oriental Studies, 1985, University of Pennsylvania; Visiting Tutor, St. John's College, Santa Fe, 1990-. James P. Forkin B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California Davis, 1986; M.A., Political Science, University of California Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. Danny L Hawley A.,R, Physics, University of Chicago, 1968; M.A., 1970, Ph.D., 1972, Physics, Princeton University; National Science Foundation Fellow, 1968-71; Assistant Professor of Physics, Carleton College, 1972-75; M.A., Religious Studies, University of Virginia, 1983; National Resource Language Fellow, 1982-84; American Institute of Indian Studies Language Fellow, 1984-85, Research Fellow, 1986; Coordinator of Information Systems and Lecturer, University of Virginia, 1988-89; Ph.D. Candidate, History of Religions, University of Virginia, 1990; Tutor, St. John's College, Santa Fe, 1990-. Frank R. Hunt St John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. �OFFICERS/85 84/ST. JOHN'S COLLEGE OHICERS, ASSOCIATES AND STAFF Gerald P. ProieUi . . . f N York College at Fredoma, 1973; M.A., B.A, Music, State Umvers1ty ~ S i:;ce Boston College 1982; Killam Postdoc- ~::ls~:ll~~~~~;:~i~:' ~~~~ 1~alh~usie University; ~dju~ct Assistant;ro~twr, SUNY College at Oswego, 1982-85; LecUturer, U~ivert12'afi~:V~~~~~~~~ 1985-88; Visiting Assistant Professor, mvers1 yo , , John's College, Santa Fe, 1990-. ;~tor~1~~'. PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre William M. Dyal, Jr. TUTORS EMERITI Wiley W. Crawford James L. Tolbert Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey ANNAPOLIS SANTA FE President Christopher B. Nelson Dean Eva T H. Brann Vice President for College Advancement Jeffrey A Bishop Treasurer Robert Harner Director of Graduate Institute Malcolm Wyatt President John T Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Timothy P. Miller Assistant Dean Don Cook Assistant Deans Deborah Renaut Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Career Planning Barbara Altman Director of Continuing Education Malcolm Wyatt Director of Financial Aid Deborah Winans Librarian Kathryn Kinzer Director of Information Services Nancy Osius HONORARY FELLOW Registrar Nancy R. Lewis Paul Mellon Director of College Health Services Marilyn Mylander · · 931 MA 1938 Cambridge University; Litt.D., OxB.A., Yale Urnvers1ty, 1929; B.A., 1 ' ." ., f 'h l 1967 . LH D Yale Univerford University, 1961; LLD., Carnegie Institute o Tee no ogy, ' · ·' sity, 1967. College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L Wallace Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Joan Iverson Director of Career Planning Ron F. Hale Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Deborah Walker Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Conference Center Manager Virginia Hendley �86/ST. JOHN'S COLLEGE Profile: Freshman Classes Entering Fall 1990 and January 1991 States Represented ... . Alaska .......... .. Arizona .......... . Arkansas ......... . California ........ . Colorado ......... . Connecticut ....... . Florida ........... . Georgia .......... . Hawaii ........... . Idaho ............ . Illinois ........... . Indiana .......... .. Iowa ............. . Louisiana ........ .. Maine ............ . Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota ........ . Mississippi ........ . Missouri .......... . Montana ......... . Nevada ........... . New Hampshire ... . Annapolis 31 1 8 1 3 3 3 1 5 5 2 18 14 2 1 1 5 5 1 1 1 1 1 26 2 3 3 3 3 2 1 1 1 4 2 1 2 New Jersey ........ . New Mexico ...... . New York ......... . North Carolina .... . North Dakota ..... . Ohio ............. . Oklahoma ........ . Oregon .......... .. Pennsylvania ...... . Rhode Island ...... . South Carolina .... . Texas ............ .. Vermont .......... . Virginia .......... . Washington ....... . Wisconsin ........ . Wyoming ........ .. District of Columbia .. Annapolis. 8 1 12 2 6 1 1 9 1 2 10 2 2 2 1 Annapolis Number of Students Fall 1990 ........... January 1991 ....... Men .............. Women ............ Early Entrance . . . . . . . . Santa Fe 35 Canada ........... China ............ France ............ India .......... .. Puerto Rico ....... . . . 1 . Santa Fe 109 27 77 59 7 118 19 76 61 Previously Attended College .. .. . . . . . . . . 34 Range of Ages ........ 14-42 52 17-47 2 Veterans ............. 0 1 Kind of School Attended Public . . . . . . . . . . . . Independent . . . .. .. . Parochial .......... 89 36 11 96 27 7 2 1 Annapolis Receiving Financial Aid . .............. Rank in Class* First Fifth . ......... First Tenth . ...... Second Tenth ..... Second Fifth ....... Third Fifth ......... Fourth Fifth ........ Last Fifth .......... National Merit Honors Scholars ........... Finalists ........... Semi-Finalists ...... Commended Students 51% 54% 29% 25% 21% 16% 5% 4% 47 7 8 9 23 *Not included in this table are 81 students.for whom rank-in-class is not available. � STATEMENT OF THE ST JOHN'S PROGRAM 1991-92 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO 87501 (301) 263-2371 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �ANNAPOLIS 1991-92 SANTA FE 1991-92 August 23 August 28 August 29 August 29 October 4-7 November 27-December 1 December 12 December 13-January 5 January 6 January 6 January 6 January 31-February 3 February 28-I\!larch 15 15 I\!lay 17 Freshman Registration Convocation Sophomore, Junior, and Senior Registration Classes Begin with Seminars Long v\feekend Thanksgiving Recess End of First Semester vVinter Vacation Second Semester Registration January Freshman Registration Classes Begin with Tutorials Long Weekend Spring Vacation End of Second Semester Commencement August 29 August 30 August 30 August 30 September 2 Occober 11-14 November 28-December 1 Decern.ber 19 December 20-January 19 January 17 . Senior Registration Sophomore and Junior Registration Convocation Undergraduate Classes Begin with Seminars Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUMMER 1992 SUMMER I\!lay 25 June 15 July 31 August 6 20 lV!arch 14-29 22 24 January Freshman Graduate Institute January Freshman Graduate Institute 1 Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends 15 August 6 August 7 January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction The Curriculum Seminar .... Preceptorial . . . . . . . . . . . ..... . Tutorials .......... . Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules ..... Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy ..... 6 8 10 11 16 20 22 28 29 30 31 33 34 35 35 37 37 37 Residence and Student Life Annapolis Santa Fe Both Campuses Site Plans of the Campuses 47 50 Admissions Requirements and Procedure Campus Visit 56 foes and financial Aid Procedures and Deadlines Grants and Loans .. Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 58 60 62 62 63 64 Bibliography 66 Board of Visitors and Governors 67 Faculty 68 Officers, Associates and Staff 85 Profile: 1990-91 Freshman Classes 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). 38 43 54 �6/ST. JOHN'S COLLEGE Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its funda~ental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and tO become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. These books are both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoughts; they affect the deepest of our passions, and they touch the most spirited parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a heauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more ·general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussiOn they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of . its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discus,sion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some . theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptoriak These are small groups of students engaged in the study of one book, or in exploration of one subject through several books, Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them, Students may suggest a topic and invite a tutor to study it with them, Although many preceptorials study one of the books of the sen1inar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter, There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar, Usually the students' work is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members, Listed below are some of the preceptorial subjects offered on the two campuses in recent yearso Heidegger; Being and Time Design and Expression m the Visual Arts Joyce; Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius hYJSti)tH:; Metaphysics Darwin; Natural Selecti.on P1ato: Republic Sartre: Being and llfothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T, S, Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Levif4than Augustine: ·City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism EthJCal Problems in Medicine Nietzsche: Twilight of the Idols The seminar cannot suffice as the only setting for liberal education, By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutoL The tutorial provides conditions for a small group to work together toward a ana!ysis, often through translation or demonstration, of an important work As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach, assignments are normally made in all classes: mathematics, sections as well as in language tutoriak The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills, As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may be tho~1ght of as a present-day restoration of the traditional studies of gramr~;:ir, rhetork, and logic. The tutorial seeks to foster an intelligent and actnre grasp of the relations between language on the one hand and thought and imagmai:ion on the other. To do this it must direct attention to the fundamental ways in which words can be put together to the modes of signifying things; the varied connotations and ambig~ities of terms· the wle of metaphors, analogies and images; and the logical relation~ ~ betv;een , !he , of foreign languages (Greek in the first and seebnd years, "';11(', Nench m the third and fourth years) provides an effective means to tnese enck By studying these languages, by translating from them into and comparing them with each other and with English, the , lea~n sornething of the nature of languages in general and of their . ~wn m part1culaL During the four years, then, they study language as the mscourse of reason, as the articulation of experience, and as the medium �12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminaL The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The THE CURRICULUM/13 year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word mean"to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art not separated from what have come to be called the humanities. VJhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines iL Therefore anyone who rr:eans to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name a particularly close connection with the human capacity for leamits study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully com. mathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Ase there 'better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an exarnple of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modem mathematics, After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus, The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/ls Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE IVIUSIC TUTORIAL On,e of the ;urns of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St John's is not directed toward performance but toward an understanding of the phenomena of music The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's to grasp number and measure, The liberal art of music them on the ratios among whole numbers. In the music program at St. John's aims at the understandof music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to the fundarnentals of melody and its notation. Demonstration takes by singing, and by the second semester the students perthe great choral works. In the sophomore year a tutorial meets lhree times a week. Besides continuing the singing, the music tutorial noflects two different but complementary aspects of music. On the one hand mus1c is related to language, rhetoric and poetry, On the other is a unique self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterand harmony. None of these is done apart from the sounding realof music. The inventions of Bach, the songs of Schubert, the masses the operas of Mozart and the instrumental works of are the real textbooks. In the second semester at least one mawork is analyzed closely. on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a and familiarize themselves with its score before the seminar meets, Group discussion of a work of music, as of a book, and enriches the understanding of it. �16/ST. JOHN'S COLLEGE Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in thern, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE CURRICULUM/17 the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study" (3) The schedule of laboratory work should give opportunfor leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative rrn:-rn1octs, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A laborator; session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occaa laboratory meeting is reserved for the discussion of a classic or otlv.:r text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Ruther. ford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and er.npirical inquiry. THE ORGANIZATION Of THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of TOPICS The .g_eneral topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �18/ST. JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: 3rd Year 10 weeks: 18weeksi THE CURRICULUM/19 Observational biology Studies of matter and measurement, leading to the. atomic theory of chemistry Topics in physics: mechanics, optics, heat, .electricity, magnetism . Quantum physics Genetics, evolutio11, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination . THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. Tl::IE FOURTH YEAR In. many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the .wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the • ~nior laboratory then turns or returns to biological topics, and first to ~etics, to Mendel's theory of heredity and its development through the .~eritnentation and interpretation by T.H. Morgan and his associates. >'fhe results of laboratory studies of bacteria populations are considered ~:ljfrt>m the standpo~nt of their evolutionary significance, in the pap~rs of ;~~1ilrclt and of Luna and Delbruck. Next, fundamental papers leadmg to t-day molecular biology-for instance by Beadle and Tatum, Watand Crick, Jacob and Monod-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE THE FORMAL The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin ''The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Platds Phaedrus" Martha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky ''Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring'' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey "The Inefficacy of the Good" Douglas Allanbrook "Minds and Brains: Men and Machines" Mortimer J. Adler "Paul. as He Was and Paul as He Looks" .~ister Stendahl "The Parable of Don Quixote" Joe Sachs • .1'nowledge and Faith" .J~es Carey . '.'The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart ~~~t~rd String Quartet :;:~Rtizenship in a Mass Democracy" Mark Hatfield • •. ''«MiIItesis and the End of Art" .< John Sallis �THE CURRICULUM/23 22/ST. JOHN'S COLLEGE FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Eunpi des: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics~ On Generation and Corruption~ The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at SL John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Apollonms: Virgil: Plutarch: Ptol2my: Plotirms Augustme' Anselm: Dante: Chaucer: Des Prez: Machiavelli: Copernicus. Luther: Rabelais: Palestrina: Montaigne: Viele: Bacon: Shakespeare: The Bible* De Anima, On Interpretation*, Prior Analytics~ Categories* Conics'' Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/ZS Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences'' Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Treatise of Human Nature* Hume: Rousseau: Social Contract, The Origin of Inequality Wealth of Nations* Adam Smith: Critique of Pure Reason*, Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville Selected Speeches Lincoln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner, Capital*, Political and Economic Marx: Manuscripts of 1844 * Brothers Karamazov Dostoevski: War and Peace Tolstoy: The Adventures of Huckleberry Finn Mark Twain: Psychology, Briefer Course Wilham Jarµes: Thus Spake Zarathustra*, Beyond Good l'-hetzsche: and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Dreisch, Boveri, Mendel, Teilhard de Chardin Goethe· Mendel: Darvvin: Hegel: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Virgil Dante Chaucer Rabelais Shakespeare Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Literature First Year Second Year Donne Marvell Third Year Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Lucretius Hegel Kierkegaard Nietzsche William James Ptolemy Apollonius Copernicus Descartes Pascal Viete Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski Lorenz Rutherford Minkowski Bernard de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Davisson Einstein Heisenberg Whitehead Maxwell ~1 .. ""' �THE ACADEMIC ORDER/29 28/ST. JOHN'S COLLEGE their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are inwith a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the programo They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allowso In order to avoid staleness and the ever present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are relieved of their ordinary teaching duties. They engage in a thorough study exploration of a subject chosen by the Instruction Committee of the Scholars from other institutions may join the group for certain .. ucuv'"'· Although the subject under study may not be directly related to St. Johr(s curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. 0 At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine Instruction Committee is a committee of tutors responsible for advising the Deans on all matters of instruction. It also advises the President to the faculty. The Committee consists of the Deans and tutors, six elected by the tutors on each campus of the College; the .P".~":.~~- sit vvith the Instruction Committee ex officio. The Deans preside the Instruction Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Com·'··11111'"'"' for that campus and meet at frequent intervals throughout the year. Committee meets annually, alternating between the two campuses, the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS rtJESDAY . ~Q~SIJAY THURSDAY FRIDAY Language Chorus Language Language Mathematics Mathematics Mathematics La:J>oratoty The books chosen for study at St. John's are collected in the libraryin the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate. up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mli!thematics Mathematics Lan$Jlage Language Laboratory Chorus Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain ds of laboratory work for which the upperclassmen may choose their .time, the schedule is the same for all students. The language, ~matics, and music tutorials each meet for three and a half hours to d a half hours per week. Freshmen, juniors, and seniors spend up ours each week in the laboratory. Two evenings from eight to ten nts attend a seminar. A formal lecture or concert is given once Sixteen to nineteen hours per week are spent in regular classes. r is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS ' Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are en'' couraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION During their sophomore year, students must pass an examination in lementary algebra and trigonometry. HE FRENCH READING EXAMINATION their junior year, students must pass an examination to demonstrate .reading knowledge of the French language. HE SENIOR ORAL ENABLING EXAMINATION senior oral enabling examination is given to the student in the fall e beginning of the fourth year. It is focused on a number of books the seminar lists assigned for rereading and study during the preceding mer. The passing of this examination confirms a student's status as didate for the degree of Bachelor of Arts. FINAL ESSAY AND ORAL EXAMINATION e senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to iece of specialized research, but rather a sustained performance in ral arts. Four weeks at the start of the second semester are reserved y writing; during this period the seniors attend no classes. If the f!SSay is approved by the faculty committee to which it has been · ed for reading, the student is examined upon it by the committee ur-long public examination. No degree is awarded unless both Y and the oral examination are satisfactory. The senior essay is ed as a culmination of the student's learning. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, SL John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG SOPHOMORE ENABLING Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semesteL Sophornore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure" Consequently, no students are enabled to enter che junior class unless they have written a satisfactory essay, and then if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgrnent looks to the possibility of the student's writing an acceptable senior essay. LETT.ER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is .necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college" Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. <nri.o,rwcmo in 1Nhich careers and work environments are changing rapidly, broadly-based liberal arts education is recognized increasingly �36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 DEGREE, OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE INSTITUTE IN LIBERAL EDUCATION as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; • 20% are in business or business-related occupations; • 13 % are in sciences and engineering; • 10% are attorneys; • 8.5% are in the visual and performing arts; • 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to facilitate entry into fields such as medicine, business, engineering, and teaching. The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have tw-0 tutors as leaders and are limited to twenty students. Tutorials are ,smaller classes devoted to closer reading of texts. The preceptorial, a class . eight to twelve students and one tutor, studies a single book or probin depth; a major essay is required at the end of the term. Nine credits granted for the successful completion of each segment of the program. segments are required for the degree, though students who have ·ous graduate credit may be eligible for the degree after three segments. segments may be taken in any order, but not every segment is offered y term. More detailed information and an application may be obed by writing to the Graduate Institute in Liberal Education, St. John's ege, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, land 21404-2800. ' ECTORY INFORMATION AND RIGHT TO PRIVACY rnpliance with the Family Education Rights and Privacy Act, the Coletains the right to publish at its discretion the following information each student presently or previously attending the College: the stu's name, address, telephone listing, date and place of birth, field of y, participation in officially recognized activities and sports, dates of dance, degrees and awards received, and the most previous educa1 agency or institution attended by the student. As required by the the College will provide public notice annually of its intention to h such directory information. Students have a right to inform the ge within a reasonable period of time that any or all of this directory mation should be withheld. The College will respect any such request �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at SL John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms, The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges petty to vital; short stories, poetry and news take up the rest of the space, Students are also welcome to contribute work to The Reporter, The St. Review, and Energeia, the three official publications of St John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year while others spring up and die out as the individual tnembers of the community come and go. Many extracurricular activities �40/ST. JOHN'S COLLEGE grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz (his papers on calculus), and special aspects of chemistry and biology. Other activities stem from interests independent of the College curriculum. Most prominent among them have been those of the Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Macbeth, The Mousetrap, and Miss Julia. Every weekend the student film club presents foreign and domestic films -the classics of cinema art. Additional film series, including The Ascent of Man and Roots, have been shown during the week. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College also maintains an art gallery, staffed by students, which specializes in circulating exhibitions by artists of major stature. Recent shows have been devoted to the works of Daumier, Roualt, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. An artist in residence teaches classes and coordinates exhibits. As a rule he is assisted by one or two other artists teaching in their field of specialization. Classes in drawing, painting, sculpture, and pottery continue throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C and Baltimore, Maryland, both within an hour's drive, offer activities, museums and stores too numerous to mention here. RESIDENCE & STUDENT LIFE/41 ATHLETICS Since 1939, when intercollegiate athletics were abolished, the College has provided an extensive intramural program, now including team competition in touch football, soccer, basketball, volleyball, softball, and track, as well as individual tournaments in tennis, badminton, table tennis, and racquetball. Participation is voluntary and enthusiastic; the competition between intramural teams is passionate but good-natured. Students and tutor~ also pursue interests in sailing, rowing, canoeing, karate, fencing, tai weight training and aerobics. Facilities include a gymnasium with racquetball courts and weight room, playing fields, tennis courts, and a boathouse. The athletic program is designed to offer the community opportunities for physical exercise, development of skills, participation in team sports, and a place for recreation and enjoyment. In a single departure from the long precedent against formal intercolleg;ate competition, there has in recent years been an annual croquet match with a team from the neighboring United States Naval Academy, for the Annapolis Cup. �RESIDENCE & STUDENT LIFE/43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. SL John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purthe fine arts, museums and opera; and with archaeological and research. Scientists in nearby Los Alamos do research in nuclear ics and related fields. Neighboring institutions of higher education the Institute of American Indian Arts, the College of Santa Fe, Santa College, and the University of New Mexico in Albuquermiles to the south, Albuquerque provides the attractions and veniences of a city of 400,000 people. campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the Goverof the Santa Fe campus reflects the territorial style in the state during the last century. The campus, at an eleva'.7,300 overlooks the city and offers superb views of the Certhe Ortiz y Pino and the Sangre de Cristo mountain campus includes a classroom building, a laboratory, a library, C':'nter, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/ 45 is open to the public, has a new show by professional artists bimonthly. A student ar~ show is scheduled each year, and awards are given for ~chievement m pottery, photography, drawing, painting and in making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art poetry, short stories, and photography from students and faculty alike. Musical perfmmances of many kinds are given by students through the Col/egzum Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an, opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing can ~nd teachers and fellow musicians with whom to study or perform. The ::Jt. John's Chorus and the small chorus also give recitals. The College prov1des numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide of classic and current films for the College community every Saturmght. Many students are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary v~'"V'3 '~· counseling, working at the local health food co-op or in other �RESIDENCE & STUDENT LIFE/47 46/ST. JOHN'S COLLEGE miles of forest and wilderness areas for hiking and camping. Here the St John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. 1Nhen the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several l:o local lakes where students can enjoy windsurfing and sailing. local activities. The St. John's bus takes students into town daily Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin~ ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swim; passes. Horses may be hired at a nearby ranch. ·.·.~ The adjoining Sangre de Cristo mountains provide hundreds of square RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS The College Bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. As supports for an active social life, the College provides on each campus a coffee shop and a junior common room for the use of all students. In there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support i:hat other students can give them in their college life. Unmarried students not living at home are required to live in the coldormitories and to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant or Head Resident to live off-campus, The College currently can offer no married student housing. Students wish to have married student housing must find suitable housing offand should allow time for this. Room assignment is the responsibility of the Assistant Deans in con""n~•'~- with the Director of Residence. Returning students have the �48/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 49 privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residen_ce during winter or spring vacation. In Santa Fe students are n~t pe~m1tted_ to remain in residence during winter vacation. They may remam durmg spnng vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician or Assistant Dean. CAREER SERVICES The Office of Career Planning on the Santa Fe campus and the Office of Career Counseling in Annapolis offer a wide range of programs and services that include: @ individual career counseling ® vocational interest testing " information and assistance in applying to graduate and professional schools ., internship opportunities " assistance with resume-writing and other job search skills " access to a national alumni career network ., prelaw and premedical advising "' on-campus career workshops and meetings with alumni " information and referrals on current career and job opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-camp~s jobs. Primarily, it seeks part-time employment for students dunng tne academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on pus. These services are free of charge or low-cost. RULES Of RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculrcy to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College< St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student. PROPERTY DAMAGE The College provides a housekeeping staff to care for the dormitories. The College inspects the rooms periodically and repairs at the expense of the occupant or occupants any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The College is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland COLLEGE CREEK BOATHOUSE Soccer Field co (..) c co DJ I HEATING PLANT Continuing Education/ ~--l ....,~,.,..,,,,,.,'"'.,.,.,.,.,,'"'=FI/ Office ..... Lower Dormitories B TENNIS COURTS Peterson Student Center MeemQ Library Upper Dormitories COLLEGE AVENUE �52/ST JOHN'S COLLEGE ADMISSIONS/ 53 The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College, Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education" Education at St, John's is a common pursuiL Each student has a considerable effect on the life and learning of the community, Most who consider SL John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they wa::it to engage fully in the life of reason and believe they c~n take pleasure m it. In writing their application essays, many determme their own appropriateness as St, John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide, Thus, for the most part, they select themselves, Some are reiected, of course but a wide variety of students is accepted each year, The ~urpose of the admission process is to determine whether an a~­ plicant has the necessary preparation and ability to complete the SL Johns program satisfactorily, The Admissions Committee - five t~tors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "J?o,,you think I am ready to profit from the program of studies at SL Johns? , In the essays, applicants are asked to discuss their previous education, reasons for choosing St, John's, and their experience with boooks, A number of optional topics is also suggested, The essays are designed to enable applicants to give a full account of themselves, They can tell the Committee much more than statistical records reveaL Next the Committee considers the applicant's academic achievement and promise, Previous academic records-the secondar<! school report ar:d college transcript, if there is one - show whether an applicant has the habits of study necessary at SL John's" Letters of reference, particularly those of teachers, are carefully read for indications that the applicar:t has the mat~­ rity, self-discipline, ability, energy and initiative ~o suc~~e~,1;1 the SL Johns program" SL John's attaches little importance to obiecnve Lest scores, and no applicant is accepted or rejected because of such scores" , The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ~p­ plicant, or by any other factors unrelated to the work of the College, The , 0 0 application asks a minimum of personal data, Need for financial assistance does not affect the Committee's decisions on admission, SL John's has decided to remain a small college in which the students and faculty are known to each other, Each campus has between 300 and 400 students" The size of each class is limited on each campus" Most freshman classes are about equally divided between men and womeno Classes enter in late August and January in Santa Fe, in September and January in Annapolis" Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere" These students, despite good records at other colleges, :relinquish their advanced standing to take part in the St John's program" Freshmen who enter in January stay on campus the following summ.er co complete the first year, They can thus graduate a year earlier than if had postponed their entrance until the following faIL The January class is of particular interest to students who come to SL John's from other colleges, or who have traveled or worked since graduation from high school, or vvho wish to enter SL John's immediately after the first semester of their senior year of high schooL �ADMISSIONS/ SS S4/ST. JOHN'S COLLEGE St. John's is committe? to maintaining its low student/faculty ratio ~8to1). In orde: to meet this commitment, the number of students in each rreshman class is carefully controlled · Candidates for ad m1ss10n are a d · · · d vise that applicants who meet the suggested deadlines (see bel ~ ) ~ .. 1 m a btt er position to secure p aces in the entering classes and ea I e 'd · f f' · 1 r y cons1 era hon or manCla assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January shou~d apply no later than December 15. Applications are processed on a rollmg_ basis. As soon as the application essays and supporting documents are rece1~ed, the ap~hcation is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus Late. applications f~r both fall and January classes will be c~nsidered, but apphc~nts are advised that the. earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their chmce. Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the College welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on e1the.r campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at. w_hich their applications were processed, together with a statement ~pec1fymg the campus they wish to attend. Once the deposit has been ;ubm1tted, the campus preference may not be changed except as noted odow. D~posits are non-refundable, except as noted below, and are apphed to first semester tuition and fees. . Deposits are accepted on a first-come, first-served basis until the available posit.ions are .filled. Typically, the fall classes fill by the middle o~ May, s~ w~1le there is ample time to consider offers of admission from ocher mstltut10ns, the earlier a decision can be reached, the better. January d:,_sses usually fill by the end of December. Students who submit deposits ~crore the end of the first week of May (for the fall term) or December ~1 (.f~r th~ January term) have a significantly higher chance of securing pos1t10ns m th~ entering classes than those who submit deposits later. If the. e~termg class on the applicant's first-choice campus is full when deposit 1s received, the Admissions Office will offer the following op~.1~ns:. 1) ~h~ deposit ~ay be transferred to t~e other campus, provided space i-_mams m rhat entermg class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. :he FINANCIAL AID -~he College en~eav?rs t~ meet. the full demonstrated need of enrolling srndents requesting fmanc1al assistance. Of necessity, however, the amount �ADMISSIONS/57 56/ST. JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by tl;te Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly for- mal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary· for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. ~ohn's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should g? .to the Admissions Office. On weekends and any day after 5:00 p.m. v1s1tors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route SO from Washington or Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �58/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/59 award. At St. John's, self-help consists of a part-time job and an educational loan. · 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. • The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid p~ogr~m: . 1. The primary responsibility for financing a college educaho~ hes with the student and the student's parents. The College can offer aid only to supplement funds the family provides. . . 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and family members in college. 3. Financial aid may be in the form of a grant, loan or part-time employment and will be offered to all students as a package which combines one or more forms of aid. 4. In keeping with the philosophy that students should contri"~mte t? th~ir educational expenses, self-help is the first component of a financial aid The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey. This form permits applicants or their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The College Scholarship Service's Financial Aid Form enables candidates to indicate that they wish to apply for a Pell Grant. Students should so indicate. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship. 9. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcripts can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �60/ST. JOHN'S COLLEGE required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES Although the College has no deadline for receipt of fin~ncia~ aid a?plications candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The Financial Aid Form/Pell Grant Application should be filed with the. Colle_ge Scholars.hip Se~ice as soon as possible after January 2 in the year in which the candidate ':ishes to be admitted. Those who wish to enter in January should submit the FAF/Pell as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is rec:ived, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower cha:ice of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS Applications are due by March 1 from enrolled students wh? are re~urn­ ing to the College and reapplying for financial aid or are applying for financial aid for the first time. The Financial Aid Form should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible. Students whose financial aid cred_ential_s are rece_i".'ed by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application on April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. A':ards b°:sed on app~ications completed after the deadline will not be mailed until after Apnl 15. Students whose applications for financial aid are received a~ter. t_he deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. FEES & FINANCIAL AID/61 PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. PERKINS IDAN (formerly National Direct Student Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5 % . There is a provision for deferment if the borrower returns to at least half-time study at another institution. STAFFORD IDAN (formerly Guaranteed Student Loan) The Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is 8% for the first four years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1991-92 STUDENT BUDGET* FALL FRESHMEN $14,262 4,696 275 600 100, 350, 600.1 Tuition Room and Board Books Personal Expenses Transporation JANUARY FRESHMEN Tuition Room and Board Books .Personal Expenses Transportation $12,831 275 600 100, 350, *Fees are subject to change without notice. The allowance for transportation varies with the distance between the student's home and the College. 2 Undetermined at time of publication. 1 deposit, t~e deposit is forfeited, and he must make a new deposit to secure his place rn a s.ubsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. _ Each s.tudent is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semeter of the Senior Year. " Unless ot.herwise requested, the College presents its bills directly to che student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $200 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of ~he academic year, after having received proper certification from the 1!eterans Administration or the Social Security Administration< _ Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester and January 1 for the second semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the various tuition payment plans or loan arrangements available to SL John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $200 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the st'Jdent should decide not to enroll in the year for which he made the If a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any mstitutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds m. acc~rdance with a schedule of payments determined by the Financial Ald Director on each campus. Refunds for substantiated medical reasons will be on a pro rata basis. �FEES & FINANCIAL AID/65 64/ST. JOHN'S COLLEGE Fe_deral ~egulations require that an institution set a maximum time fram,e m which. students must complete their educational objectives. St. Johns has set eight years as the maximum time frame in which students who are re~ipients of federal financial aid funds must earn their B.A. degrees. ~his may be eight years of full or part-time study. Years in which a. student is not enrolle_d at S~. John's will not count in the eight-year limitation. H~w.ever,. years m w~1ch a ~tudent is repeating work (and thereby not rece1vmg aid) ar~ considered m the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than th:ee weeks, t~e. class will be considered as repeated ~ork, and. the s_tudent will not be eligible for financial assistance. ExcepcJOns to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. . A student who wishes to appeal a decision regarding academic standmg sho~ld present a letter of appeal to the Dean of the College. The Dean will review. the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each postsecondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally-funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work This permission is normally granted by the Dean in consultation with a committee of all the student's tutors, the "Don Rag Committee:' The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the Dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the Sophomore Year, however, this permission is granted by the Dean and the Instruction Committee in the light of a student's over-all work during the first two years. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the College. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semesteL In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the Dean determines that the conditions have not been met. When the conditions have not been met, the Dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. In c~rnplia~c~ with Fe.deral and State regulations, St. John's has developed a sec of policies on mm1mum standards of progress for enrolled veterans 1. St. _John's will report to the Veterans Administration within 30 days ali mc1dents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on .academic probation. During that probation period, support and counselmg are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. emolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St.. John's will report to the V.A. when a student has not successfully completed 75 % of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on mm1mum standards of progress. 6 . St. John's will inform all veterans and dependents that prior academic cre~t credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER Jo, and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER Jo, and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME So: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT Mo: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C So: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Mr. John H. Dendahl Santa Fe, NM Mr. Owen M. Lopez Santa Fe, NM A. Scott Kelso Mr. Charles M. Diker New York, NY Mr. Donald J. Maciver, Jr. El Paso, TX Vice Chairmen Mr. Ray C. Cave Mr. John D. Wirth David Dobreer, M.D. Alhambra, CA Mr. Charles Miller Houston, TX Mrs. Lovejoy R. Duryea New York, NY Mrs. Lucille G. Murchison Dallas, TX Mr. James H. Frame New York, NY Mr. Charles A. Nelson Croton-on-Hudson, NY Mr. Arthur Frommer New York, NY Hon. Frank V. Ortiz, Jr. Washington, D.C. Mrs. Mary Bittner Goldstein New York, NY Mr. David B. Rea New York, NY Mr. Robert A. Goldwin Washington, DC Mrs. Joyce Rumsfield Chicago, IL Mrs. Anna E. Greenberg Annapolis, MD Mr. William W. Simmons Annapolis, MD Mr. Allan P. Hoffman Lawrence, NY Mr. Theodore H. Smyth Santa Barbara, CA Irwin Hoffman, M.D. Santa Fe, NM Mr. J. I. Staley Wichita Falls, TX Ms. Jennifer U. Johnson Jacksonville, FL Mr. W. T. Terry, Jr. St. Louis, MO Mr. Donald Kagan New Haven, CT Mr. Charles H. Watts, II McLean, VA ML William Barclay Allen Claremont, CA Mr. A. Scott Kelso Houston, TX Mr. Peter Weiss New York, NY Miss M. Brownell Anderson Washington, DC Mr. Rollin W. King Dallas, TX Mrs. Julia M. Wilkinson Austin, TX Mr J. Burchenal Ault Vail, AZ Mr. Jonathan Krane Los Angeles, CA Mr. Warren Winiarski Napa, CA Mr. Nicola Caiola New York, NY Mr. Jerome LaPides Annapolis, MD Mr. John D. Wirth Atherton, CA Mr. Thomas M. Carnes San Francisco, CA Ms. Barbara Lauer Laramie, WY Mr. K. Martin Worthy Washington, DC Miss Barbara H. Leonard Oberlin, OH Mr. Jonathan Zavin New York, NY Chairman Secretary Mr. Jerome LaPides JVIEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Adm. Robert L. J. Long Annapolis, MD �68/ST. JOHN'S COLLEGE FACULTY/69 Laurence Berns ANNAPOLIS President Christopher B. Nelson B.A., St. John's College, Santa Fe, 1970; St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Ha:rdin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean of the College in Annapolis Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-; Dean, St. John's College, Annapolis, 1990-. Edward Grant Sparrow B.A., Harvard College, 1951; LL.B., Harvard Law School, 1954; M.A., Teachers College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, St. Mary's College, California, 1964-66; Dean, St. John's College, Annapolis, 1977-82. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; Ph.D., Cornell University, 1960; Tutor, St. John's College, Annapolis, 1959-64, Santa Fe, 1964-71; Vice-President for Academic Affairs, 1971-74, and Associate Professor of Philosophy, 1971-76, Saint Mary's College of California; Tutor, St. John's College, Annapolis, 1976-. On leave 1983-85 as founding dean of Whitney Young College, Kentucky State University; Dean, St.. John's College, Annapolis, 1986-1990. B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts Basic Progra~ of Liberal Educat.ion for Adults, University of Chicago, 1956-59; 'Tutor, St. Johns Colleg~, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship' w~ , Michael S. Littleton ~.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; ST~., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. Johns College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fme Ar~s, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of Int~tnat~on~l Affai:s, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Proiect of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's Coll~ge, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer m ~story, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician 1957 Mathematician, 1961, The Johns Hopkins University Applied Physics Lab~ratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen B.A., St. John's College, Annapolis, 1956; J .D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the ~iberal Arts, University College, University of Chicago, 1960-62; Tutor, St. Johns College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978 ' 1984; Visiting Scholar, Oxford University, 1978-79. �FACULTY/71 70/ST. JOHN'S COLLEGE Thomas A. McDonald Gisela Berns Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, lVIunich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructo; in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. David H. Stephenson B.A., Columbia College, 1958; Columbia University, 1960; New York State Teaching Fellowship, 1958-60; Director of Men's Chorus, New York Association for the Bhnd, 1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus Director, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y. Crowell Company, 1961-63; Tutor, St. John's Collge, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and De.partment of Geology, University of Chicago, 1948-49; Instructor m Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor m Geology, University of Illinois, Chicago, 1954-64; National Science Foun~at1on Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. Johns College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, .Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, An.napolis, 1_965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. · Nicholas MaistreHis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989. vVye Jamison AUanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87; Visiting Professor, University of North Carolina, Chapel Hill, January-May, 1989. John f. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Leo f. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. �72/ST. JOHN'S COLLEGE Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Deborah Schwartz Remmt B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. FACULTY/73 tion Fellow, 1966-70; Instructor in En_glish, 1970-71, Assistant Professor of English, 1971-76,. Anne Arundel Community College; National Endowment for the Humamties Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., _1973, M.A., 1976, Ph.D.'. 1983, Pennsylvania State University; Instructor m Ph1lo~ophy and the Humamt1es, Pennsylvania State University, 1976-77; Tutor; St. Johns College, Annapolis, 1977-. David Lee Townsend Marilyn Douville Higuera B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-78, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Member, Massachusetts Bar, 1981-. B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory· Tutor, St. John's College, Annapolis, 1979-. ' William Jon lenkowski B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers U,n1vers1ty, 1968-76; V1s1tmg Lecturer, philosophy of science, New York Institute or Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Joe Sachs Thomas May B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. ~OA., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, ~~y~la College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. Michael Comenetz John Joseph Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda- JOii.ns College, Annapolis, 1979-; Dtrector, Graduate Institute in Liberal Education, Annapolis, 1986-89. Jonathan S, Tuck BA('. C_olumbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of ~ahforma: Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-0 Michael G, Oink Harvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, PhD. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. James Howard Bean Ac~ve duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; IVL)., PhysICs, 1975; Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Fellow, United States Congress Office of Technology Assessment, Washington, D.C., 1978-79; Project Scientist, BKD, Arlmgton, Virginia, 1979-81; National Academy of Sciences/National Research Counc11/Naval Research Laboratory Resident Research Associate, Space Science ~1v1s10n, Naval Research Laboratory, Washington, D.C., 1981-83; Consultant, E.D. hul~urt Center for Space Research, Naval Research Laboratory, Washington, D.C., 198,:-; Tutor, St. John's College, Annapolis, 1982-. �FACULTY/75 74/ST. JOHN'S COLLEGE Elizabeth M. Blettner . . S f d U · ·t 1969· graduate study in English literature, Umvers1ty Bf.Aw"· tan .or 197n01~7elrs1~ A in,Philosophy, Pennsylvania State University, 1978; o ISconsm, ' · · . S U · ·t 1979 80· Instructor of phil0sophy and humanities, Pennsylvania tate mvers1{ . t' Richard M. Weaver Fellowship, 1981; Ph.D. in Phil?sophy, Pennsy vama a e University, 1985; Tutor, St. John's College, Annapolis, 1982-. St Henry H. Higuera . · C orne11 U n1vers1't y, 1974·, MA ., 1976 ' Ph.D. ' 1983, University hof, Toronto; · J C 11 I~st;uctor in Political Science, Dickinson College, 1981-82; Tutor, St. o ns o ege, BA Annapolis, 1982-. Walter Sterling BA. St. John's College, 1965; M.A., Pennsylvania State University, 1966; lnstr:-ictor, P~n~sylvania State University 1966-68; Ph.D. Candidate, Catho;ic University of America, 1970-74; Editor of St. John's Review and Tutor, St. Johns College 1983-. University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, 1987-. Ann G. Martin B.A., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; Ph.D., U. Massachusetts/Amherst, 1979; M.Phil., Middle English Studies, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German, Purdue University, 1981-87; Tutor, St. John's College, Annapolis, 1987-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Lila Luce Michael Blaustein B.A., Lake Forest College, 1972; Ph.D., University of Wisconsin, 1984; Instructor, Carthage College, 1983; Visiting Assistant Professor, University of Arizona, 1984-85; Assistant Professor, University of Alabama at Birmingham, 1985-89; Tutor, St. John's College, Annapolis, 1989-. B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Abraham Schoener Anita L Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. Patricia M. Locke · ·t 1977· MA PhD in Philosophy, Boston College, 1984; BA G onzaga Urnvers1 y, , · ., · · A · C II 1981 T~a~hing Fellow, Boston College, 1978-1982; Instructor, ssumpt10n o ege, ; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey BA Senior College of the New School for Social Research, 1966; M.A., 1971~ PhD 1 9 73 Graduate Faculty of The New School; Assistant Professor 01 Philo;ophy, State University of New York at Geneseo, 1972-1976; Graduate Facu~y of The New School, 1976-1980, University of Oklahoma, 1980-1984, Tutor, t. John's College, Annapolis, 1984-. Pamela Kraus MA 1973· PhD 1980 The Catholic University of America; NDEA Fellow, .., w' d. ''w·1 ' F llow 1973-74· Lecturer The Catholic University of 1968-70· oo row 1 son e ' ' ' h C h l' U · ·t of Americ; 1975-80· Assistant Professor of Philosophy, T e at o ic Arnversi Y ' A · ' 1980-85· American Fe11 owsh'1ps p rogram Panel , Amencan ssooat1on otJ~Ii~:rsity Wo~en, 1985-present; Tutor, St. John's College, 1985-. William Pastille . . · · B u · ·t 1976· M A in Musicology Cornell Urnvers1ty, A.B. m Music, rown mvers1 y, , · .· ... ' , S h 1 of 1979; Ph.D. in Musicology, Cornell University, 1985; V1sitmg Facuhy,' ~ ol~ e Music, University of Wisconsin at Madison, 1985-86; Tutor, St. Johns 0 eg ' Annapolis, 1986-. Kevin Robert Dungey . . B.A., University of North Carolina at Chapel Hill, 19.72; Ph.D., Stanford ur;versit~~ 1980· Whiting Fellow, 1978-79; NEH Summer Institut~, 1985; Ass1stantr irec of Fr~shman English, Stanford University, 1979-80; Assistant Professor or Enghsh, Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Cordell n K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. Hutchins B.A., University of Chicago, 1957; London School of Economics, 1957-58; M.A. in Southeast Asian Studies, 1960, Ph.D. in International Relations, 1966, Yale University. Ford Foundation Foreign Area Training Fellow, 1959-62. California Institute of Technology, 1962-66; California State College, Northridge, 1967-68; Assistant Professor of Political Science, Columbia and Barnard Colleges, 1968-70; John Jay College of Criminal Justice, 1970-75; Associate Professor, Rutgers �76/ST. JOHN'S COLLEGE FACULTY/77 University, 1975-78; Field Director for New Jersey, Governmental Responses to Crime Project, Northwestern University, 1978-80; Management Analyst, Yonkers Police Department, 1980-81; Assistant Director of Nursing for Clinical Evaluation, Mount Sinai Medical Center, 1981-83; Research Director, Children's Evaluation and Rehabilitation Center, Albert Einstein College of Medicine, 1984-90; Tutor, St. John's College, Annapolis, 1990-. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Re · u ·t d States Army, 19~4-56; Assistant in Philosophy, 1959-61, Teaching Fello~ 1 ~96 ;~6~ Co~ell Umvers1ty; Tutor, St. John's College, Annapolis, 1962-67 Sant 19 6 7_' Assistant Dean, 1970-72. ' a e, , p Don B. Cook A.B., Occidei:ital College, 1958; Ph.D., University of California at Davis, 1965· Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow' 1959-61; Tutor, St. John's College Santa Fe 1965-72 1973 A · t t D 1981 ' ' , -, ss1s an ean ' -82, 1990-; Teacher, S.anta Fe Prepatory School, 1972-73. ' Elliott T. Skinner B.A.,. Uni"'.ersit~ of Colora?o, 1961; M.A., Princeton University, 1963; Ph.D., C~ndidate m Philosophy, Pnnceton University; Assistant and Preceptor Wo d ~l rfow Wilson Fellowship, Princeton University, 1964· Fellow of the c' SANTA FE President John Agresto A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Ph"! h" I . ' ' ouno or 1 osop 1ca Studies, Summer Institute in Greek Philosophy and Science 1970· Tutor, St. John's College, Sante Fe, 1965-. ' ' E. Ray Davis, Jr. Univers~ty of Wiscons~n, 1953-~5; B:A., St. John's College, 1962; M.A., History and Philosophydi Science, Umvers1ty of Indiana, 1965· ND.EA . Fe11 ows h" U · · f I of , · . 1p, mvers1ty o ~ ana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. Johns College, Santa Fe, 1966-, Assistant Dean, 1977-81. Roger S. Peterson A._B.,_ Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of M1ch1ga~; U~1ted States Navy, 1953-56; U.S. Forest Service Research, Colorado State Umvers1ty, 1959-62, Utah State University, 1962-66· Tutor St John' C ll Santa Fe, 1966-. ' ' · s 0 ege, Ralph Swentzell B.S., New_Mexi~o Highlands University, 1963; Instructor, Computer Programming, ~~:-~exICo Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, Timothy P. Miller A.B., Harvar~ Univer_sity, _1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana Umvers1ty, 1957; Instructor in Music and Freshman Studies Lawrence College, _1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College 1957-61· D" t of Music, University of Richmond, 1961-66; Piano Chairma~ and M~m~=~ ~~ Graduate Faculty. College-Conservatory of Music, University of Cincinnati, 1965-67; Tut~r, St. ~ohns College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute D!fector, 1988-. Robert D. Sacks R. Thomas Harris, Jr. B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. B.~., _Reed _Coll:ge, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Ill1:1101s; Umvers1ty Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation_ Co~tract Fellow, 1958-59, University of Illinois; Research Instructor, Duk~ Umvers1ty, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; �78/ST. JOHN'S COLLEGE National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. FACULTY/79 Elizabeth S. Engel B.A_., Pomona College, 1~67; r:-1· Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College 1971-73· A · t t Professor of Philosophy, California State University at Humboldt 1973-75~s~ :n St. John's College, Santa Fe, 1975-. ' ' u or, Lynda Lamson Myers Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; I.'.Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Toni Katz Drew B.A., St. John's College, Santa Fe, 1970; M.A., Anthropology, University of New Mexico, 1985; Teaching Intern, St. John's College, Santa Fe, 1970-72; Tutor, St. John's College, Santa Fe, 1972-77; Visiting Tutor, St. John's College Graduate Institute in Liberal Education, 1978, 1985; Visiting Tutor, St. John's College, Santa Fe, 1985-86; Manuscript Editor and Investigative Journalist, 1982-89; Tutor, St. John's College, Santa Fe, 1989-. Philip LeCuyer B.A., St; John's College, 1971; M.A., University of North Carolina, 1975; Tutor, St. Joh_ns College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A., University of North Carolina 1967· M.A., The New_ Schoo! for ~oci~l Research, 1973; U.S. Marine Corps, 1967-69; ~rad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor m Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosoph North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Anna oli~' 1979-83, Santa Fe, 1984-, Dean, 1986-1991. p ' Nancy Dunning Buchenauer B.A.,. History, 1967'. M.:"-., Ancient History, Cornell University, 1969; Ph.D., Classic~, Brow~ University, 1980; Ford Foundation Fellow, 1966-68; University i~~g: in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Bruce E. Venable Peter Dragan Pesic B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; ~anforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear ~ccelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. Johns College, Santa Fe, 1980-; Musician-in-Residence, 1984-. David Bolotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Charlotte Gray Martin B.A., ~nive~sity of .Colorado, 1972; Deutscher Akademischer Austauschdienst Dan~tipendium, U~iven:ity of Freiburg, 1972-73; Ph.D., Classics and Comparative S~ud~es, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lectu~er, Colorado College, 1978-79; Assistant Professor, University of Edward Cary Stickney B.~., S~. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Umversitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-1990. Kent H. Taylor B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68) Defense Language Institute, Monterey, California, 1968-69; Heidelberg Univer· sity, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa. Fe, 1974-. ~.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow m Gove:nment at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. I Stephen Frederick Houser '.B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music 1~80.-~2; President's Fellow, University of Virginia, 1987-90; M.A. University of Virgi~ia, 1989; Ph.D., University of Virginia, 1990; T.A., Instructor, Department of ~hilosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. I I I I ',J �FACULTY/81 80/ST. JOHN'S COLLEGE David Lawrence Levine Katharine S, Mulford BUS., Philosophy and Religion, University of New Mexico, 197.5; M.A, PhHosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, Umvers1ty of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learmng, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. George H. Al.gla Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-:-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, AB. St. John's.College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State Umvernity;. Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; Umvers1ty Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Inshtut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humamties, The Pennsylvania State University, 1968-69, 1971-75; Assistant Profes.sor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. Randolph J. Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell Umversity; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor in English, 1979-86, and ~hairman of Humanities Department, 1981-86, American School Foundation, Mexico City; Assistant Professor of English and Humanities, United States International University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. Lawrence Cave 1985-. B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. m Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. John E Cornell Sean D. Collins B.A. 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-. B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundat10n Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellovv, 1961-63; 1967-68; ~ember of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Phi~o.so~hy and Director of the Humanities Program, Cornell College, 1968-70; V1srnng Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for H1stonc Preservation Studies, 1981-M; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado. State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; ~ost­ Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agnbusmes,s Consultant, Arthur D. Little, Inc., Cambridge, MA. 1984-85; Tutor, St. Johns College, Santa Fe, 1985. Dana Densmore B.A, St. John's College, Annapolis, 1965; Software Design and Engineering for Apollo Proiect, Space Shuttle, other NASA contracts, Instrumentation Laboratory, Massachusetts Institute of Technology, 1966-74; Research Director, Editor, Women's Institute for Freedom of the Press, Washington, D.C., 1974-76; Project Manager, Software Technology Demonstration Projects, Computer Science Division, Charles St.ark Draper Laboratory, Cambridge, MA, 1976-78; Senior Product Planner, Nixdorf Computer Corporation, Burlington, MA, 1979-81; Director, Artemis Institute, Santa Fe, 1982-87. Tutor, St. John's College, Santa Fe, 1987-. A, Goodman B.A., English, University of Pennsylvania, 1968; Edith F. Mirrielees Fellow in Creative Writing, Stanford University, 1973; M.A., Creative Writing, Ph.n,English, Stanford University, 1978, 1981; Instructor in English, Stanford University, 1980; Assistant Professor of English, University of Santa Clara, 1981-83; Fulbright Teaching Fellow in American Literature, Omar Bongo University, Gabon (Central Afnca), 1985; Writer-in-Residence, Western New Mexico University, 1984, 1986; Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A, St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, �FACULTY/83 82/ST. JOHN'S COLLEGE California State University at Humboldt, 1975; Department Chairman (Phil~sophy), Champlain Regional College, Quebec, Canada, 1975-1987; L:cturer, Institute for Social Theory, York University, Toronto, Canada and Perug1a, Italy, 1980-1984; Visiting Tutor, St John's College, Santa Fe, 1987-1988. Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. George L Iannacone B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China: 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- Krishnan Venkatesh B.A. St. John's College, 1982; M. Phil., Department of Ge_ology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale Umvers1ty, 1986; Su_m~er Research Fellow, Bermuda Biological Station for Research, 1986, 1987; V1~1tmg Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson Umversity, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law S_chool, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, _1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Fran~1sco, CA, 1983-84, associate, Heller, Ehrman, White & McAuhffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. SaHy Dunn B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 1975-81; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. Basia C. Miller Margaret Anne Kirby B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Translator for the University of Chicago Press, 1975-81; Lecturer m the Liberal Arts, Basic Program of Liberal Education for Adults,_ University of Chicago, 1982-88; Doctoral candidate in Romance Languages, Umvers1ty of Chicago, 1984; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illmo1s University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Gemanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate . Fe11owsh 1p, 1983-87 , M.A. ' Classics, University of Colorado-Boulder, 1985; . . b ·d u · " Graduate Study in Ancient Philosophy, Tnmty Hall, Cam n ge _mversny, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate m Cla~s1cs, Umvers1ty of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan E. Silver B.A. State University of New York, College at Old Westbury, 19.71; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Educati;n, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; 1htor, St. John's College, Santa Fe, 1989-. Sidney Keith B.A., Classics, Yale University, 1974; M.A., Political Science, University of Toronto, 1975; J.D. University of Chicago, 1983; Law Practice, 1983-87; Ph.D., Classics, University of Toronto, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby , B.A., Classics, University of King's College, 1977; M.A., Classics, Dalho~s1e University, 1980; D. Phil., Modern History, Oxford Umvers1ty, 1987; Izaak Walto; Killam Scholar, 1977-79; Canada Council Special M.A. Scholar, 1977-7 • Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D. Classics, 1983, University of 1/\fashington; Ph.D. Candidate, Oriental Studies, 1985, University of Pennsylvania; Visiting Tutor, St. John's College, Santa Fe, 1990-. James P. Forkin B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California Davis, 1986; M.A., Political Science, University of California Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. Danny L Hawley A.,R, Physics, University of Chicago, 1968; M.A., 1970, Ph.D., 1972, Physics, Princeton University; National Science Foundation Fellow, 1968-71; Assistant Professor of Physics, Carleton College, 1972-75; M.A., Religious Studies, University of Virginia, 1983; National Resource Language Fellow, 1982-84; American Institute of Indian Studies Language Fellow, 1984-85, Research Fellow, 1986; Coordinator of Information Systems and Lecturer, University of Virginia, 1988-89; Ph.D. Candidate, History of Religions, University of Virginia, 1990; Tutor, St. John's College, Santa Fe, 1990-. Frank R. Hunt St John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. �OFFICERS/85 84/ST. JOHN'S COLLEGE OHICERS, ASSOCIATES AND STAFF Gerald P. ProieUi . . . f N York College at Fredoma, 1973; M.A., B.A, Music, State Umvers1ty ~ S i:;ce Boston College 1982; Killam Postdoc- ~::ls~:ll~~~~~;:~i~:' ~~~~ 1~alh~usie University; ~dju~ct Assistant;ro~twr, SUNY College at Oswego, 1982-85; LecUturer, U~ivert12'afi~:V~~~~~~~~ 1985-88; Visiting Assistant Professor, mvers1 yo , , John's College, Santa Fe, 1990-. ;~tor~1~~'. PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre William M. Dyal, Jr. TUTORS EMERITI Wiley W. Crawford James L. Tolbert Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey ANNAPOLIS SANTA FE President Christopher B. Nelson Dean Eva T H. Brann Vice President for College Advancement Jeffrey A Bishop Treasurer Robert Harner Director of Graduate Institute Malcolm Wyatt President John T Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Timothy P. Miller Assistant Dean Don Cook Assistant Deans Deborah Renaut Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Career Planning Barbara Altman Director of Continuing Education Malcolm Wyatt Director of Financial Aid Deborah Winans Librarian Kathryn Kinzer Director of Information Services Nancy Osius HONORARY FELLOW Registrar Nancy R. Lewis Paul Mellon Director of College Health Services Marilyn Mylander · · 931 MA 1938 Cambridge University; Litt.D., OxB.A., Yale Urnvers1ty, 1929; B.A., 1 ' ." ., f 'h l 1967 . LH D Yale Univerford University, 1961; LLD., Carnegie Institute o Tee no ogy, ' · ·' sity, 1967. College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L Wallace Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Joan Iverson Director of Career Planning Ron F. Hale Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Deborah Walker Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Conference Center Manager Virginia Hendley �86/ST. JOHN'S COLLEGE Profile: Freshman Classes Entering Fall 1990 and January 1991 States Represented ... . Alaska .......... .. Arizona .......... . Arkansas ......... . California ........ . Colorado ......... . Connecticut ....... . Florida ........... . Georgia .......... . Hawaii ........... . Idaho ............ . Illinois ........... . Indiana .......... .. Iowa ............. . Louisiana ........ .. Maine ............ . Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota ........ . Mississippi ........ . Missouri .......... . Montana ......... . Nevada ........... . New Hampshire ... . Annapolis 31 1 8 1 3 3 3 1 5 5 2 18 14 2 1 1 5 5 1 1 1 1 1 26 2 3 3 3 3 2 1 1 1 4 2 1 2 New Jersey ........ . New Mexico ...... . New York ......... . North Carolina .... . North Dakota ..... . Ohio ............. . Oklahoma ........ . Oregon .......... .. Pennsylvania ...... . Rhode Island ...... . South Carolina .... . Texas ............ .. Vermont .......... . Virginia .......... . Washington ....... . Wisconsin ........ . Wyoming ........ .. District of Columbia .. Annapolis. 8 1 12 2 6 1 1 9 1 2 10 2 2 2 1 Annapolis Number of Students Fall 1990 ........... January 1991 ....... Men .............. Women ............ Early Entrance . . . . . . . . Santa Fe 35 Canada ........... China ............ France ............ India .......... .. Puerto Rico ....... . . . 1 . Santa Fe 109 27 77 59 7 118 19 76 61 Previously Attended College .. .. . . . . . . . . 34 Range of Ages ........ 14-42 52 17-47 2 Veterans ............. 0 1 Kind of School Attended Public . . . . . . . . . . . . Independent . . . .. .. . Parochial .......... 89 36 11 96 27 7 2 1 Annapolis Receiving Financial Aid . .............. Rank in Class* First Fifth . ......... First Tenth . ...... Second Tenth ..... Second Fifth ....... Third Fifth ......... Fourth Fifth ........ Last Fifth .......... National Merit Honors Scholars ........... Finalists ........... Semi-Finalists ...... Commended Students 51% 54% 29% 25% 21% 16% 5% 4% 47 7 8 9 23 *Not included in this table are 81 students.for whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1991-1992 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1991-1992 Date A point or period of time associated with an event in the lifecycle of the resource 1991-1992 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1991-1992 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2517355e910b52cf869b3b53945ac7b9.pdf c5c7655257bdc9054011b85869ea90e0 PDF Text Text StJohn's College STATEMENT OF THE ST. JOHN'S PROGRAM 1992-93 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO (410) 263-2371 (505) 982-3691 87501 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �- I ANNAPOLIS 1992-93 August 25 ................. . Senior Registration August 26 ................. . Freshman Registration and Convocation August 27 ................. . Sophomore and Junior Registration August 27 ................. . Classes Begin with Seminars October 9-12 .............. . Long Weekend November 25-29 ........... . Thanksgiving Recess December 10 .............. . End of First Semester December 11-January 4 ..... . Winter Vacation January 5 ................. . Second Semester Registration January 5 ................. . January Freshman Registration January 7 ................. . Classes Begin with Tutorials January 29-February 1 ...... . Long Weekend February 26-l\1arch 14 ...... . Spring Vacation l\1ay 14 ................... . End of Second Semester l\1ay 16 ................... . Commencement SANTA FE 1992-93 August 27 .............. . August 27 ................. . August 27 ................. . August 28 ................. . August 31 ................. . October 9-12 .............. . November 26-30 ........... . December 17 .............. . December 18-January 17 .... . January 15 ................ . January 18 ................ . l\1arch 13-28 ............ . l\1ay 21 ................... . l\1ay 23 ................... . Sophomore and Senior Registration Convocation Undergraduate Classes Begin with Seminars Freshman and Junior Registration Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUMMER 1993 SUMMER 1993 l\1ay 24 .................... June 14 .................... July 30 . . . . . . . . . . . . . . . . . . . . . August 5 . . . . . . . . . . . . . . . . . . . January Freshman Second Semester Begins Graduate Institute $ummer Session Begins January Freshman Second Semester Ends Graduate Institute Summer Session Ends l\1ay 31 .................... June 14 .................... August 5 ................... August 6 . . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Curriculum Seminar ......................................................... 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Formal Lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 St. John's List of Books ........................................... 22 The Academic Order Tutors .......................................................... Instruction Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library ......................................................... Schedules ....................................................... Essays and Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Graduate Studies and Careers After St. John's ....................... Degree of Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Graduate Institute in Liberal Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Directory Information and Right to Privacy . . . . . . . . . . . . . . . . . . . . . . . . . Residence and Student Life Annapolis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Santa Fe ........................................................ Both Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site Plans of the Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 29 30 31 33 34 35 35 37 37 37 38 43 47 SO Admissions Requirements and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Campus Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Fees and Financial Aid Procedures and Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grants and Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Billing and Deposits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Criteria for Judging Satisfactory Progress ........................... 58 60 62 62 63 64 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Board of Visitors and Governors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Faculty ........................................................... 68 Officers, Associates and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Profile: 1991-92 Freshman Classes ................................... 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �I 6/ST. JOHN'S COLLEGE Liberal. education should seek to develop free and rat10nal men and women committed to the ~urs~it of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal . . e~~~ati~n hes through the books in which the greatest minds of our c1vil1zat10:i- the great teachers - have expressed themselves. These books ~re both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary ~roblems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as whe1:1 they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the ter~s and foundations of our thoughts; they affect the deepest of our pass10ns, and they touch the most spirited parts of our human nature. The boo~s speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that rev~al a v~riety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises and whether t~eir subject matter is scientific, historical or philosophical. They ar:. a~so hnked together, for each of them is introduced, supported or cnhc1zed by the others. In that sense they converse with each other. They draw the r~aders to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books c.an only repeat v:rhat they have to say, without furnishing the clarification~ that we desITe. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that :a:ay present unfamiliar thoughts, attempt to discuss it re~s~nably. It is presupposed that the students are willing to submit their opin10ns to one another's questions. The demands of the individual and those. of th: group are in continuous interplay, setting limits within which the d1scuss10n moves with the utmost possible freedom. The discussion I ~ THE INTRODUCTION/7 may concei::n itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �I B!ST. JOHN'S COLLEGE THE CURRICULUM/9 The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each . seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. T~ereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for ~ermission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under ~ay, the seminar may take many forms. It may range from the mos~ particular to the most general. The reading of Thucydides, for examp_le, is almost certain to elicit a discussion of war and aggression ai:d to brmg to the surface the students' opinions and fears about the WISdom or error of national policies. Homer and Dante prompt reflections o~ human virtues and vices, on man's ultimate fate. Sometimes a seminar ~ill devote all its time to an interpretation of the assigned reading, staymg close to the text; a~ other times the talk may range widely over topics sugge~ted by the readmg but bearing only indirectly on the text itself in the mu~ds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Ex_cept for t~e _requirements of common courtesy, there are only two rules: first, all op1mons must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion ~loes ?~t coun~. In _a freshman seminar the students may tend to express their opm10ns with little regard for their relevance to the question ?r their relation to the opinions of others. Gradually, in their interplay w~th one ai:other, the students learn to proceed with care, keeping to the topic and trymg to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with_ the ki~d of reading under study; poetry is not philosophy, and it can reqmre a different app~oach. Such progress in learning together may be crowned by sudden ms1ghts on the part of a few of the seminar members ' I - or by occasions when the seminar as a whol_e ac~ieves illumi~~tion. The course of the discussion cannot be fixed m advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily _lead to the _answer ~o a question. More often than not the question rem~ms ~pen with_certam alternatives clearly outlined. The progress of the semmar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies an? other imaginative device~ by which the discussion is kept alive. A semmar may also degenerate mto rather empty talk, without being able for some time to extricate itself fro_m such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right''. opinion. or in~erp~eta­ tion. It is to guide the discussion, to keep it movmg, to raise ob1ections, to help the students in every way possible to understand_ the autho~, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Wh~?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special c~n­ sideration. Reason is the only recognized authority. Consequently, all opmions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay_ on son:ie theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �I 10/ST. JOHN'S COLLEGE THE CURRICULUM/11 For abo_ut nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of_ students engaged in the study of one book, or in exploration of one subject through sev~ral boo_ks. Students are usually given a choice of six~een to twenty preceptorials on books or sub1ects of particular interest to the tutor~ who .off~r them. Students may suggest AI a topic and invite a tutor to study it with the . . m. Iist, or thohugh many preceptorials study one of the books of the seminar a t eme suggested b th with books and themes the sfude~trogr~~' someh pre~eptorials may deal are generall n s wou not ot erwise encounter. There tutor th y ot more than ten students in a preceptorial. Guided by a than that by the semi~ar. 6s~:fi~e~e ~!u~~~~; V:~rei~~surely P~~mitted ::~e~~Y be read in draft to the prec:pX:}i~t~:d ~~~i~~~~1Y0!:/~:r; campL~:~:di~e:~:n~r~;~;:i.e of the preceptorial subjects offered on the two The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and • one mathematics tutorial three or four times a - - - ···",«•··· week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL ,, 1111 Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �12/ST. JOHN'S COLLEGE THE CURRICULUM/13 of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective- if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The ear ends with analysis and discussion of modern British and American y 10 poets, sueh as T· S· El. t ' Dylan Thomas' W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true okr oug~t to be . d b the word itself for it is derived from a Gree wor mean~s s~{~~:t:rn "~t is regrettable: then, that students should come. to dislike mg · math ematics· or to thi"nk of themselves as unmathematical. It is equally f th re rettable that competent mathe~aticians are ?ften un~ware od f ~ ~loso hical assumptions upon which mathematical equa~1ons an or p ul p b d Mathematics at St John's is studied as a liberal art, not m as are ase . · 11 d h h ·r artificially separated from what have com~ to be ca. e t e um~m iesf When mathematics is taught at an unhurried pace, m an at~osp ere o reflective inquiry and from treatises chose~ ~ot only for t~eir matter ~~! also for their elegance and imagination, as it ~sat St. John~ mathem~· h b comes not only the most readily learnable liberal art b_ut s.o one w ic p;ovides ready access to others and significant There are two main reasons for studying mathematics. First, it p~­ vades our modern world, perhaps even defines it. ~here~ore anyone w o means to criticize or reform, to resist or cooperab~ with th~s ~o~d n~.o~l~ must have some familiarity with the mathematical met o s Y. w ic h 1 is mana ed but also must have thought about the assumpt10i:s t at underlie application. It is the task of the mathematics and the laboratory together to help students to think about what it means to count and measure things in the universe. . The second main reason for studying mathem~tics conc~rns the mathematics tutorial more specifically. Since mathematics has: as its name implies, a particularly close connection with the human ca.E?ac1ty for lea~n­ ing its study is especially useful in helping students to thmk about w at it ~eans to come to know something. To prepare themselves for such reflection students study artfully comd posed mathematical treatises, demonstrate propositions at the black~~ar 1 and solve problems. By doing this over four years they learn a goo ea analog1e~ wit~ th~m. ~h~ir t~tonal �.... ~~~~~~~~~~~------------~1!1111-----------------.:1---------------------14/ST. JOHN'S COLLEGE I''.~ iJ • C\: .. ·.·{·'.:ill!·· .. ..•. .. ···.·., ' ·. ii ~~ • ~ ' '1'11 THE CURRICULUM/IS of ?1ath~m~tics, and they gain noticeably in rigor of thought, nimbleness of 1maginat10n and ~le~ance ?f e~pression. But while they are practicing the art of mathematics in all its ngor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: · . Why and how do mathematical proofs carry such conviction? What is a m.athematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse" "ugly" and "beautiful" in mathematics? Do mathematical symbols constitut~ a langua~e? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? . By m~ans of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time a discuss~on is ini~iated in the mathematics tutorial which is easily and often earned over into the larger sphere of ~he seminar. ~he .students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors the ~tudents gain a notion of deductive science and of a mathematical s;stem in general; they become acquainted with one view of mathematical obj:cts - its central expression found in the theory of ratios -which is bur~ed under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the math~matics tutorial at St. John's and the ordinary course in 1'.1athematics. Pt?lemy presents a mathematical theory of the heavenly motions, but. he gn~es more than that: his work is both an example of mat~ematics ~!'.phed to ~henomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In ~he second year the students continue the study of Ptolemy, with em~has1s up.oz: those difficulties and complexities of the geocentric system which ~e ~nll1antly transformed by the Copernican revolution. They study Coperrucuss transformation of the Ptolemaic theory into heliocentric form. ~hey next take up the Conics of Apollonius to learn a synthetic presentation of ~he. very objects whose analytical treatment by Descartes marks the beginnin~ of modern mathematics. After this they study analytic ge?metry, which pr:sents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modem form and. geom~t~ically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for. the calculus. The student then returns to Newton's Principia to take up its t:eatment of astronomy, in which Newton brings heavenly and e~rthly,,motion~ ~nder on.e law and replaces a purely geometric astronomy with a dynamic theory in which orbits are determined by laws of force. Th: mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non1 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. l �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching c.hanges that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers ~f the seventt;enth cent~ry. They are based on a mathematical interpretation of the uruverse, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind ai:d hand that help us to relate our experiences to our understanding. For th~s purpose St. John's has set up a three-year laboratory in the natural sc1en:es, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement· crucial experiments are reproduced; the interplay of hypothesis, theo~ and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific ~Hsciplines, to bri:ig the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the signi!icance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the s~a~p separation of scientific studies from the humanities, as if they were d1stmct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant t? the liberalization of the study of science: (1) The formally scheduled expenmental work must be combined with a full and free discussion of LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �,_ .. j 18/ST. JOHN'S COLLEGE THE CURRICULUM/19 goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools ofthe calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave - and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has beoome the object of study. Prepared by his work with electrical phenomena the student can focus on the questions of atomic stability that l(!~d to the revolutionary quantum hypothesis of Bohr and the wave l)lechanics of de Broglie and Schrodinger. Through a sequence of historic •entilc papers and related experiments, the concepts of particle and wave, ofdiscreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the s~or laboratory then turns or returns to biological topics, and first to ~e:titS, to Mendel's theory of heredity and its development through the ~entation and interpretation by T.H. Morgan and his associates. ~~ r~ults of laboratory studies of bacteria populations are considered f~ ~e ~tandpoint of their evolutionary significance, in the papers of ~t~dof Luria and Delbruck. Next, fundamental papers leading to day molecular biology-for instance by Beadle and Tatum, Watd Crick, Jacob and Monod- are studied. 1 ' I �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox 'What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" <:~cy Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Platds Phaedrus" Martha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" WiUiam Banks "On the Opening Chord of Wagner's Ring' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger ."Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey ~Thelnefficacy of the Good" Do~as Allanbrook ~ds and Brains: Men and Machines" Mortimer J. Adler ·~f~s He Was and Paul as He Looks" Ktlster Stendahl ~e . Parable of Don Quixote" 1~.~chs "tiio:wledge and Faith" Ja~Caiey g of Romantic Love: Flaubert's Madame Bovary" $~{)~ String Quartet ~·iroship in a Mass Democracy" ~~l-f~$~d ~~~ <md the End of Art" J·~- �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics~ Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles;' ''Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two · years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Pfotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: ·Des Prez: Machiavelli: Copernicus: Llit:her: Rabelais: Palestrina: Montaigne: v~~: &con.: Shakespeare: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum * Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �--24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: i .!-": Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason~ Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: 'The Constitution and Slavery;' Selected Essays The Misanthrope, Tartuffe Moliere: Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Hegel: Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville: Selected Speeches Li:Ilooln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner: Capital~ Political and Economic Marx: Manuscripts of 1844 * Brothers Karamazov Dostoevski: War and Peace Tolstoy: The Adventures of Huckleberry Finn Mark Twain: Psychology, Briefer Course William James: Thus Spake Zarathustra~ Beyond Good Nietzsche: and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka; The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyr;e: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year I ' Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier '' I Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell ·l!" Third Year Fourth Year Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from Locke Rousseau American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black ~ Second Year Wollaston Gay-Lussac Proust Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Ptolemy Apollonius Copernicus Descartes Pascal Viete Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell ,~:,_,,:::.':'.;~',: 1~ �THE ACADEMIC ORDER/29 28/ST. JOHN'S COLLEGE .. their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles Qt.Racine. The advantage of this for students is that they are under the ~dance of active learners who will not parry their far-ranging questions With the reply that these matters are handled in another department. There !'lte ~o departments! The advantage of this for tutors is that they are in''~1ied with a variety of works of such richness that they are continually ~mpted to strive for greater comprehension of them. Some tutors do find "time to write articles and books, but their first duty is to prepare themselves tOteach the St. John's program. This is necessarily demanding because no @1-.time tutor is confined to a single part of the program. They are, and li~ to be, teaching members of a seminar and of either two tutorials or fjf one tutorial and a laboratory section, and they are continually teaching ,their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the ~reparation for classes usually allows. In order to avoid staleness and the .~present danger of succumbing to routine performance, they are granted tical leaves to allow for leisure and serious study. Between sabbatical s, faculty study groups are set up. Leaders of such groups are relieved p%lrt of their ordinary teaching duties. They engage in a thorough study ~d exploration of a subject chosen by the Instruction Committee of the f~t:ulty. Scholars from other institutions may join the group for certain }!erlt){is, Although the subject under study may not be directly related to . ~es~. John's curriculum, the work of the study groups opens new perspec,~- for teaching and learning at St. John's. # ~ r' ar~ . I t~ ll . ·~~··· At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine Tlje Instruction Committee is a committee of tutors responsible for advis- lng the Deans on all matters of instruction. It also advises the President 0;n~ppointments to the faculty. The Committee consists of the Deans and ~el'\Te tutors, six elected by the tutors on each campus of the College; the .~ll!i.idents sit with the Instruction Committee ex officio. The Deans preside the Instruction Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Comfor that campus and meet at frequent intervals throughout the year. , . ~·tun Committee meets annually, alternating between the two campuses, /~d the Dean at the host campus presides at those annual meetings. �THE ACADEMIC ORDER/31 30/ST. JOHN'S COLLEGE Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modem library facility in 1969. It has comfortable modem study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. A SAMPLE FRESHMAN SCHEDULE, SANTA FE .... Except for the preceptorials in the junior and senior years and certain ~ods of laboratory work for which the upperclassmen may choose their ;1~ · time, the schedule is the same for all students. The language, tnltthematics, and music tutorials each meet for three and a half hours to .:~~\lf'and a half hours per week. Freshmen, juniors, and seniors spend up • . < ' hours each week in the laboratory. Two evenings from eight to ten attend a seminar. A formal lecture or concert is given once . Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. ~udents �THE ACADEMIC ORDER/33 ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and . informally on the texts they have read or the paper they have written and ·.· on their critical and interpretive opinions. It is not the principal aim of eexaminers to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass .·an examination in elementary algebra and trigonometry. E FRENCH READING EXAMINATION their junior year, students must pass an examination to demonstrate reading knowledge of the French language. E SENIOR ORAL ENABLING EXAMINATION he senior oral enabling examination is given to the student in the falI the beginning of the fourth year. It is focused on a number of books m the seminar lists assigned for rereading and study during the preceding mer. The passing of this examination confirms a student's status as candidate for the degree of Bachelor of Arts. HE FINAL ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final :y related to some aspect of the four years' work. It is not intended to a piece of specialized research, but rather a sustained performance in liberal arts. Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the essay is approved by the faculty committee to which it has been gned for reading, the student is examined upon it by the committee an hour-long public examination. No degree is awarded unless both essay and the oral examination are satisfactory. The senior essay is arded as a culmination of the student's learning. �THE ACADEMIC ORDER/35 34/ST. JOHN'S COLLEGE Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. OMORE ENABLING omore enabling is a review by the Instruction Committee, with the of all the tutors of sophomores, of the student's learning during tll~fw'o years spent in the College. The sophomore essay is especially iml()rJiant in the enabling procedure. Consequ~ntly, no s~udents are enabled ·ttt$ter the junior class unless they have written a satisfactory essay, and ·.· · · · pnly if in the judgment of the Instruction Committee they are suffiy prepared for the work of the final two years. In p~icular, the enabl.judgment looks to the possibility of the student's wntmg an acceptable •f()r essay. dent who completes the four-year curriculum satisfactorily is the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their first sumcompleting their freshman year, so that they, too, complete a fourrriculum. For transcript purposes, St. John's seminars, tutorials and ries are translated into terms of conventional subjects. The cur~C~1nn is the equivalent of approximately one hundred thirty-two semester rld in which careers and work environments are changing rapidly, taus, broadly-based liberal arts education is recognized increasingly �:j . ' I 36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE LIBERAL EDUCATION ! :\i :If ,Ji L_ as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; • 20% are in business or business-related occupations; • 13% are in sciences and engineering; • 10% are attorneys; • 8.5% are in the visual and performing arts; • 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to facilitate entry into fields such as medicine, business, engineering, and teaching. IN the Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are smaller classes devoted to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational ac. . tivities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres Hes in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard, The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms, The community of students has governed itself since 1945 with elected office.rs and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds to allocate time and use of facilities such as the student kitchen, to remi~d students of ~h.eir responsibilities to the College community, and to express student op1mon on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus, The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the spaci:;, Students are also welcome to contribute work to The Reporter, The St. Review, and Energeia, the three official publications of SL John's. Extracurricular organizations at St. Johrls are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities �JOHl~'S RESIDENCE & STUDENT LIFE/ 41 COLLEGE directly out of the curriculum as students' interests overflow from classroom, The past years have seen small classes - some led by others tutors - in harmony, Latin, German, the New Testa(his papers on calculus), and special aspects of and biology, Other activities stem from interests independent ·~~n"'"'"' curriculum. Most prominent among them have been those Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two plays a year, perform one or two modem works, and produce several one··act plays. Recent productions have included Macbeth, The and Miss Julia, Every weekend the student film club presents foreign and domestic fllms ·-the classics of cinema art.. Additional film series, including The /iscent Man and Roots, have been shown during the week There is also a special winter film series on Wednesday nights" Iv1usic is pursued in groups and individually, Voice and instrumental ensembles train new members and perform at College events. The College practioe rooms and pianos and a music library of scores and Private study can be easily arranged on campus or in town, artistic expression needs a time for training and a place vwrk. Permanent facilities such as the art studio, ceramic studio, woodphotography darkroom and stage floor provide places to "'"""'~'u'- skills, The College also maintains an art gallery, staffed "n·'"·'"""' which specializes in circulating exhibitions by artists of mastature. Recent shows have been devoted to the works of Daumier, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college There are periodic trips to galleries and museums in and Baltimore; transportation is free of charge for St John's :otu.drnts. An artist in residence teaches classes and coordinates exhibits. a rule he is assisted by one or two other artists beaching in their field of Classes in drawing, painting, sculpture, and potten; contirme throughout the year. Materials and tools are furnished without in most cases, an important of community life where students and tutors rneet informally, come in several varieties. The Society of Bacchus arranges rock waltz parties and community gatherings including the Halloween l\fasked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice A festival in the spring, Reality Weekend, begins with student skits after a parade up Main Street, provides a full day of and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings, Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State governwork, community service groups, etc. Washington, D.C ~md Maryland, both within an hour's drive, offer activities, 1rniso1ms and stores too numerous to mention here. ATHLETICS Since 1939, when intercollegiate athletics were abolished, the College has an extensive intramural program, now including team competition in touch football, soccer, basketball, volleyball, softball, and track, as well as individual tournaments in tennis, badminton, table tennis, and Participation is voluntary and enthusiastic; the competition intramural teams is passionate but good-natured, Students and tutors also pursue interests in sailing, rowing, canoeing, karate, fencing, tai chi, 'Neight training and aerobics. Facilities include a gymnasium with racquetball courts and weight room, playing fields, tennis courts, and a boathouse" The athletic program is designed to offer the community opfor physical exercise, development of skills, participation in .team sports, and a place for recreation and enjoymenL In a single departure from the long precedent against formal interL""'"''"'"'' competition, there has in recent years been an annual croquet with a team from the neighboring United States Naval Academy, the Annapolis Cup, �RESIDENCE & STUDENT LIFE/43 I In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purin the fine arts, museums and opera; and with archaeological and ical research. Scientists in nearby Los Alamos do research in nuclear ysics and related fields. Neighboring institutions of higher education elude the Institute of American Indian Arts, the College of Santa Fe, Santa Community College, and the University of New Mexico in Albuquere. Sixty miles to the south, Albuquerque provides the attractions and veniences of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the Govers. The architecture of the Santa Fe campus reflects the territorial style oduced in the state during the last century. The campus, at an elevan of 7,300 feet, overlooks the city and offers superb views of the Ceros, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ges. The campus includes a classroom building, a laboratory, a library, dent center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/45 • " i ~ ~ ,. I I' I ~ and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and idea~ on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Finan_, cial Aid Committee, Campus Planning Committee and the Board of Visitors. and Governors. Students also belong to advisory committees which con cern themselves with such things as Friday night lectures or the food service. Santa Fe-Students and faculty have initiated a wide variety of extracur ricular activities including the artistic, the academic and the athletic. Ar tistic expression is encouraged by extracurricular classes in drawing, pain ing, photography, pottery, weaving, ballet and modern dance. The a studio in the Fine Arts Building, the darkroom and the pottery studio pr vide appropriate settings for these activities. The College's art gallery, whi · is open to the public, has a new show by professional artists bimonthly. A. student art show is scheduled each year, and awards are given for .achievement in pottery, photography, drawing, painting and in making jewelry. The Moon, a student newspaper, provides students in Santa Fe Mth a medium through which to express their views about both the Col.;lege and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty ~ike. Musical performances of many kinds are given by students through e Collegium Musicum. Formed in order to stimulate musical activity on pus, the association provides members of the College community with opportunity to perform before a small, receptive audience. Through 's organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. e St. John's Chorus and the small chorus also give recitals. The College ides numerous keyboard instruments, including two grand pianos and arpsichord, for student practice and performance. Practice rooms are ilable in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide ty of classic and current films for the College community every Saturnight. Many students are attracted to the town of Santa Fe by its crafts, music, ter and visual arts. Others have participated in tutoring in elementary Is, counseling, working at the local health food co-op or in other �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. BOfH CAMPUSES I local activities. The St. John's bus takes students into town daily. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin..: ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hos to several tournaments in the fall and spring. The St. John's basketball te competes with different city and college teams. Santa Fe has five municip swimming pools in which St. John's students can purchase yearly swi passes. Horses may be hired at a nearby ranch. . The adjoining Sangre de Cristo mountains provide hundreds of squ I RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before com.mencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. :ACILITIES FOR STUDENTS e College Bookstore on each campus has all the books and supplies the dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is rated without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. addition, there are smaller, comfortably furnished social rooms in the :rmitories and elsewhere on the campus. dormitories form small communities within the larger college comities, helping the incoming students to make proper use of the supthat other students can give them in their college life. Unmarried students not living at home are required to live in the coldormitories and to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant s or Head Resident to live off-campus. The College currently can offer no married student housing. Students wish to have married student housing must find suitable housing offs and should allow time for this. om assignment is the responsibility of the Assistant Deans in conon with the Director of Residence. Returning students have the �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician or Assistant Dean. CAREER SERVICES The Placement Office on each campus offers offer a wide range of programs and services that include: • individual career counseling • vocational interest testing • information and assistance in applying to graduate and professional schools • internship opportunities • assistance with resume-writing and other job search skills • access to a national alumni career network • prelaw and premedical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. Primarily, it seeks part-time employment for students during the; academic year, but it can also aid students looking for full-time summer employment in the local community. cided upon by the Dean in consultation with students and faculty. Every ering student is informed of them, and returning upperclassmen are inded of them each fall. The rules differ in certain details on the two puses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable m the communal life. The building of a good community requires the ulty to show respect for the individuality of each student. All students e to abide by the rules and regulations promulgated in the Student nual published annually by the College. St. John's assumes that students respect not only the enacted rules but also the community-accepted ons of decent behavior. In extreme cases, where these canons are flouted, College may require withdrawal of the offending student. HEALTH SERVICES A Student Health Center on each campus provides a variety of health se vices for enrolled students. Counseling services are also available on cam pus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certa' rules of residence governing the use of dormitories. These rules have be College provides a housekeeping staff to care for the dormitories. The inspects the rooms periodically and repairs at the expense of the t or occupants any dormitory room and furniture that have been beyond normal wear and tear. Any damage to college property d to the caution fee of the student or students responsible for the . The College is not responsible for the loss of, or damage to, any t property resulting from fire, theft or any other cause. �SO/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/SI COLLEGE CREEK BOATHOUSE Soccer Field Lower Dormitories Continuing Education/ Fine Arts Office ~"""'""/ Peterson Student Center MeemQ Library Upper Dormitories COLLEGE AVENUE �52/ST. JOHN'S COLLEGE ADMISSIONS/53 f I • ;_ 1 j, i ,I ! The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee-five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. number of optional topics is also suggested. The essays are designed t enable applicants to give a full account of themselves. They can tell th Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievemen and promise. Previous academic records- the secondary school report college transcript, if there is one-show whether an applicant has the hab' of study necessary at St. John's. Letters of reference, particularly those teachers, are carefully read for indications that the applicant has the mat rity, self-discipline, ability, energy and initiative to succeed in the St. Jo program. St. John's attaches little importance to "objective" test scores, no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religio sex, age, color, physical handicaps or national or ethnic origin of an a plicant, or by any other factors unrelated to the work of the College. T lication asks a minimum of personal data. Need for financial assistance es not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students faculty are known to each other. Each campus has between 300 and students. The size of each class is limited on each campus. Most man classes are about equally divided between men and women. enter in late August and January in Santa Fe, in September and in Annapolis. Occasionally, there may be a January class on only pus. New students are enrolled only as freshmen; a fourth or more entering class have done one, two, or even three years of college :k e!sewhere. These students, despite good records at other colleges, qmsh their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following sumto complete the first year. They can thus graduate a year earlier than Yhad postponed their entrance until the following fall. The January of particular interest to students who come to St. John's from other , o_r who have traveled or worked since graduation from high school, o Wlsh to enter St. John's immediately after the first semester of their year of high school. �ADMISSIONS/SS S4/ST. JOHN'S COLLEGE ! 1. I I St. John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. ,,, -'- Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. cepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, applicants are advised that the earlier their files are completed, the ter their chances of securing positions in the entering class on the camof their choice. 1. i , ' I I 1' I ~ I 1 Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of ge~metry, and two years of a foreign language; additional work in mathematic_s and foreign language is advised, as well as two or thre~ years of ~atural sc~ence. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one fro~ a teacher._ I~ exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required but may prove helpful. Oc;asionally, St. John's accepts an applicant w~o is not a. secondary school graduate. Such students must be well qualified to p:oht from th college program and must either submit the results of a nationall~ ~ecog nized test (SAT, ACT, or PSAT) or a GED certificate. A campus VlSlt an interview are especially important in such cases. St. John's is authorized under federal law to enroll foreign student St. John's College is one college located on two campuses. Although a plications must be initiated and completed at one campus or the oth admission to either campus constitutes admission to the College as a wh On inquiry, prospective students receive a statement of the ?t. Jo College program, an application for admission an~ re~ommendahon fo to be completed by schools and references. Applications may be sub ted as early as the second semester of the el:venth gra_de. ~ecause the lege welcomes all serious applicants, there is no appli_ca~ion fee .. Stu should submit their application materials to the Admissions ~fhce campus they prefer to attend. Students planning to apply for fu:ancia should refer to the section on Fees and Financial Aid and notify_ the. propriate Admissions Office of their intentions as soon as possible. on notification of acceptance, applicants have the option to enroll on r campus. In order to secure a place in the entering class, approved icants must submit a deposit of $250 to the Admissions Office on the pus at which their applications were processed, together with a statespecifying the campus they wish to attend. Once the deposit has been itted, the campus preference may not be changed except as noted . Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the able positions are filled. Typically, the fall classes fill by the middle ay, so while there is ample time to consider offers of admission from institutions, the earlier a decision can be reached, the better. January usually fill by the end of December. Students who submit deposits the end of the first week of May (for the fall term) or December the January term) have a significantly higher chance of securing in the entering classes than those who submit deposits later. e entering class on the applicant's first-choice campus is full when sit is received, the Admissions Office will offer the following opthe deposit may be transferred to the other campus, provided space in that entering class; 2) the deposit may be used to secure a place aiting list or in a subsequent class on the applicant's first-choice 3) the deposit may be returned if neither of the first two options le. ?} ege endeavors to meet the full demonstrated need of enrolling questing financial assistance. Of necessity, however, the amount �56/ST. JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. ADMISSIONS/57 sions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in ses·sion during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it .is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for .seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens · are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 410/263-2371or1-800-727-9238) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the Cot' lege for themselves. It is probably wise to get first-hand advance knowle · of any college one may be thinking of attending, but it is especially wi in the case of St. John's because of its unique curriculum and teachi methods. While on campus the visitor may attend a seminar on Monday Thursday evening at 8:00 p.m.; attend tutorials in mathematics, langu and music; visit a laboratory; be interviewed by the Director of Adro, ,The Baltimore-Washington International Airport is located twenty miles 0~om Annapolis. An airport limousine goes to and from Annapolis; visitors e advised to check schedules in advance. Bus service from the airport not practical. Hourly buses run between Baltimore and Annapolis and e driver will let visitors off near the campus if asked. Buses from shington are less frequent and let passengers off on West Street, about blocks from the College. By car one takes Route SO from Washington Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also available. It is called the "Shuttlejack;' and reservations should be made ~dvance. Greyhound and Continental bus lines pass through Santa Fe. track stops at Lamy, N.M., twenty miles from Santa Fe, and taxi seris available to town (reservations should be made with the taxi serone day in advance). Upon arrival at the bus station or at one of the ta Fe hotels, the easiest way to get to the campus is by taxi. �FEES Ile FINANCIAL AID/59 58/ST. JOHN'S COLLEGE award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualifie~ applicants h l d not be denied the opportumty to attend § OU }' . d f St. John's College because ~f im1te m_ance_s. St. John's therefore maintams a fmanc1al aid program to assist eligible st~d~nts t~ the greate~t extent possible within the hm1ts of ,he ~olleg~ s resources. With very few exceptions,_ fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial adid progral.m: - 'th ·b·1· f f cing a college e ucat10n ies w1 1 The primary respons1 l ity or man ff .cl l to the student and the student's parents. The College can o ier ai on y supplement funds the family provides. . db 2 The ability of a family to meet college expenses is determine cl assessd i~g- the family's financial strength in terms of income, assets, e ts, an family members in college. 1 3 Financial aid may be in the form of a grant, loan or ~art-time ~mp oy; ~ent and will be offered to all students as a package which combmes on b or more forms of aid. ld ·b t ' their 4 In keeping with the philosophy that students shou c~ntr~·-u e L? 1 id educational expenses, self-help is the first component o a manc1a a . The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey. This form permits applicants and their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. The College Scholarship Service's Financial Aid Form automatically enables candidates to apply for a Pell Grant, a federal program described in section D below. Students and their parents will be sent a Student Aid Report directly from the Pell Processing Center. All students are encouraged to submit this report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5 . Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7 Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship, 9, An applicant who has previously attended an institution of higher education rnust provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE . . . l Aid Office of any scholarships, loans, required to notify the Fmanc1ha f' cial benefits for which they become t 'fts employment or ot er man . . d h gran s, g1 , . . h . f 'ly's financial s1tuat10n; an c anges eligible; any change m their or t eir am1 of name, marital status and address. c Following are the deadlines and notification dates for financial aid: PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. Eligibility is limited to the full-time equivalent of five academic years" . . · FRESHMAN CANDIDATES for receipt of financial aid apphcad dline Although the College has no ea h . need of financial assistance .d f d ·ssion w o are m 'ble The Financial Aid Form tions, can d1 ates or a m1 :~~~~~ ~:di~:~~~;~ ~eee~;~e~~~~~~~=~f1~i~·~~;:~s~::~~~:~X~~~!~1~ 1 1\ after January ~ m the year .m wh - h uld submit the FAF as early as Those who wish to e~ter m Ja~~~ry. s othe St. John's Financial Aid Appossible in t~e. preceding ye~r. ul~ ~:1;i~~d with the Admissions Office as phcatlon m r.h1s catal~gue s .o b the candidate. Applicants should note soon as possible after its receipt '! . . . d the better the chance l . h · .cl phcat10n lS receive , t Candidates who file the Finanalso that the ear .1er t eir a1 ~pf 11 that their financial need can e us\me . .gnificantly higher chance of cial Aid Form pnor to Februharh ~ ave :li~ible than candidates who file receiving all the funds for w ic t ey are their forms later. RETURNING STUDENTS. t the College and are reapplying for Enrolled students who ar: retur7mg o. l .d for the first time should comfinancial a~d or are. appl~mg f~rF~~~n~~t:~he College Scholarship Service 15 St dents whose financial aid credenplete and file the Fmanc1al A1 between Jan~ary 2 and Feb.ruaryial Aidu Office by March 1 will be given l' cations for financial aid are retials are receive? by the Fmanch priority in fundmg. Stu.dents 'bAJ ~e apd ~onsideration for assistance, but ceived after March 1 will not e eme the availability of funds cannot be guaranteed. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year, The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students work only a limited number of hours per week while enrolled and classes are in session. PERKINS LOAN (formerly National Direct Student Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000" No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. STA.FFORD LOAN (formerly Guaranteed Student Loan) . . l .d d from the College are available from the 0. Funds for fmancia a1 awar s sources listed below. ST. JOHN'S GRANTS 'd d by the College from its own Funds for St. John's grdants are PJ~v~n ethe basis of financial need. resources, and all awar _s are ma The Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study< No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is 8% for the first four years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 199 2-93 STUDENT BUDGET* FALL FRESHMEN JANUARY FRESHMEN *Fees are subject to change without nobce. .th the distance between the student's home iThe allowance for transportat10n vanes w1 and the College. 2Undetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library" Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration, Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING AND DEPOSITS . . c • . d . rior to each semester. The charges are Billing for tmt10n and rees 1~ one'pl f the first semester and January 1 due and payable in full by ugusc .h or . 'n to pay in monthly inTh e w 0 may w1s for the second semester. os Tr~asurer about the various tuition paystallments should mqmre of the ·1 bl to St. John's College students ment plans or loan arrangements avai a e - and parents. . . .. d . ts faculty and physical facilities Since determmati~ns affecnng st~ee~e 'inning of each academic year, must be made well m advance_ o!~ich re~urning students will register in the College must know m Apnl h f f the followinl! year is therefore 0 ·t f $200 on t e ees or September. Ad epos1 o . d M da in April for prospective sophomores, due_ on or befor~ the seco_n . o~ this de osit guarantees a student a ~l~ce juniors and semors. Pa1:'n:em o . 'd h p have to be placed on a wa1tmg in the class. If the deposit is no~ plai.d, e mady have been made and who do ' h fnanc1a ai awar s Th list; stuaent.s tow om l" date will have that award cancelled. e not pay their deposit by c~e due f 'thdrawal due to ill health, acade~lC deposit is refundable only m case o w_1 . ·ors) failure to enable. If the dismissal or (in the case of prospe~ti_ve l~n~ear for which he made the student should decide not to enro m e I H a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40 % The fifth week: 20 % The sixth week and thereafter: no refund Ref.er to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any insi:itutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons wili be on a pro rata basis. �FEES & FINANCIAL AID/65 MIST. JOHN'S COLLEGE 1 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. ! VETERANS/DEPENDENTS REGULAR STUDENTS . f Provisions of the Higher Educ~t:i i I : I \ I I p ~ l I 'l ? ' < :l ·~ h I J'& I lt [l Act of 1980 require that each pos_t"nf rmation concerning the cntena secondary institution make ava~ a e i o The criteria for St. John's Colfor judging satisfactory acade~rnc pfrogt~esfs.ctory progress for recipients of ination o sa is a . h d t lege regar d mg t e e erm . ·al assistance are as follows: federally-funded (Title IV) fm.a~ci gress at the end of a semester In order to be makin? sahs actory ~~o next semester and that next a student must be permitted to e~~~r ~ any work This permission is semester must not include the ~epeh io~ ~. n with a ~ommittee of all the normally granted by the Dean m Cconsu .attio" The Don Rag Committee . , h "D n Rag ommi ee. students tutors, ,t e ? arts of the program and approves its qua1 ity assesses a students ~ork m all n that the student be permitted to enter before recommending to the ea . ducted in the student's presence the next semester. This as.sessment is ~~the end of the Sophomore Year, by all of his or her ~u~ors ~n commo~. the Dean and the Instruction Comhowever, this permission i~gra~ted y ll work during the first two years. mittee in the light of a stu ent s over;t t who has not satisfactorily comUnder some ~ircumstance~: :Wo~~d to repeat the work in o~der to t ligible for financial assistance pleted a semesters work may remain at the College. Stud~nts are no r: eating work. (federal or institutional) while the~t a~eto ~nter a new semester with the Sometimes students are peri::iil e d"t"ons during the course of the d et specia con i i requirement t h at t h ey me d . t repeating work and is deeme no In t h ese cases, a stu ent isfl the Dean determines that t h e consemester. d"t"ons have not been met, the to be making satisfactory progress uhn i t t ii b ~en m.eh. When t e con Committee, decides what furh I tion ditions have not Dean in consultation wit t e ns rue ther determination is to be made of the case. b In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �BOARD/67 66/ST. JOHN'S COLLEGE BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BWOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University I ,\ Press, 1960. BUCHANAN, SCOfT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. Chairman Donald J. Maclver, Jr. Vice Chairmen Mrs. Harriet Higgins Warren Mr. John D. Wirth Secretary Mr. Warren Winiarski MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel Mr. John L. Williams MEMBERS EX OFFICIO The The The The The The Governor of Maryland Governor of New Mexico President at Annapolis President at Santa Fe Dean at Annapolis Dean at Santa Fe Mr. William Barclay Allen Claremont, CA ·Mr. J. Burchenal Ault Vail, AZ Mr. Gerald D. Cohen New York, NY Miss Barbara H. Leonard Oberlin, OH Mr. James E. Connor Dallas, TX Mr. Herbert I. London New York, NY Mr. Charles M. Diker New York, NY Mr. Donald J. Maclver Jr El Paso, TX ' . David Dobreer, M.D. Alhambra, CA Mr. Charles Miller Houston, TX Mrs. Lovejoy R. Duryea New York, NY Mrs. Lucille G. Murchison Dallas, TX Mr. Stephen L. Feinberg El Paso, TX Mr. William W. Simmons Severna Park, MD Mr. James H. Frame New York, NY Mr. Theodore H. Smyth Santa Barbara, CA Mr. Thomas P. Geyer Morristown, NJ Mr. Carl A. TenHoopen Annapolis, MD Mrs. Mary Bittner Goldstein New York, NY Mr. W. T. Terry, Jr. St. Louis, MO Mr. Robert A. Goldwin Washington, DC Mrs. Harriet Higgins Warren London, England Mrs. Anna E. Greenberg Annapolis, MD Mr. Charles H. Watts II Boston, MA ' Mr. Allan P. Hoffman Lawrence, NY Mr. Peter Weiss New York, NY Irwin Hoffman, M.D. Santa Fe, NM OFFICERS Mrs. Julia M. Wilkinson Austin, TX Ms. Jennifer U. Johnson Jacksonville, FL Mr. Warren Winiarski Napa, CA Mr. Donald Kagan New Haven, CT Mr. John D. Wirth Santa Fe, NM Mr. A. Scott Kelso Houston, TX Mr. K. Martin Worthy Washington, DC Mr. Jonathan Krane Los Angeles, CA Mr. Jonathan Zavin New York, NY Ms. Barbara Lauer Laramie, WY �FACULTY/69 68/ST. JOHN'S COLLEGE Laurence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. ANNAPOLIS President Christopher B. Nelson tr , O· St ohn's College, Annapolis, 1966-69; B.A., St. John's College, Santa Fe, 19J3. Admitted to the Bar, State of 11J .D., University of '!ta~ Co~:~~hoCir:;.~ Cou;t of Appeals, U.S. Supreme Court; linois, 1973, N .D. Illinois, Se Schiff Hardin & Waite, Chicago; Co-Founder Associate, 1973-78 and Partner, 1~~9, t 1987-91 Kovar Nelson Brittain Sledz & and Principal, 1979-91 and ~res1 en ' t L~bor Law and Supervisory RelaMorris, Chicago; Instructo~ m t-:'1an~gemen ent Center, Illinois; President, St. tions, 1981-87, Aurora University anagem John's College, 1991-. Dean of the College in Annapolis Eva T.H. Brann . A 1951, Ph.D. 1956, Yale University; Fellow B.A., Brooklyn Colle.ge, 1 ?SO, t-:'1· .Summer 1952· Fellow of the American School of the American ~umismatic Soo;i:'.53; Member of ~he staff of the American Agora of Classical Studies at Ath~ns, 19 llow of Phi Beta Kappa; Instructor in Arc~eology, Excavations at Athens as Sibley Fe b I n te for Advanced Study, Princeton, Stanford University, 1956-57; MemCer, ~s i. u for International Education and U S Advisory ommiss10n Add' S J h ' College Annapolis, 1957-, ison 1958-59; M emb er, . . Cultural Affairs, 1975-77; Tuto\1 t. ~ n~ ow Wilson International Center for E. Mullikin Tutorship, 1971-: .F~ o~~ofe~~orr Whitman College, 1978-79; Visiting Scholars, 1976-77; Arnol~ V1s1{f~ it of Delaware, 1984-86; Fellow of the NaScholar in Honors Education, ~~~::\;87-88; Member, Maryland Advisory Co~­ tionalEndowment for the Humaru . '. C ·1 Rights 1988-; Dean, St. Johns ' mittee of the United States Commiss10n on ivi College, Annapolis, 1990-. Edward Grant Sparrow d L S hool 1954· M.A. Teachers 1951 LLB Harvar aw c ' ' ' B.A., Harvard College'. .; · ". r St John's College, Annapolis, 1957..., College, Columbia Umversi~y, 19;i· .~t~·' Director Integrated Liberal Arts Cur Addison E. Mullikin Tutorship,cli·f -, . c 1;i64-66· D~an, St. John's College, An~ riculum, St. Mary's College, a i ornia, ' napolis, 1977-82. . f v· . . . Fulbright Fellow at Universite MA 1956 University o irgmia, 8 Ti t ' r University of Virginia, 1955-5 ; u or, B.A., 1953 ' . ., Nancy (France), 1953-5~; Instruc~ '. t t Dean 1984-85, Director, Graduate ' John's College, Annapolis, 1958-, ssi~ an stitute in Liberal Education, Annapolis, 1989-. Edward Malcolm Wyatt . Thomas J. Slakey . . . MA Universite Laval, Quebec, 19 B.A., St. Mary's C:olle?e, Cahf~rma, 1952~Ms College, Annapolis, 1959-64, S PhD Cornell University, 1960, Tutodr, S~. JAff . 1971 74 and Associate Prof . " v· p ident for Aca emic airs, California; Tutor, St. John's - , Fe, 1964-71; ice- res S . M ' College of of Philosophy, 1971-76, amt ~~ 85 as founding dean of Whitney Young lege, Annapolis, 1976-. C?n le~ve D - St John's College, Annapolis, 1986-1 lege, Kentucky State Umvers1ty; ean, . Michael 5. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel 5. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, .1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. oseph P. Cohen .A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 6; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Univerof Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. 's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; er Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 4; Visiting Scholar, Oxford University, 1978-79. �FACULTY/71 70/ST. JOHN'S COLLEGE Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Ooskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instruc-o. tor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotr Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting L turer in Physics, Western New England College, 1980; Visiting Senior Memb Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph. Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957 Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and In pretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 19 Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Ube Education, Annapolis, 1980-83. Gisela Berns Abitur, Hoelderlin Gymnasium Stut sities of Heidelberg Frankfur; M~a~t, ~59b;. Classics and Philosophy UniverUniversity of Heidelberg 1963· 'F 11 iDc ' ue mgen, 1959-63; I Umvers1ty of Fl orence, 1963-64; PhD Un· . ' ' e ow eutscher Akade~1sch er A ustauschdienst,' . . . . iver_s1ty of Heidelberg, 1964; Instructor m Classics and Philosophy, Bismar~k amen II, University of Heidelberg 196r.nfasmm, K~rlsruhe, 1964-65; StaatsexRosary College, 1966-67; Tutor s't Joh', ntrlulctor m Classics and Philosophy, . ' . ns o ege, Annapolis, 1967-. Staatse~amen G Nicholas Maistrellis B.S.: Bates College, 1962; Department of Histor . Ass1stan;, 1962-66, University Fellow, 1966-67 yUo~ Sc1~nce, 196_2-67, Teaching St. Johns College, Annapolis, 1967-. ' mvers1ty of Wisconsin; Tutor, Harvey Flaumenhaft B.A., F ll 1960' M ·A ., 1962 ' Ph ·D., 1980, Universit of Ch" _e ow, Harvard University, 1960-61· National Ay _1cago; Woodrow Wilson hon F~llo'."', 1963-65; Lecturer in Political S . eronauhcs and ~pace Administraturer m Liberal Arts, University of Ch" c1ence, Roosevelt University, 1965; LecWhe a ton CoJI ege (Massachusetts) 196icago, 1i 1965-66· Instruc tor m G overnment · ' 6 68 1968-; Fellow, Institute for Sino-SovietSt. John's C?llege, Annapolis: W ' eorge Washmgton University 1981; MIT/Harvard Workshop on N I ear . and Arms Control, Summe; 1983; National Endowment for NEH Planning Grant 1986-87· NEH Inumam!1es Constitutional Fellow 1984-85· Professor, of Grant, 1987-S9; ies, mvers1ty of Delaware 1989 St~di~:orG the~ ~apons Departm~nt Ed~cationalt~f~~~ve RUes~arc~ Wye Jamison Allanbrook Visitin~ ' · B.A., Vassar College 1964· MA 1965 Ph Wilson Fellowship' 1964~65." h" ' A.D:, Stanford University, 1974· Woodrow 1967- 69; 1iutor, St. ' John's College Ann ss1stant in Mu sic, Stanf ord 'University ' eac mg I" . Center, 1986-87; Visiting Is,_ Fellow, National January-May, 1989. ' mvers1ty o North Carolina, Chapel Hill, 'Ii' Profes~or ua~o 196~-; Humanitie~ John F. White B.A., St. John's College, Annapolis 1965· M Research, 1970; Alvin Johnson Fellow' 1970 71 TiA., The New School for Social 1971-. ' - ; utor, St. John's College, Annapolis, David Edward Starr B.A:, Gordon College, 1962; M.A., 1966 Ph . Assistant in Philosophy Boston U . ' . .D., 1972, Boston University; Graduate Un·ivers1"ty Co IIege of Basic Studies, 1964-66.' I 1963-64· .Tea c. mg Intern, Boston ' mvers1ty h" ' of_ Rhode Island, 1966-71; Tutor St ' ' nstructor m Ph1l_osophy, University Director of The Graduate Instit~te : J~~~s CloElldege, -'!-nnapohs, 1972-80, 1982-, m I era ucat10n, Santa Fe, 1980-82 Leo F. Raditsa · B.A., Harvard College, 1956· Universit S h I y c ~ ar, 1960-61, University Fellow 1961-62, M.A., Columbia Uni~ersit University of Munich 1964-65 President's Fellow, 1962-63; Fulbright' W h" ' ' er m 1965· Instruct N y, k ' . as mgton Square College, 1965 _68 . or, ew or University, b1a University, 1969; Tutor, St. John's Coll:s1:t~rofe~sor, 1968, Ph.D., Columment for the Humanities Fellow N f lgF, 11 apohs, 1973-; National EndowWar, Revolution and Peace St~f a d1onCa l"fe O'_"'S Program, Hoover Institute on ' or ' a 1 orma, 1977-78. By,1~962; A. ' �FACULTY/73 72/ST. JOHN'S COLLEGE Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. David L. Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Ma. Bar, 1981-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Joe Sachs k ~ B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. ~* fl I B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, [~ ' II •,!' Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983 Penns lvani S . in Philosophy and the Humanities Pe~nsyl Y. S a gte Umversity; Instructor St. John's College, Annapolis, 1977-. vania tate niversity, 1976-77; Tutor; Marilyn Douville Higuera B.S., University of Michigan 1975· M S U . . . . Mathematician, 1977-79, Johns H~pJ<l~~ U~~:ers~ty ~Mi~higan, 1977; Associate Tutor, St. John's College, Annapolis, 1979-. ersity pphed Physics Laboratory; William Jon Lenkowski B.A., Marquette University 1965· MA Ph"! Research, 1970; Doctoral 'studi~s i~ Philo~~s~ph>:r~he New School for Soc~al Research, Columbia, University of Freibur . h~~ e New ~chool for Social University, 1968-76· Visiting Lecturer ph"l g, h r~ctor of philosophy, Rutgers of Technology, 1976~77; Lecturer, anci~nt dr~:~p :. o science, New York Institute Anp iloso~hy, New School for Social Research, 1977-79· Tutor St John' C II ' ' · s 0 ege, napohs, 1979-. Thomas May B.A., Loyola College, 1971; M.A., Fordham Univ . . Loyola College 1974-79· Visiting Leet G ~sityC, 119175; Assistant Professor, John's College, Annapolis 1979 D. urter, ouc er o ege, 1976-78; Tutor, St. . ' ' -; Irec or Graduate I ft t · L"b hon, Annapolis, 1986-89. ' ns i u em i era! Educa- John Joseph Verdi ~ Ii • I tion Fellow, 1966-70; Instructor in En lish 1970 . 1971-76, Anne Arundel Commun~y Colle ~~l, A~sistant Professor of English, Humanities Summer Stipend, 1977; Tutor Stg J,0 ~~hConlall Endowmen~ for the ' · s 0 ege, Annapolis, 1977-. 1985-. I Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate• Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, , Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Penn sylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda B.A., Columbia University,' 1969· B· Phil ., Oxford Umversity, 1971· MA u · . . .f . ' · of Cali orma, Berkeley, 1972; Graduate Stud in En 1: ' . ., mversity Woodrow Wilson Fellow, 1969-70; Kellett Fell~w . g ish, Ber~~ley, 1971-78; College, Oxford, 1969-71· Kent Fellow (Danf th Fm t2e _Humamhes, Brasenose Assistant and Associate, Department ofEn Ii ~r B ~~n at10n), 1971-77; Teaching College, Annapolis, 1979-. g s ' er e ey, 1973-78; Tutor, St. John's I" Harvard University, 1970-72; B.A. St. John's College A h.D. 1986, Philosophy, The Catholic University of A nna~o ~; 19~; M.A.,_ 1978, e Catholic University of America, 1978-80· Tutor ~eJ~~' ~cllmg ASssistant, -84, Annapolis, 1984-. ' ' · s o ege, anta Fe, es Howard Beall ive duty, U.S. Air Force 1963-67· BA Ph · U . . .S., Physics, 1975; Ph.D., Physics l979 .Uni ysic~ty' nfiMversitly of Colorado, 1972; t f A ' , ' versi o ary and· Astrophy .. t s10s ' ora ory or stronomy & Solar Physics NASA Godd d S , Fr 1975-78; Congressiorntl Fellow, :~~~~l~ar~and, Unite~ Stafe:c~o~::~~~~~~ ·E,%fE~~~Efil:€£~di.~fa~~~~£! ~;CenterSfor Spa,ce Research, Nav:~ Rese~~h Lab'o!~~;;:,3~;~~:;:~~\5f" ' utor, t. Johns College, Annapolis, 1982-. ' . ., �74/ST. JOHN'S COLLEGE FACULTY/75 Elizabeth M. Blettner University of Maryland at College Park, 1980-87; Visiting Professor The J hn Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, l987-. 0 s B.A., Stanford University, 1969; graduate study in English literature, University of Wisconsin, 1970-71; M.A. in Philosophy, Pennsylvania State University, 1978; Instructor of philosophy and humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Walter Sterling B.A., St. John's College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, Catholic University of America, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blaustein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Ann G. Martin B.A., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; Ph.D., u. Massachusetts/Amherst, 1979; M._Phil., Middle English Studies, Somerville College, Ox~ord,_1981; NEH Summer Sermnar, 1984; Assistant Professor of German, Purdue Umversity, 1981-87; Tutor, St. John's College, Annapolis, 1987-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia· Lecturer in English Vanderbilt University, 1985-86; Instructor, Goucher Colleg~ 1987-89· Tuto st' John's College, Annapolis, 1989-. ' ' r, · Lila Luce B.A., Lake Forest College, 1972; Ph.D., University of Wisconsin, 1984; Instructor Carthage Co~lege, 1983; Visiting Assistant Professor, University of Arizona: 1984-85; Assis~ant Professor, University of Alabama at Birmingham, 1985-89; Tutor, St. Johns College, Annapolis, 1989-. Abraham Schoener B.'.'-·· St. John's C?lleg~, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-Umversity Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. Patricia M. Locke Adam Schulman B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. B.1'.-·· C~elnistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford Umv~rsity, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Stewart Umphrey Judith L.A. Seeger B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Lan?uages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. William Pastille A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Kevin Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Dire. of Freshman English, Stanford University, 1979-80; Assistant Professor of Englis Cordell D. K. Yee B.A., English, Pomona Co~lege, 1977; M.J. Journalism, University of California, Berk~ley, 1980; M.A.'. Chmese, 1981, Ph.D., English, University of WisconsinMadison, 1989; ~sso~ate Researcher, History of Cartography Project, Department of Geography, Umversity of Wisconsin-Madison, 1988-89; Tutor, St. John's College Annapolis, 1989-. ' Andre Barbera B.1'.-. in Music, Wesle?'an U~iversity, 1974; Resident Fellow, Newberry Library, Chi~ago, 1978; Ph.D. m M11:sicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-1982; Assistant Professor of Music, University of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College, Annapolis, 1990-. �FACULTY/77 76/ST. JOHN'S COLLEGE Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. . Elliott T. Skinner B.A., University of Colorado 1961· MA p . . . . Candidate fo. Philosophy, Prin~eton Univ~rsit . ~n~eton Umversity, 1963; Ph.D., Wilson Fellowship, Princeton University: yl96~~is~: and \receptor, Woodrow Philosophical Studies, Summer Institute in' Gr k' Ph; ow o the <:=ouncil for Tutor, St. John's College, Sante Fe, 1965-. ee i osophy and Science, 1970; E. Ray Davis, Jr. SANTA FE President John Agresto A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. University of Wisconsin, 1953-55· BA St John' C ll and Philosophy of Science Univ'ersit ., f I. d" s o ege, 1962; M.A., History . . , o Umversity of Indiana 1962-65· PhD YU . n iana 'f 1965· N ·.D ·E·A · Fe11owsh" . .' ip, Tutor, St. John's Coll~ge Sant~ Fe. 1966 mvAers~ty o CDahforma, Riverside, 1980; ' ' -, ssistant ean, 1977-81. Roger S. Peterson A._B.,. Harvard College, 1953; A.M., 1957, Ph.D B . . Michigan; United States Navy: 1953-56· US Fo ., ot~y, 1959, Umversity of State University: 1959-62 Utah State U .' · -~ 1~~t Service Research, Colorado Santa Fe, 1966~. ' mversi y, 2-66; Tutor, St. John's College, Ralph Swentzell B.S., New_Mexi~o Highlands University, 1963; Instructor, Com uter Pro . New Mexico Highlands University, 1965-66· Tutor St John'p C 11 grSammmg, 1966-. ' ' · s o ege, anta Fe, Dean of the College in Santa Fe Timothy P. Miller Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-. A.B., Harvard University: 1948· B Mus 1949 M M D. Mus., Indiana Unive;sity: l957· Ins~~ctor' in ~s., 1951, Yale University; Lawrence College, 1951-53·' Fulbright Scholar H us~c andJ'reshman Studies, Assistant and Associate Prof~ssor of Music, A ~s Sa~ urg, ermany, 19~5-56; of Music, University of Richmond 1961-66~P. co CCho~ege, 1957-61; Director G d F 1 ' ' iano airman and Memb f College-Conservatory of Music, University of Cincinnati . ' . ~o ns College, Santa Fe, 1967-; Assistant Dean 1984-88· 'G d ' Institute Director, 1988-. ' , ra uate Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. M T~~rua~~ a~~ 196~~6~· R. Thomas Harris, Jr. f 1 · · B.A., Reed College, 1955· M.A. 1956 PhD Math Illinois; University Fello~ 195S-58 G' d. .t, .,., he~a ics,. 959, Umversity of S . ' ' ra ua e ieac mg Assistant and N f 1 cience Foundation Contract Fellow, 1958-59, Universit of Il. . . a 10na Duke_ University, 1959-60; Assistant Professor, s_ence as. Assistant Professor, University of California at B k 1 National . . L kn er e e?', 1962-63; . Science Foundation Consultant for Indi a p . 1967; Visiting A ssociate Professor 1967 68 V" ·r roiect, uc ow' India ' Summer, p f York University; Corporate Conscltant -M~a;: mg t ~o _essor, Summer, 1969, New York, Summer, 1968; Tutor, St. John's Colle e men cience, IBM, ~onk, New University of Maryland 1964 68 V" ·r g S'fta Fe, 1968-; Associate Professor, Santa Cruz, 1985-86, 1988. - ; isi mg ro essor, University of California at ~~tructor, i960-6l~~~:~h1t:e::~~ p Glenn A. Freitas ~~~Classical Langu~ges, ~t. :t:'lary's College, California, 1957; Th.L., Universite ' Quebec, 1964; Licentiate m Sacred Scripture Ponti"fi"cal Bi"bl" J C · · 1966 I.:E 1 B"bl" · ' ica ommission t p ; f co eThi lique et Archeologique Francaise de Jerusalem 1964-66'. an ro essor, eo ogy, St. Mary's College 1967-69· Tutor St Jo~ C ll ' Santa Fe, 1969-, Assistant Dean, 1976-77, 19S2-84. ' ' . s o ege, Rom Assis~' �FACULTY/79 78 /ST. JOHN'S COLLEGE Toni Katz Drew . A Anthropology, University of New B.A., St. John's College, Santa Fe, 1970, '.'1(:;{ie e, Santa Fe, 1970-72; Tutor, St. Mexico 1985· Teaching Intern, St. Jo~~s. Ti~ St John's College Graduate John's Colleg~, Santa Fe,_ 1972-77; Vis~~i~~sit~;rTuto~, St. John's College, Santa Institute in Liberal Edu_caho~, 1978}{8 ' ti ative Journalist, 1982-89; Tutor, St. Fe, 1985-86; Manuscnpt Editor an nves g . John's College, Santa Fe, 1989-. Philip LeCuyer O f rd University: 1969; Studies B.A., Colorado College, 1966; M~rto~9~~~;~~Boe~t~her Scholar, 1962-66; Perkins in Biology, University of New M~c~966 69· Danforth Graduate Fellow, 1966-72; Scholar, 1963-66; Rhodes Scho ar, ) ;966; Tutor, English Literature, Su~mer Woodrow Wilson Fellow (honorary ' 1968· Tutor, Biology and Chemistry, Humanities Institute, Colorado Co~lege, t U~iversity of New Mexico, 1971-72; Institute of Social Research and Deve opmen ' Tutor, St. John's College, Santa Fe, 1972-. Bruce E. Venable 11 . . . MA 1972, Ph.D., Classics, 1976, B.A., St. Mary's C~llege, C alifor~:· J~:~ University of Washmgton; utor, . Co.lle~e, Santa Fe, 1973-. David Bolotin N Yi k University, 1974; Lecturer in BA Cornell University, 1966; Ph.D., SetwJ hnor's College Annapolis, 1974-82; . "t ' . . ., Classics, Yale Umversi y, 1971- 73· Tutor' f . o Committee on Socia1 Thought ' .' p Santa Fe, 1982-; Visiting Associate ro essor, University of Chicago, 1986, 1987-88. in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991. Nancy Dunning Buchenauer B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Edward Cary Stickney B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty Georgia S. Knight .,., h" Fellow University of Utah, MA E lish 1972· ieac mg ' B.S., Philosophy, 1970, ' . ., ng S' F~ 1974-; Assistant Dean, 1988-1990. 1970-74; Tutor, St. Johns College, anta ' B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. Kent H. Taylor Stephen Frederick Houser . . fG ia 1965 . Ph.D., University o eorg ' ' . B.A., Yale University, 1963 ; MA ., Universityof California at Santa Cruz, 1967- 68 ; · . si ·a 1968-69· Heidelberg Univerof California at Santa Cruz, 1976; UmverCtyl"f a i orm · t i . . Defense Language Ins t·tu te, Monterey:' Geor ia ' 1965-67; ' Teaching A ssis t an' sity, 1971-73; Instructor, University of1967-~1·,Tutor St. John's College, Santa University of California at Santa Cruz, ' ' Fe, 1974-. . 1971, Ph.D., Philosophy, 1973, Tea~hing B.A., Pomona College, 19_67; 1:'1· Phil., Shimer College, 1971-73; Assistant Assistant, 1969, Yale Umv~rsity'. TeacheUr, . "ty at Humboldt, 1973-75; Tutor, ·1 Professor of Phi osophy:' California State mversi St. John's College, Santa Fe, 1975-. B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; President's Fellow, University of Virginia, 1987-90; M.A. University of Virginia, 1989; Ph.D., University of Virginia, 1990; T.A., Instructor, Department of Philosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. Elizabeth S. Engel B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano Lynda Lamson Myers . "t f North Carolina 1975; Tutor, yo ' . i B.A., St. John's Co11ege, 1971· MA ., Umversi f the Graduate Institute m L"b era1 ' · . St. John's College, Santa Fe, 1977-; Director o Education, 1985-88. Anthony James Carey . . BA University of North Carolina, 1967; St. John's College, Annapolis, 19·~~5;ea~ch' 1973· U.S. Marine Corps, 1967-69; M.A., The New Schoo~ for ~oci . e f N th Car~lina, 1969; Part-time Instructor Graduate Study in Music, University o or A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. George H. Aigla Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, I 111 J1 �80/ST. JOHN'S COLLEGE FACULTY/81 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Randolph J. Perazzini B.A., Univ~rsit". of Chicago, 1970; M.A., 1971, PhD . . Cornell Umvers1ty; Instructor, Cornell Univ "t 197 ., 1975, En?hsh Literature, of English, Pittsburgh State University; 197~~;:.· I 5-1976'. Assistant Professor and ~hain;rian of Humanities Departm~nt, 1981-B6 ~uc~or m English, 1979-86, Mexico . City; Assistant Professor of English a~d encan_ ~chool F?undation, International University, 1980-84· Tutor St J hn' CHullmamhes, Umted States ' ' · 0 s 0 ege, Santa Fe, 1986-. Lawrence Cave B. Mas. Oberlin College Conservatory of Music 198 . . 1,_M.A. Harvard Umversity, 1983; Ph.D. in Music Composition Harv d ' ar mvers1ty, 1986, Tutor, St. John's College, Santa Fe, 1987-. U. Sean D. Collins B.A., Thomas Aquinas College 1979· M A L al U . . Foundation Fellow, 1982-84; Teachi~g Assist~ Lam~ers1~, 19_82; Laval University Laval University; 1986· Tutor St Joh , C II , Sva Umvers1ty, 1985-87; Ph.D., ns o ege, anta Fe, 1987-. ' ' ' · Dana Densmore Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. David Lawrence Levine AB. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary} 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, · 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. B.A., St. John's College, Annapolis, 1965; Software D . . . Apollo Project, Space Shuttle, other NASA contra I es1gn and ~ngmeermg for Massachusetts Institute of Technology; 1966-74· R cts, ~s~mentatio:i Laboratory, Institute for Freedom of the Press Wash. t ' g~arc Irector, Editor, Women's Software Technology Demonstrati~n p _mg on, · ., 197~-76; Project Manager, Stark Draper Laboratory Cambridg ro~, ~g~puter Sc1~nce Division, Charles Nixdorf Computer Corp~ration Bu;{ t ' -78; Senior P~oduct Planner, Institute, Santa Fe 1982-87 Tutor St mJghon: MAC 1979-81; Director, Artemis 11' ' · ' · 0 ns o ege, Santa Fe, 1987-. Thomas Scally i:, B.A., St. Mary's College of Californ· 1967 MA Boston College 1971· Assistant Pr _Boston College, 1970; Ph.D., A . P ' , o essor, mvers1ty of Santa Cl 1970 71 ss1stant rofessor, St. Mary's College of Californ· . ara, - ; California State University at Humboldt, 1975· De ia, 1971-74; ~ss1stant ~rofessor, Ch~mplain Regional College, Quebec, Canada r;;~~e;;7~~airman (Phil~sophy), Social Theory York University Tc t C ' , ecturer, Institute for , , oron o anada and Perug· Ital 198 V. . . 1s1hng Tutor, St. John's College, Santa' Fe, 1987-1988. Ia, y, 0-1984; 'u. : ., George L. Iannacone B.A. St. John's College, 1982; M. Phil., De artm . Yale University, 1985; Doctoral work in G!Io e~alof (f'e.ologr and Geophysics, fy, e mvers1ty, 1986; Summer Research Fellow, Bermuda Biological St t' Assistant Professor in Geology; West I ~- 10~ ~r ~~s~ar~h, 19~6, 1987; Visiting ity, 1987-· Tutor St John's Co,11 Sn iesF a o air e1gh Dickenson Universege, anta e, 1988-. , ' · 1 Grant H. Franks ~:, ;;sb~1::o;i~l=g~i:;;,napolis, 1?77; J.D., Harvard Law School, Cambridge, clerk to Judge Cecil f. Poole~in~a~::~:it&c~::.!;~f ~n Francisco, CA, .1980-83; 1983-84, associate, Heller, Ehrman, White & McA )~~als,SSan Fran~1sco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. u I e, an Francisco, CA, Basia C. Miller B.A., Philosophy, Antioch College 1959 MA U . . Translator for the University of Chicago ~res~ l975~1;1e.rsle1tytof C~icahgo,L.lb962; , , curer mt e 1 era! �82/ST. JOHN'S COLLEGE Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Doctoral candidate in Romance Languages, University of Chicago, 1984; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William 5. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan £. Silver B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Izaak Walton Killam Scholar, 1977-79; Canada Council Special M.A. Scholar, 1977-78; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- Colle~e, University of Toronto, 1983-85· PhD D and Literatures, University of Toronto l988·· II epartment of Gemamc: L .. ·• College, 1987-89; Tutor, St. John's ;;: Colleg~, p' ~~'[~!~~University~~: Bruce M. Perry · B.A.,. Greek, 1973, M.A, Classics, 1975 Ph D "".a~~mgton; Ph.D. Candidate, Oriental St~d· . . V1s1tmg Tutor, St. John's College, Santa Fe, . Class1~s, I~s9icii~5, Umversity of Pennsylv!u:; 1983, Universit James P. Forkin B.A_., St: John's College, Santa Fe, 1980; MS Califorma Davis, 1986; M.A., Political S . . . , Ve~etab~e Crops, Universit of 1986; Tutor, St. John's College, Santa Fe, Umvers1ty of California D:vis, c~~~~e~. Danny L. Hawley A.~., Physics, University of Chicago 1968· MA Prmceton University; National Scie;ce Fo~ d .t" ., 1970, Ph.D., 1972, Physics Prof~ss?r. of Physics, Carleton College, 1972-7; ~ ~n ~e~~o~, 1968-_71; Assistan~ o:Vrr~1a, 19~3; National Resource Language,Fell~..; l~;fou~ Stud1~s, University o Indian Studies Language Fellow, 1984-85 Re 'h 84, Amencan Institute of Information Systems and Lecturer Uni~ ~~arc f ~~lo~'. 1986; Coordinator Candidate, History of Religions, Uni;ersit ers1 ~ ~ . rrgm1a, 1988-89; Ph.D. College, Santa Fe, 1990-. y of Vrrgm1a, 1990; Tutor, St. John's Frank R. Hunt St. John's College, Annapolis, 1971-73· C . . Yo:k University, 1976; M.A., 1980, Ph.D ~rnell Umver~1ty, ~973-:-74; B.A., New Editor, Catholic University of A . .,p 985, Catholic Umvers1ty of America· University of Virginia 1985-86· Edirr;enc_;. ress, 1980-86; Lecturer, Marymoun~ St. John's College, S~nta Fe, 1990-.or, nnceton University Press, 1987-89; Tutor, Gerald P. Proietti B.A., Music, State University of New y k C 0 II Classics (Greek) ' PhD ., Pol"t" IS c1ence oBroston C II at Fredonia, 1973· MA ., . ege · I ica . ' · toral Fellow in Classics 1982 D lh . u' . . o ege, 1982; Killam PostdocSUNY CoIIege at Oswego, 1982-a .ous1e mvers1ty·' Adi"unct A ss1stant p rofessor, ' ' . . . 85 L 1985-88; Visiting Assistant Profes~orectur~r, U~1ver;ig of Wisconsin-Eau Claire, John's College, Santa Fe, 1990-. ' mvers1ty o allas, 1988-90; Tutor, St. James Cohn B.A., Dartmouth College 1981· Fulbri h S h I mittee on Social Thought University g / c~· oar, Germany 1981-82; Ph.D. Com0 icago, 1990; Tutor, St. John's College 1991-. ' Sally Dunn B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 1975-81; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. Margaret Anne Kirby B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Ma.ssey Charles N. Fasanaro B.S., Chemistry, Manhattan Colle 1965· MA . . . of Theology, Colorado 1980· t~'D Ph"! . . R. with d1st~n~tion, ILIFF School Denver/ILIFF 1983· Schlessm~ S .h h~ ostphy of Rehg10n, University of Religion, 19S0-82·' Jonathan ~ cDo a_r~ ip or the Study of Philosophy and Philosophy, Unive;sity of Colorado l~r;:;~8:.e~ow, 1982 Postdoctoral Fellow, '. rogram Ombudsman and Assistant to the Director Writing Progra ' U . Professor, Center f~r Philosophy a:ci' R f1"'.ers1tt Colorado, 1986-91; Associate for Philosophy and Religion Color d e ;~~~~'11oorado,198,6; Professor, Center ' utor, St. Johns College, Santa Fe, 1991-. ' a o, "i ot �84/ST. JOHN'S COLLEGE OFFICERS/85 OFFICERS, ASSOCIATES AND STAFF Joshua L. Kates B.A., St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Bruce K. Sawhill B.A., Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder-Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres B.A., Vassar College, 1963; M.A., Philosophy, New School, 1972; Ph.D., Philosophy, New School, 1980; Adjunct Associate Professor, Philosophy, Long Island University, 1984-91; Adjunct Associate Professor, Journalism, Long Island University, 1986-91; Adjunct Assistant Professor, Continuing Education, New York University, 1989-91; Adjunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, St. Francis College, 1982; Tutor, St. John's College, Sante Fe, 1992-. PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre William M. Dyal, Jr. President Christopher B. Nelson Dean Eva T. H. Brann Vice President for College Advancement Jeffrey A. Bishop Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Assistant Deans Wye Allanbrook Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Placement Barbara Altman Director of Continuing Education John Verdi TUTORS EMERITI AND RETIRED TUTORS Wiley W. Crawford James L. Tolbert Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen ANNAPOLIS Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt.D., Oxfo University, 1961; LLD., Carnegie Institute of Technology, 1967; lli.D., Yale University, 1967, Director of Financial Aid Deborah Winans Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L. Wallace SANTA FE President John T. Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Nancy Buchenauer Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Cynthia Jokela Director of Placement Don Parker Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Conference Center Manager Virginia Hendley �86/ST. JOHN'S COLLEGE Profile: Freshman Classes Fall 1991 and January 1992 States Represented ... . Alabama ......... . Alaska ........... . Arizona .......... . California ........ . Colorado ......... . Connecticut ....... . Delaware ......... . Florida ........... . Georgia .......... . Hawaii ........... . Illinois ........... . Indiana ........... . Iowa ............. . Kentucky ......... . Louisiana ......... . Maine ............ . Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota ........ . Mississippi ........ . Missouri .......... . Montana ......... . Nevada ........... . Annapolis 33 1 2 11 21 4 4 6 2 1 1 1 2 1 2 1 9 2 2 3 1 2 2 2 1 1 16 6 1 3 7 3 1 1 1 2 2 1 Early Entrance ........ Previously Attended College . . . . .. . . . . . . Range of Ages ........ Veterans ............. Kind of School Attended Public ............. Independent ........ Parochial .......... 71 56 5 6 27 17-27 44 16-40 1 3 87 35 5 86 32 6 Annapolis· 1 3 2 12 2 1 11 1 2 1 4 1 1 19 2 2 1 5 1 Annapolis Santa Fe 112 28 73 67 111 16 New Hampshire ... . New Jersey ........ . New Mexico ...... . New York ......... . North Carolina .... . Ohio ............. . Oklahoma ........ . Oregon ........... . Pennsylvania ...... . Rhode Island ...... . South Carolina .... . Tennessee ......... . Texas ............. . Utah ............. . Vermont .......... . Virginia .......... . Washington ....... . Wisconsin ........ . District of Columbia .. Bulgaria ............ . Canada ............. . China .............. . Germany .......... .. Spain .............. . 4 Annapolis Number of Students Fall 1991 ........... January 1992 ....... Men .............. Women . . . . . . . . . . . . Santa Fe 34 Receiving Financial Aid . .............. Rank in Class* First Fifth . ......... First Tenth ....... Second Tenth . .... Second Fifth ....... Third Fifth ......... Fourth Fifth ........ Last Fifth . ......... National Merit Honors Scholars ........... Finalists . .. Semi-Finalists . ..... Commended Students 65% 47% 25% 22% 23% 15% 16% 1% 36 1 4 9 22 *Not included in this table are 94 students for whom rank-in-class is not available. Santa & 1 � StJohn's College STATEMENT OF THE ST. JOHN'S PROGRAM 1992-93 ANNAPOLIS, MARYLAND 21404 SANTA FE, NEW MEXICO (410) 263-2371 (505) 982-3691 87501 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �- I ANNAPOLIS 1992-93 August 25 ................. . Senior Registration August 26 ................. . Freshman Registration and Convocation August 27 ................. . Sophomore and Junior Registration August 27 ................. . Classes Begin with Seminars October 9-12 .............. . Long Weekend November 25-29 ........... . Thanksgiving Recess December 10 .............. . End of First Semester December 11-January 4 ..... . Winter Vacation January 5 ................. . Second Semester Registration January 5 ................. . January Freshman Registration January 7 ................. . Classes Begin with Tutorials January 29-February 1 ...... . Long Weekend February 26-l\1arch 14 ...... . Spring Vacation l\1ay 14 ................... . End of Second Semester l\1ay 16 ................... . Commencement SANTA FE 1992-93 August 27 .............. . August 27 ................. . August 27 ................. . August 28 ................. . August 31 ................. . October 9-12 .............. . November 26-30 ........... . December 17 .............. . December 18-January 17 .... . January 15 ................ . January 18 ................ . l\1arch 13-28 ............ . l\1ay 21 ................... . l\1ay 23 ................... . Sophomore and Senior Registration Convocation Undergraduate Classes Begin with Seminars Freshman and Junior Registration Graduate Institute Begins Long Weekend Thanksgiving Recess End of First Semester Winter Vacation January Freshman Registration Second Semester Registration Spring Vacation End of Second Semester Commencement SUMMER 1993 SUMMER 1993 l\1ay 24 .................... June 14 .................... July 30 . . . . . . . . . . . . . . . . . . . . . August 5 . . . . . . . . . . . . . . . . . . . January Freshman Second Semester Begins Graduate Institute $ummer Session Begins January Freshman Second Semester Ends Graduate Institute Summer Session Ends l\1ay 31 .................... June 14 .................... August 5 ................... August 6 . . . . . . . . . . . . . . . . . . . January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Curriculum Seminar ......................................................... 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Formal Lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 St. John's List of Books ........................................... 22 The Academic Order Tutors .......................................................... Instruction Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library ......................................................... Schedules ....................................................... Essays and Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Graduate Studies and Careers After St. John's ....................... Degree of Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Graduate Institute in Liberal Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Directory Information and Right to Privacy . . . . . . . . . . . . . . . . . . . . . . . . . Residence and Student Life Annapolis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Santa Fe ........................................................ Both Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site Plans of the Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 29 30 31 33 34 35 35 37 37 37 38 43 47 SO Admissions Requirements and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Campus Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Fees and Financial Aid Procedures and Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grants and Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Billing and Deposits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Criteria for Judging Satisfactory Progress ........................... 58 60 62 62 63 64 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Board of Visitors and Governors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Faculty ........................................................... 68 Officers, Associates and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Profile: 1991-92 Freshman Classes ................................... 86 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �I 6/ST. JOHN'S COLLEGE Liberal. education should seek to develop free and rat10nal men and women committed to the ~urs~it of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal . . e~~~ati~n hes through the books in which the greatest minds of our c1vil1zat10:i- the great teachers - have expressed themselves. These books ~re both timeless and timely; they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary ~roblems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as freshly as whe1:1 they spoke for the first time, for what they have to tell us is not something of merely academic concern, remote from our true interests. They change the ter~s and foundations of our thoughts; they affect the deepest of our pass10ns, and they touch the most spirited parts of our human nature. The boo~s speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that rev~al a v~riety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises and whether t~eir subject matter is scientific, historical or philosophical. They ar:. a~so hnked together, for each of them is introduced, supported or cnhc1zed by the others. In that sense they converse with each other. They draw the r~aders to take part, within the limits of their abilities, in a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books c.an only repeat v:rhat they have to say, without furnishing the clarification~ that we desITe. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that :a:ay present unfamiliar thoughts, attempt to discuss it re~s~nably. It is presupposed that the students are willing to submit their opin10ns to one another's questions. The demands of the individual and those. of th: group are in continuous interplay, setting limits within which the d1scuss10n moves with the utmost possible freedom. The discussion I ~ THE INTRODUCTION/7 may concei::n itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think for themselves, to enable them to practice freedom. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �I B!ST. JOHN'S COLLEGE THE CURRICULUM/9 The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each . seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. T~ereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for ~ermission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under ~ay, the seminar may take many forms. It may range from the mos~ particular to the most general. The reading of Thucydides, for examp_le, is almost certain to elicit a discussion of war and aggression ai:d to brmg to the surface the students' opinions and fears about the WISdom or error of national policies. Homer and Dante prompt reflections o~ human virtues and vices, on man's ultimate fate. Sometimes a seminar ~ill devote all its time to an interpretation of the assigned reading, staymg close to the text; a~ other times the talk may range widely over topics sugge~ted by the readmg but bearing only indirectly on the text itself in the mu~ds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Ex_cept for t~e _requirements of common courtesy, there are only two rules: first, all op1mons must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion ~loes ?~t coun~. In _a freshman seminar the students may tend to express their opm10ns with little regard for their relevance to the question ?r their relation to the opinions of others. Gradually, in their interplay w~th one ai:other, the students learn to proceed with care, keeping to the topic and trymg to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with_ the ki~d of reading under study; poetry is not philosophy, and it can reqmre a different app~oach. Such progress in learning together may be crowned by sudden ms1ghts on the part of a few of the seminar members ' I - or by occasions when the seminar as a whol_e ac~ieves illumi~~tion. The course of the discussion cannot be fixed m advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily _lead to the _answer ~o a question. More often than not the question rem~ms ~pen with_certam alternatives clearly outlined. The progress of the semmar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies an? other imaginative device~ by which the discussion is kept alive. A semmar may also degenerate mto rather empty talk, without being able for some time to extricate itself fro_m such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right''. opinion. or in~erp~eta­ tion. It is to guide the discussion, to keep it movmg, to raise ob1ections, to help the students in every way possible to understand_ the autho~, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Wh~?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special c~n­ sideration. Reason is the only recognized authority. Consequently, all opmions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay_ on son:ie theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �I 10/ST. JOHN'S COLLEGE THE CURRICULUM/11 For abo_ut nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of_ students engaged in the study of one book, or in exploration of one subject through sev~ral boo_ks. Students are usually given a choice of six~een to twenty preceptorials on books or sub1ects of particular interest to the tutor~ who .off~r them. Students may suggest AI a topic and invite a tutor to study it with the . . m. Iist, or thohugh many preceptorials study one of the books of the seminar a t eme suggested b th with books and themes the sfude~trogr~~' someh pre~eptorials may deal are generall n s wou not ot erwise encounter. There tutor th y ot more than ten students in a preceptorial. Guided by a than that by the semi~ar. 6s~:fi~e~e ~!u~~~~; V:~rei~~surely P~~mitted ::~e~~Y be read in draft to the prec:pX:}i~t~:d ~~~i~~~~1Y0!:/~:r; campL~:~:di~e:~:n~r~;~;:i.e of the preceptorial subjects offered on the two The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and • one mathematics tutorial three or four times a - - - ···",«•··· week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL ,, 1111 Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �12/ST. JOHN'S COLLEGE THE CURRICULUM/13 of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective- if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The ear ends with analysis and discussion of modern British and American y 10 poets, sueh as T· S· El. t ' Dylan Thomas' W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true okr oug~t to be . d b the word itself for it is derived from a Gree wor mean~s s~{~~:t:rn "~t is regrettable: then, that students should come. to dislike mg · math ematics· or to thi"nk of themselves as unmathematical. It is equally f th re rettable that competent mathe~aticians are ?ften un~ware od f ~ ~loso hical assumptions upon which mathematical equa~1ons an or p ul p b d Mathematics at St John's is studied as a liberal art, not m as are ase . · 11 d h h ·r artificially separated from what have com~ to be ca. e t e um~m iesf When mathematics is taught at an unhurried pace, m an at~osp ere o reflective inquiry and from treatises chose~ ~ot only for t~eir matter ~~! also for their elegance and imagination, as it ~sat St. John~ mathem~· h b comes not only the most readily learnable liberal art b_ut s.o one w ic p;ovides ready access to others and significant There are two main reasons for studying mathematics. First, it p~­ vades our modern world, perhaps even defines it. ~here~ore anyone w o means to criticize or reform, to resist or cooperab~ with th~s ~o~d n~.o~l~ must have some familiarity with the mathematical met o s Y. w ic h 1 is mana ed but also must have thought about the assumpt10i:s t at underlie application. It is the task of the mathematics and the laboratory together to help students to think about what it means to count and measure things in the universe. . The second main reason for studying mathem~tics conc~rns the mathematics tutorial more specifically. Since mathematics has: as its name implies, a particularly close connection with the human ca.E?ac1ty for lea~n­ ing its study is especially useful in helping students to thmk about w at it ~eans to come to know something. To prepare themselves for such reflection students study artfully comd posed mathematical treatises, demonstrate propositions at the black~~ar 1 and solve problems. By doing this over four years they learn a goo ea analog1e~ wit~ th~m. ~h~ir t~tonal �.... ~~~~~~~~~~~------------~1!1111-----------------.:1---------------------14/ST. JOHN'S COLLEGE I''.~ iJ • C\: .. ·.·{·'.:ill!·· .. ..•. .. ···.·., ' ·. ii ~~ • ~ ' '1'11 THE CURRICULUM/IS of ?1ath~m~tics, and they gain noticeably in rigor of thought, nimbleness of 1maginat10n and ~le~ance ?f e~pression. But while they are practicing the art of mathematics in all its ngor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: · . Why and how do mathematical proofs carry such conviction? What is a m.athematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse" "ugly" and "beautiful" in mathematics? Do mathematical symbols constitut~ a langua~e? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? . By m~ans of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time a discuss~on is ini~iated in the mathematics tutorial which is easily and often earned over into the larger sphere of ~he seminar. ~he .students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors the ~tudents gain a notion of deductive science and of a mathematical s;stem in general; they become acquainted with one view of mathematical obj:cts - its central expression found in the theory of ratios -which is bur~ed under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the math~matics tutorial at St. John's and the ordinary course in 1'.1athematics. Pt?lemy presents a mathematical theory of the heavenly motions, but. he gn~es more than that: his work is both an example of mat~ematics ~!'.phed to ~henomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In ~he second year the students continue the study of Ptolemy, with em~has1s up.oz: those difficulties and complexities of the geocentric system which ~e ~nll1antly transformed by the Copernican revolution. They study Coperrucuss transformation of the Ptolemaic theory into heliocentric form. ~hey next take up the Conics of Apollonius to learn a synthetic presentation of ~he. very objects whose analytical treatment by Descartes marks the beginnin~ of modern mathematics. After this they study analytic ge?metry, which pr:sents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modem form and. geom~t~ically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for. the calculus. The student then returns to Newton's Principia to take up its t:eatment of astronomy, in which Newton brings heavenly and e~rthly,,motion~ ~nder on.e law and replaces a purely geometric astronomy with a dynamic theory in which orbits are determined by laws of force. Th: mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non1 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. l �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching c.hanges that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers ~f the seventt;enth cent~ry. They are based on a mathematical interpretation of the uruverse, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind ai:d hand that help us to relate our experiences to our understanding. For th~s purpose St. John's has set up a three-year laboratory in the natural sc1en:es, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement· crucial experiments are reproduced; the interplay of hypothesis, theo~ and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific ~Hsciplines, to bri:ig the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the signi!icance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the s~a~p separation of scientific studies from the humanities, as if they were d1stmct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant t? the liberalization of the study of science: (1) The formally scheduled expenmental work must be combined with a full and free discussion of LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �,_ .. j 18/ST. JOHN'S COLLEGE THE CURRICULUM/19 goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools ofthe calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light-corpuscular and wave - and the success of either theory in accounting for optical phenomena is examined. The phenomena and processes of thought leading to the first and second laws of thermodynamics are given careful consideration. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has beoome the object of study. Prepared by his work with electrical phenomena the student can focus on the questions of atomic stability that l(!~d to the revolutionary quantum hypothesis of Bohr and the wave l)lechanics of de Broglie and Schrodinger. Through a sequence of historic •entilc papers and related experiments, the concepts of particle and wave, ofdiscreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the s~or laboratory then turns or returns to biological topics, and first to ~e:titS, to Mendel's theory of heredity and its development through the ~entation and interpretation by T.H. Morgan and his associates. ~~ r~ults of laboratory studies of bacteria populations are considered f~ ~e ~tandpoint of their evolutionary significance, in the papers of ~t~dof Luria and Delbruck. Next, fundamental papers leading to day molecular biology-for instance by Beadle and Tatum, Watd Crick, Jacob and Monod- are studied. 1 ' I �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox 'What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" <:~cy Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Platds Phaedrus" Martha Nussbaum ''.Against Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" WiUiam Banks "On the Opening Chord of Wagner's Ring' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger ."Metaphysical Themes in the Speculative Theology of St. Thomas Aquinas" James Carey ~Thelnefficacy of the Good" Do~as Allanbrook ~ds and Brains: Men and Machines" Mortimer J. Adler ·~f~s He Was and Paul as He Looks" Ktlster Stendahl ~e . Parable of Don Quixote" 1~.~chs "tiio:wledge and Faith" Ja~Caiey g of Romantic Love: Flaubert's Madame Bovary" $~{)~ String Quartet ~·iroship in a Mass Democracy" ~~l-f~$~d ~~~ <md the End of Art" J·~- �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic; Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics~ Metaphysics~ Nicomachean Ethics~ On Generation and Corruption~ The Politics~ Parts of Animals~ Generation of Animals* Elements On the Nature of Things "Pericles;' ''Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two · years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Pfotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: ·Des Prez: Machiavelli: Copernicus: Llit:her: Rabelais: Palestrina: Montaigne: v~~: &con.: Shakespeare: The Bible* De Anima, On Interpretation~ Prior Analytics~ Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum * Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �--24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: i .!-": Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason~ Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: 'The Constitution and Slavery;' Selected Essays The Misanthrope, Tartuffe Moliere: Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Hegel: Philosophy of History* Theory of Parallels* Lobachevsky: Democracy in America* Tocqueville: Selected Speeches Li:Ilooln: Philosophical Fragments, Fear and Trembling Kierkegaard: Tristan and Isolde Wagner: Capital~ Political and Economic Marx: Manuscripts of 1844 * Brothers Karamazov Dostoevski: War and Peace Tolstoy: The Adventures of Huckleberry Finn Mark Twain: Psychology, Briefer Course William James: Thus Spake Zarathustra~ Beyond Good Nietzsche: and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka; The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyr;e: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year I ' Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier '' I Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell ·l!" Third Year Fourth Year Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from Locke Rousseau American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black ~ Second Year Wollaston Gay-Lussac Proust Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Ptolemy Apollonius Copernicus Descartes Pascal Viete Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell ,~:,_,,:::.':'.;~',: 1~ �THE ACADEMIC ORDER/29 28/ST. JOHN'S COLLEGE .. their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles Qt.Racine. The advantage of this for students is that they are under the ~dance of active learners who will not parry their far-ranging questions With the reply that these matters are handled in another department. There !'lte ~o departments! The advantage of this for tutors is that they are in''~1ied with a variety of works of such richness that they are continually ~mpted to strive for greater comprehension of them. Some tutors do find "time to write articles and books, but their first duty is to prepare themselves tOteach the St. John's program. This is necessarily demanding because no @1-.time tutor is confined to a single part of the program. They are, and li~ to be, teaching members of a seminar and of either two tutorials or fjf one tutorial and a laboratory section, and they are continually teaching ,their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the ~reparation for classes usually allows. In order to avoid staleness and the .~present danger of succumbing to routine performance, they are granted tical leaves to allow for leisure and serious study. Between sabbatical s, faculty study groups are set up. Leaders of such groups are relieved p%lrt of their ordinary teaching duties. They engage in a thorough study ~d exploration of a subject chosen by the Instruction Committee of the f~t:ulty. Scholars from other institutions may join the group for certain }!erlt){is, Although the subject under study may not be directly related to . ~es~. John's curriculum, the work of the study groups opens new perspec,~- for teaching and learning at St. John's. # ~ r' ar~ . I t~ ll . ·~~··· At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying from the works of the principal teacher of the class it might be Plato or Newton - usually an author of one of the great books who wrote from the high point of his or her learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine Tlje Instruction Committee is a committee of tutors responsible for advis- lng the Deans on all matters of instruction. It also advises the President 0;n~ppointments to the faculty. The Committee consists of the Deans and ~el'\Te tutors, six elected by the tutors on each campus of the College; the .~ll!i.idents sit with the Instruction Committee ex officio. The Deans preside the Instruction Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Comfor that campus and meet at frequent intervals throughout the year. , . ~·tun Committee meets annually, alternating between the two campuses, /~d the Dean at the host campus presides at those annual meetings. �THE ACADEMIC ORDER/31 30/ST. JOHN'S COLLEGE Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 85,000 volumes. In Santa Fe, the collection now numbers over 53,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modem library facility in 1969. It has comfortable modem study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. A SAMPLE FRESHMAN SCHEDULE, SANTA FE .... Except for the preceptorials in the junior and senior years and certain ~ods of laboratory work for which the upperclassmen may choose their ;1~ · time, the schedule is the same for all students. The language, tnltthematics, and music tutorials each meet for three and a half hours to .:~~\lf'and a half hours per week. Freshmen, juniors, and seniors spend up • . < ' hours each week in the laboratory. Two evenings from eight to ten attend a seminar. A formal lecture or concert is given once . Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. ~udents �THE ACADEMIC ORDER/33 ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and . informally on the texts they have read or the paper they have written and ·.· on their critical and interpretive opinions. It is not the principal aim of eexaminers to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass .·an examination in elementary algebra and trigonometry. E FRENCH READING EXAMINATION their junior year, students must pass an examination to demonstrate reading knowledge of the French language. E SENIOR ORAL ENABLING EXAMINATION he senior oral enabling examination is given to the student in the falI the beginning of the fourth year. It is focused on a number of books m the seminar lists assigned for rereading and study during the preceding mer. The passing of this examination confirms a student's status as candidate for the degree of Bachelor of Arts. HE FINAL ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final :y related to some aspect of the four years' work. It is not intended to a piece of specialized research, but rather a sustained performance in liberal arts. Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the essay is approved by the faculty committee to which it has been gned for reading, the student is examined upon it by the committee an hour-long public examination. No degree is awarded unless both essay and the oral examination are satisfactory. The senior essay is arded as a culmination of the student's learning. �THE ACADEMIC ORDER/35 34/ST. JOHN'S COLLEGE Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, students may request a conference rather than a don rag. In that case, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. Within the College, grading is not of central importance. Students will be told their grades only on request. They are encouraged, however, not to work for grades, but rather to try to develop their powers of understanding. If it becomes evident that a student is not progressing, or that the learning process has stopped, the student is asked to leave the College. OMORE ENABLING omore enabling is a review by the Instruction Committee, with the of all the tutors of sophomores, of the student's learning during tll~fw'o years spent in the College. The sophomore essay is especially iml()rJiant in the enabling procedure. Consequ~ntly, no s~udents are enabled ·ttt$ter the junior class unless they have written a satisfactory essay, and ·.· · · · pnly if in the judgment of the Instruction Committee they are suffiy prepared for the work of the final two years. In p~icular, the enabl.judgment looks to the possibility of the student's wntmg an acceptable •f()r essay. dent who completes the four-year curriculum satisfactorily is the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their first sumcompleting their freshman year, so that they, too, complete a fourrriculum. For transcript purposes, St. John's seminars, tutorials and ries are translated into terms of conventional subjects. The cur~C~1nn is the equivalent of approximately one hundred thirty-two semester rld in which careers and work environments are changing rapidly, taus, broadly-based liberal arts education is recognized increasingly �:j . ' I 36/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/37 Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. THE GRADUATE LIBERAL EDUCATION ! :\i :If ,Ji L_ as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; • 20% are in business or business-related occupations; • 13% are in sciences and engineering; • 10% are attorneys; • 8.5% are in the visual and performing arts; • 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to facilitate entry into fields such as medicine, business, engineering, and teaching. IN the Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are smaller classes devoted to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. DIRECTORY INFORMATION AND RIGHT TO PRIVACY In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy. �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Generally, such activities in Annapolis are under the sponsorship of the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational ac. . tivities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres Hes in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard, The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms, The community of students has governed itself since 1945 with elected office.rs and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds to allocate time and use of facilities such as the student kitchen, to remi~d students of ~h.eir responsibilities to the College community, and to express student op1mon on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus, The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the spaci:;, Students are also welcome to contribute work to The Reporter, The St. Review, and Energeia, the three official publications of SL John's. Extracurricular organizations at St. Johrls are generally informal. Some continue year after year while others spring up and die out as the individual members of the community come and go. Many extracurricular activities �JOHl~'S RESIDENCE & STUDENT LIFE/ 41 COLLEGE directly out of the curriculum as students' interests overflow from classroom, The past years have seen small classes - some led by others tutors - in harmony, Latin, German, the New Testa(his papers on calculus), and special aspects of and biology, Other activities stem from interests independent ·~~n"'"'"' curriculum. Most prominent among them have been those Liberty Tree Project and various classes in dance and martial arts. Theatre life is active. The King William Players stage one or two plays a year, perform one or two modem works, and produce several one··act plays. Recent productions have included Macbeth, The and Miss Julia, Every weekend the student film club presents foreign and domestic fllms ·-the classics of cinema art.. Additional film series, including The /iscent Man and Roots, have been shown during the week There is also a special winter film series on Wednesday nights" Iv1usic is pursued in groups and individually, Voice and instrumental ensembles train new members and perform at College events. The College practioe rooms and pianos and a music library of scores and Private study can be easily arranged on campus or in town, artistic expression needs a time for training and a place vwrk. Permanent facilities such as the art studio, ceramic studio, woodphotography darkroom and stage floor provide places to "'"""'~'u'- skills, The College also maintains an art gallery, staffed "n·'"·'"""' which specializes in circulating exhibitions by artists of mastature. Recent shows have been devoted to the works of Daumier, Peter Milton, and Barye. Discussions are scheduled for each exhibition. An exhibit each spring displays work by members of the college There are periodic trips to galleries and museums in and Baltimore; transportation is free of charge for St John's :otu.drnts. An artist in residence teaches classes and coordinates exhibits. a rule he is assisted by one or two other artists beaching in their field of Classes in drawing, painting, sculpture, and potten; contirme throughout the year. Materials and tools are furnished without in most cases, an important of community life where students and tutors rneet informally, come in several varieties. The Society of Bacchus arranges rock waltz parties and community gatherings including the Halloween l\fasked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice A festival in the spring, Reality Weekend, begins with student skits after a parade up Main Street, provides a full day of and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings, Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State governwork, community service groups, etc. Washington, D.C ~md Maryland, both within an hour's drive, offer activities, 1rniso1ms and stores too numerous to mention here. ATHLETICS Since 1939, when intercollegiate athletics were abolished, the College has an extensive intramural program, now including team competition in touch football, soccer, basketball, volleyball, softball, and track, as well as individual tournaments in tennis, badminton, table tennis, and Participation is voluntary and enthusiastic; the competition intramural teams is passionate but good-natured, Students and tutors also pursue interests in sailing, rowing, canoeing, karate, fencing, tai chi, 'Neight training and aerobics. Facilities include a gymnasium with racquetball courts and weight room, playing fields, tennis courts, and a boathouse" The athletic program is designed to offer the community opfor physical exercise, development of skills, participation in .team sports, and a place for recreation and enjoymenL In a single departure from the long precedent against formal interL""'"''"'"'' competition, there has in recent years been an annual croquet with a team from the neighboring United States Naval Academy, the Annapolis Cup, �RESIDENCE & STUDENT LIFE/43 I In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 55,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural purin the fine arts, museums and opera; and with archaeological and ical research. Scientists in nearby Los Alamos do research in nuclear ysics and related fields. Neighboring institutions of higher education elude the Institute of American Indian Arts, the College of Santa Fe, Santa Community College, and the University of New Mexico in Albuquere. Sixty miles to the south, Albuquerque provides the attractions and veniences of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the Govers. The architecture of the Santa Fe campus reflects the territorial style oduced in the state during the last century. The campus, at an elevan of 7,300 feet, overlooks the city and offers superb views of the Ceros, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ges. The campus includes a classroom building, a laboratory, a library, dent center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/45 • " i ~ ~ ,. I I' I ~ and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and idea~ on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Finan_, cial Aid Committee, Campus Planning Committee and the Board of Visitors. and Governors. Students also belong to advisory committees which con cern themselves with such things as Friday night lectures or the food service. Santa Fe-Students and faculty have initiated a wide variety of extracur ricular activities including the artistic, the academic and the athletic. Ar tistic expression is encouraged by extracurricular classes in drawing, pain ing, photography, pottery, weaving, ballet and modern dance. The a studio in the Fine Arts Building, the darkroom and the pottery studio pr vide appropriate settings for these activities. The College's art gallery, whi · is open to the public, has a new show by professional artists bimonthly. A. student art show is scheduled each year, and awards are given for .achievement in pottery, photography, drawing, painting and in making jewelry. The Moon, a student newspaper, provides students in Santa Fe Mth a medium through which to express their views about both the Col.;lege and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty ~ike. Musical performances of many kinds are given by students through e Collegium Musicum. Formed in order to stimulate musical activity on pus, the association provides members of the College community with opportunity to perform before a small, receptive audience. Through 's organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. e St. John's Chorus and the small chorus also give recitals. The College ides numerous keyboard instruments, including two grand pianos and arpsichord, for student practice and performance. Practice rooms are ilable in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide ty of classic and current films for the College community every Saturnight. Many students are attracted to the town of Santa Fe by its crafts, music, ter and visual arts. Others have participated in tutoring in elementary Is, counseling, working at the local health food co-op or in other �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. BOfH CAMPUSES I local activities. The St. John's bus takes students into town daily. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin..: ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hos to several tournaments in the fall and spring. The St. John's basketball te competes with different city and college teams. Santa Fe has five municip swimming pools in which St. John's students can purchase yearly swi passes. Horses may be hired at a nearby ranch. . The adjoining Sangre de Cristo mountains provide hundreds of squ I RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant Episcopal Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before com.mencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. :ACILITIES FOR STUDENTS e College Bookstore on each campus has all the books and supplies the dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is rated without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. addition, there are smaller, comfortably furnished social rooms in the :rmitories and elsewhere on the campus. dormitories form small communities within the larger college comities, helping the incoming students to make proper use of the supthat other students can give them in their college life. Unmarried students not living at home are required to live in the coldormitories and to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant s or Head Resident to live off-campus. The College currently can offer no married student housing. Students wish to have married student housing must find suitable housing offs and should allow time for this. om assignment is the responsibility of the Assistant Deans in conon with the Director of Residence. Returning students have the �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician or Assistant Dean. CAREER SERVICES The Placement Office on each campus offers offer a wide range of programs and services that include: • individual career counseling • vocational interest testing • information and assistance in applying to graduate and professional schools • internship opportunities • assistance with resume-writing and other job search skills • access to a national alumni career network • prelaw and premedical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-campus jobs. Primarily, it seeks part-time employment for students during the; academic year, but it can also aid students looking for full-time summer employment in the local community. cided upon by the Dean in consultation with students and faculty. Every ering student is informed of them, and returning upperclassmen are inded of them each fall. The rules differ in certain details on the two puses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable m the communal life. The building of a good community requires the ulty to show respect for the individuality of each student. All students e to abide by the rules and regulations promulgated in the Student nual published annually by the College. St. John's assumes that students respect not only the enacted rules but also the community-accepted ons of decent behavior. In extreme cases, where these canons are flouted, College may require withdrawal of the offending student. HEALTH SERVICES A Student Health Center on each campus provides a variety of health se vices for enrolled students. Counseling services are also available on cam pus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certa' rules of residence governing the use of dormitories. These rules have be College provides a housekeeping staff to care for the dormitories. The inspects the rooms periodically and repairs at the expense of the t or occupants any dormitory room and furniture that have been beyond normal wear and tear. Any damage to college property d to the caution fee of the student or students responsible for the . The College is not responsible for the loss of, or damage to, any t property resulting from fire, theft or any other cause. �SO/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/SI COLLEGE CREEK BOATHOUSE Soccer Field Lower Dormitories Continuing Education/ Fine Arts Office ~"""'""/ Peterson Student Center MeemQ Library Upper Dormitories COLLEGE AVENUE �52/ST. JOHN'S COLLEGE ADMISSIONS/53 f I • ;_ 1 j, i ,I ! The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee-five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. number of optional topics is also suggested. The essays are designed t enable applicants to give a full account of themselves. They can tell th Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievemen and promise. Previous academic records- the secondary school report college transcript, if there is one-show whether an applicant has the hab' of study necessary at St. John's. Letters of reference, particularly those teachers, are carefully read for indications that the applicant has the mat rity, self-discipline, ability, energy and initiative to succeed in the St. Jo program. St. John's attaches little importance to "objective" test scores, no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religio sex, age, color, physical handicaps or national or ethnic origin of an a plicant, or by any other factors unrelated to the work of the College. T lication asks a minimum of personal data. Need for financial assistance es not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the students faculty are known to each other. Each campus has between 300 and students. The size of each class is limited on each campus. Most man classes are about equally divided between men and women. enter in late August and January in Santa Fe, in September and in Annapolis. Occasionally, there may be a January class on only pus. New students are enrolled only as freshmen; a fourth or more entering class have done one, two, or even three years of college :k e!sewhere. These students, despite good records at other colleges, qmsh their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following sumto complete the first year. They can thus graduate a year earlier than Yhad postponed their entrance until the following fall. The January of particular interest to students who come to St. John's from other , o_r who have traveled or worked since graduation from high school, o Wlsh to enter St. John's immediately after the first semester of their year of high school. �ADMISSIONS/SS S4/ST. JOHN'S COLLEGE ! 1. I I St. John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. ,,, -'- Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. cepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, applicants are advised that the earlier their files are completed, the ter their chances of securing positions in the entering class on the camof their choice. 1. i , ' I I 1' I ~ I 1 Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of ge~metry, and two years of a foreign language; additional work in mathematic_s and foreign language is advised, as well as two or thre~ years of ~atural sc~ence. In addition to the application essays and academic transcripts, applicants must present two letters of reference, including one fro~ a teacher._ I~ exceptional cases certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required but may prove helpful. Oc;asionally, St. John's accepts an applicant w~o is not a. secondary school graduate. Such students must be well qualified to p:oht from th college program and must either submit the results of a nationall~ ~ecog nized test (SAT, ACT, or PSAT) or a GED certificate. A campus VlSlt an interview are especially important in such cases. St. John's is authorized under federal law to enroll foreign student St. John's College is one college located on two campuses. Although a plications must be initiated and completed at one campus or the oth admission to either campus constitutes admission to the College as a wh On inquiry, prospective students receive a statement of the ?t. Jo College program, an application for admission an~ re~ommendahon fo to be completed by schools and references. Applications may be sub ted as early as the second semester of the el:venth gra_de. ~ecause the lege welcomes all serious applicants, there is no appli_ca~ion fee .. Stu should submit their application materials to the Admissions ~fhce campus they prefer to attend. Students planning to apply for fu:ancia should refer to the section on Fees and Financial Aid and notify_ the. propriate Admissions Office of their intentions as soon as possible. on notification of acceptance, applicants have the option to enroll on r campus. In order to secure a place in the entering class, approved icants must submit a deposit of $250 to the Admissions Office on the pus at which their applications were processed, together with a statespecifying the campus they wish to attend. Once the deposit has been itted, the campus preference may not be changed except as noted . Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the able positions are filled. Typically, the fall classes fill by the middle ay, so while there is ample time to consider offers of admission from institutions, the earlier a decision can be reached, the better. January usually fill by the end of December. Students who submit deposits the end of the first week of May (for the fall term) or December the January term) have a significantly higher chance of securing in the entering classes than those who submit deposits later. e entering class on the applicant's first-choice campus is full when sit is received, the Admissions Office will offer the following opthe deposit may be transferred to the other campus, provided space in that entering class; 2) the deposit may be used to secure a place aiting list or in a subsequent class on the applicant's first-choice 3) the deposit may be returned if neither of the first two options le. ?} ege endeavors to meet the full demonstrated need of enrolling questing financial assistance. Of necessity, however, the amount �56/ST. JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should submit the Financial Aid Form (FAF) to the College Scholarship Service (CSS) as soon as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses and may be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. ADMISSIONS/57 sions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in ses·sion during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it .is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for .seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens · are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. INQUIRIES Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 410/263-2371or1-800-727-9238) or Santa Fe, New Mexico 87501 (Tel. within state 982-3691; out-of-state 1-800-331-5232). It is best for those who are considering attending St. John's to see the Cot' lege for themselves. It is probably wise to get first-hand advance knowle · of any college one may be thinking of attending, but it is especially wi in the case of St. John's because of its unique curriculum and teachi methods. While on campus the visitor may attend a seminar on Monday Thursday evening at 8:00 p.m.; attend tutorials in mathematics, langu and music; visit a laboratory; be interviewed by the Director of Adro, ,The Baltimore-Washington International Airport is located twenty miles 0~om Annapolis. An airport limousine goes to and from Annapolis; visitors e advised to check schedules in advance. Bus service from the airport not practical. Hourly buses run between Baltimore and Annapolis and e driver will let visitors off near the campus if asked. Buses from shington are less frequent and let passengers off on West Street, about blocks from the College. By car one takes Route SO from Washington Route 2 from Baltimore. A limousine service from the Albuquerque airport to Santa Fe also available. It is called the "Shuttlejack;' and reservations should be made ~dvance. Greyhound and Continental bus lines pass through Santa Fe. track stops at Lamy, N.M., twenty miles from Santa Fe, and taxi seris available to town (reservations should be made with the taxi serone day in advance). Upon arrival at the bus station or at one of the ta Fe hotels, the easiest way to get to the campus is by taxi. �FEES Ile FINANCIAL AID/59 58/ST. JOHN'S COLLEGE award. At St. John's, self-help consists of a part-time job and an educational loan. 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualifie~ applicants h l d not be denied the opportumty to attend § OU }' . d f St. John's College because ~f im1te m_ance_s. St. John's therefore maintams a fmanc1al aid program to assist eligible st~d~nts t~ the greate~t extent possible within the hm1ts of ,he ~olleg~ s resources. With very few exceptions,_ fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial adid progral.m: - 'th ·b·1· f f cing a college e ucat10n ies w1 1 The primary respons1 l ity or man ff .cl l to the student and the student's parents. The College can o ier ai on y supplement funds the family provides. . db 2 The ability of a family to meet college expenses is determine cl assessd i~g- the family's financial strength in terms of income, assets, e ts, an family members in college. 1 3 Financial aid may be in the form of a grant, loan or ~art-time ~mp oy; ~ent and will be offered to all students as a package which combmes on b or more forms of aid. ld ·b t ' their 4 In keeping with the philosophy that students shou c~ntr~·-u e L? 1 id educational expenses, self-help is the first component o a manc1a a . The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Financial Aid Form with the College Scholarship Service in Princeton, New Jersey. This form permits applicants and their parents to present a detailed account of the family's financial position. It may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. The College Scholarship Service's Financial Aid Form automatically enables candidates to apply for a Pell Grant, a federal program described in section D below. Students and their parents will be sent a Student Aid Report directly from the Pell Processing Center. All students are encouraged to submit this report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5 . Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7 Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Connecticut, Delaware, the District of Columbia, Maryland, Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply for a State Scholarship, 9, An applicant who has previously attended an institution of higher education rnust provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are �FEES & FINANCIAL AID/61 60/ST. JOHN'S COLLEGE . . . l Aid Office of any scholarships, loans, required to notify the Fmanc1ha f' cial benefits for which they become t 'fts employment or ot er man . . d h gran s, g1 , . . h . f 'ly's financial s1tuat10n; an c anges eligible; any change m their or t eir am1 of name, marital status and address. c Following are the deadlines and notification dates for financial aid: PELL GRANT This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. Eligibility is limited to the full-time equivalent of five academic years" . . · FRESHMAN CANDIDATES for receipt of financial aid apphcad dline Although the College has no ea h . need of financial assistance .d f d ·ssion w o are m 'ble The Financial Aid Form tions, can d1 ates or a m1 :~~~~~ ~:di~:~~~;~ ~eee~;~e~~~~~~~=~f1~i~·~~;:~s~::~~~:~X~~~!~1~ 1 1\ after January ~ m the year .m wh - h uld submit the FAF as early as Those who wish to e~ter m Ja~~~ry. s othe St. John's Financial Aid Appossible in t~e. preceding ye~r. ul~ ~:1;i~~d with the Admissions Office as phcatlon m r.h1s catal~gue s .o b the candidate. Applicants should note soon as possible after its receipt '! . . . d the better the chance l . h · .cl phcat10n lS receive , t Candidates who file the Finanalso that the ear .1er t eir a1 ~pf 11 that their financial need can e us\me . .gnificantly higher chance of cial Aid Form pnor to Februharh ~ ave :li~ible than candidates who file receiving all the funds for w ic t ey are their forms later. RETURNING STUDENTS. t the College and are reapplying for Enrolled students who ar: retur7mg o. l .d for the first time should comfinancial a~d or are. appl~mg f~rF~~~n~~t:~he College Scholarship Service 15 St dents whose financial aid credenplete and file the Fmanc1al A1 between Jan~ary 2 and Feb.ruaryial Aidu Office by March 1 will be given l' cations for financial aid are retials are receive? by the Fmanch priority in fundmg. Stu.dents 'bAJ ~e apd ~onsideration for assistance, but ceived after March 1 will not e eme the availability of funds cannot be guaranteed. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG) The College awards SEOG's to incoming freshmen and enrolled students each year, The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. COLLEGE WORK STUDY PROGRAMS (CWS) This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students work only a limited number of hours per week while enrolled and classes are in session. PERKINS LOAN (formerly National Direct Student Loan) These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000" No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. STA.FFORD LOAN (formerly Guaranteed Student Loan) . . l .d d from the College are available from the 0. Funds for fmancia a1 awar s sources listed below. ST. JOHN'S GRANTS 'd d by the College from its own Funds for St. John's grdants are PJ~v~n ethe basis of financial need. resources, and all awar _s are ma The Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for each of the first two years of undergraduate study and $4,000 a year for subsequent undergraduate study< No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is 8% for the first four years of repayment and 10% after that. �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 199 2-93 STUDENT BUDGET* FALL FRESHMEN JANUARY FRESHMEN *Fees are subject to change without nobce. .th the distance between the student's home iThe allowance for transportat10n vanes w1 and the College. 2Undetermined at time of publication. deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library" Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration, Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY BILLING AND DEPOSITS . . c • . d . rior to each semester. The charges are Billing for tmt10n and rees 1~ one'pl f the first semester and January 1 due and payable in full by ugusc .h or . 'n to pay in monthly inTh e w 0 may w1s for the second semester. os Tr~asurer about the various tuition paystallments should mqmre of the ·1 bl to St. John's College students ment plans or loan arrangements avai a e - and parents. . . .. d . ts faculty and physical facilities Since determmati~ns affecnng st~ee~e 'inning of each academic year, must be made well m advance_ o!~ich re~urning students will register in the College must know m Apnl h f f the followinl! year is therefore 0 ·t f $200 on t e ees or September. Ad epos1 o . d M da in April for prospective sophomores, due_ on or befor~ the seco_n . o~ this de osit guarantees a student a ~l~ce juniors and semors. Pa1:'n:em o . 'd h p have to be placed on a wa1tmg in the class. If the deposit is no~ plai.d, e mady have been made and who do ' h fnanc1a ai awar s Th list; stuaent.s tow om l" date will have that award cancelled. e not pay their deposit by c~e due f 'thdrawal due to ill health, acade~lC deposit is refundable only m case o w_1 . ·ors) failure to enable. If the dismissal or (in the case of prospe~ti_ve l~n~ear for which he made the student should decide not to enro m e I H a student withdraws or is dismissed during any semester, a refund of fees for tuition will be made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40 % The fifth week: 20 % The sixth week and thereafter: no refund Ref.er to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Pell Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any insi:itutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons wili be on a pro rata basis. �FEES & FINANCIAL AID/65 MIST. JOHN'S COLLEGE 1 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. ! VETERANS/DEPENDENTS REGULAR STUDENTS . f Provisions of the Higher Educ~t:i i I : I \ I I p ~ l I 'l ? ' < :l ·~ h I J'& I lt [l Act of 1980 require that each pos_t"nf rmation concerning the cntena secondary institution make ava~ a e i o The criteria for St. John's Colfor judging satisfactory acade~rnc pfrogt~esfs.ctory progress for recipients of ination o sa is a . h d t lege regar d mg t e e erm . ·al assistance are as follows: federally-funded (Title IV) fm.a~ci gress at the end of a semester In order to be makin? sahs actory ~~o next semester and that next a student must be permitted to e~~~r ~ any work This permission is semester must not include the ~epeh io~ ~. n with a ~ommittee of all the normally granted by the Dean m Cconsu .attio" The Don Rag Committee . , h "D n Rag ommi ee. students tutors, ,t e ? arts of the program and approves its qua1 ity assesses a students ~ork m all n that the student be permitted to enter before recommending to the ea . ducted in the student's presence the next semester. This as.sessment is ~~the end of the Sophomore Year, by all of his or her ~u~ors ~n commo~. the Dean and the Instruction Comhowever, this permission i~gra~ted y ll work during the first two years. mittee in the light of a stu ent s over;t t who has not satisfactorily comUnder some ~ircumstance~: :Wo~~d to repeat the work in o~der to t ligible for financial assistance pleted a semesters work may remain at the College. Stud~nts are no r: eating work. (federal or institutional) while the~t a~eto ~nter a new semester with the Sometimes students are peri::iil e d"t"ons during the course of the d et specia con i i requirement t h at t h ey me d . t repeating work and is deeme no In t h ese cases, a stu ent isfl the Dean determines that t h e consemester. d"t"ons have not been met, the to be making satisfactory progress uhn i t t ii b ~en m.eh. When t e con Committee, decides what furh I tion ditions have not Dean in consultation wit t e ns rue ther determination is to be made of the case. b In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �BOARD/67 66/ST. JOHN'S COLLEGE BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BWOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University I ,\ Press, 1960. BUCHANAN, SCOfT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. Chairman Donald J. Maclver, Jr. Vice Chairmen Mrs. Harriet Higgins Warren Mr. John D. Wirth Secretary Mr. Warren Winiarski MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mrs. Elizabeth Mitchell Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel Mr. John L. Williams MEMBERS EX OFFICIO The The The The The The Governor of Maryland Governor of New Mexico President at Annapolis President at Santa Fe Dean at Annapolis Dean at Santa Fe Mr. William Barclay Allen Claremont, CA ·Mr. J. Burchenal Ault Vail, AZ Mr. Gerald D. Cohen New York, NY Miss Barbara H. Leonard Oberlin, OH Mr. James E. Connor Dallas, TX Mr. Herbert I. London New York, NY Mr. Charles M. Diker New York, NY Mr. Donald J. Maclver Jr El Paso, TX ' . David Dobreer, M.D. Alhambra, CA Mr. Charles Miller Houston, TX Mrs. Lovejoy R. Duryea New York, NY Mrs. Lucille G. Murchison Dallas, TX Mr. Stephen L. Feinberg El Paso, TX Mr. William W. Simmons Severna Park, MD Mr. James H. Frame New York, NY Mr. Theodore H. Smyth Santa Barbara, CA Mr. Thomas P. Geyer Morristown, NJ Mr. Carl A. TenHoopen Annapolis, MD Mrs. Mary Bittner Goldstein New York, NY Mr. W. T. Terry, Jr. St. Louis, MO Mr. Robert A. Goldwin Washington, DC Mrs. Harriet Higgins Warren London, England Mrs. Anna E. Greenberg Annapolis, MD Mr. Charles H. Watts II Boston, MA ' Mr. Allan P. Hoffman Lawrence, NY Mr. Peter Weiss New York, NY Irwin Hoffman, M.D. Santa Fe, NM OFFICERS Mrs. Julia M. Wilkinson Austin, TX Ms. Jennifer U. Johnson Jacksonville, FL Mr. Warren Winiarski Napa, CA Mr. Donald Kagan New Haven, CT Mr. John D. Wirth Santa Fe, NM Mr. A. Scott Kelso Houston, TX Mr. K. Martin Worthy Washington, DC Mr. Jonathan Krane Los Angeles, CA Mr. Jonathan Zavin New York, NY Ms. Barbara Lauer Laramie, WY �FACULTY/69 68/ST. JOHN'S COLLEGE Laurence Berns B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. ANNAPOLIS President Christopher B. Nelson tr , O· St ohn's College, Annapolis, 1966-69; B.A., St. John's College, Santa Fe, 19J3. Admitted to the Bar, State of 11J .D., University of '!ta~ Co~:~~hoCir:;.~ Cou;t of Appeals, U.S. Supreme Court; linois, 1973, N .D. Illinois, Se Schiff Hardin & Waite, Chicago; Co-Founder Associate, 1973-78 and Partner, 1~~9, t 1987-91 Kovar Nelson Brittain Sledz & and Principal, 1979-91 and ~res1 en ' t L~bor Law and Supervisory RelaMorris, Chicago; Instructo~ m t-:'1an~gemen ent Center, Illinois; President, St. tions, 1981-87, Aurora University anagem John's College, 1991-. Dean of the College in Annapolis Eva T.H. Brann . A 1951, Ph.D. 1956, Yale University; Fellow B.A., Brooklyn Colle.ge, 1 ?SO, t-:'1· .Summer 1952· Fellow of the American School of the American ~umismatic Soo;i:'.53; Member of ~he staff of the American Agora of Classical Studies at Ath~ns, 19 llow of Phi Beta Kappa; Instructor in Arc~eology, Excavations at Athens as Sibley Fe b I n te for Advanced Study, Princeton, Stanford University, 1956-57; MemCer, ~s i. u for International Education and U S Advisory ommiss10n Add' S J h ' College Annapolis, 1957-, ison 1958-59; M emb er, . . Cultural Affairs, 1975-77; Tuto\1 t. ~ n~ ow Wilson International Center for E. Mullikin Tutorship, 1971-: .F~ o~~ofe~~orr Whitman College, 1978-79; Visiting Scholars, 1976-77; Arnol~ V1s1{f~ it of Delaware, 1984-86; Fellow of the NaScholar in Honors Education, ~~~::\;87-88; Member, Maryland Advisory Co~­ tionalEndowment for the Humaru . '. C ·1 Rights 1988-; Dean, St. Johns ' mittee of the United States Commiss10n on ivi College, Annapolis, 1990-. Edward Grant Sparrow d L S hool 1954· M.A. Teachers 1951 LLB Harvar aw c ' ' ' B.A., Harvard College'. .; · ". r St John's College, Annapolis, 1957..., College, Columbia Umversi~y, 19;i· .~t~·' Director Integrated Liberal Arts Cur Addison E. Mullikin Tutorship,cli·f -, . c 1;i64-66· D~an, St. John's College, An~ riculum, St. Mary's College, a i ornia, ' napolis, 1977-82. . f v· . . . Fulbright Fellow at Universite MA 1956 University o irgmia, 8 Ti t ' r University of Virginia, 1955-5 ; u or, B.A., 1953 ' . ., Nancy (France), 1953-5~; Instruc~ '. t t Dean 1984-85, Director, Graduate ' John's College, Annapolis, 1958-, ssi~ an stitute in Liberal Education, Annapolis, 1989-. Edward Malcolm Wyatt . Thomas J. Slakey . . . MA Universite Laval, Quebec, 19 B.A., St. Mary's C:olle?e, Cahf~rma, 1952~Ms College, Annapolis, 1959-64, S PhD Cornell University, 1960, Tutodr, S~. JAff . 1971 74 and Associate Prof . " v· p ident for Aca emic airs, California; Tutor, St. John's - , Fe, 1964-71; ice- res S . M ' College of of Philosophy, 1971-76, amt ~~ 85 as founding dean of Whitney Young lege, Annapolis, 1976-. C?n le~ve D - St John's College, Annapolis, 1986-1 lege, Kentucky State Umvers1ty; ean, . Michael 5. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel 5. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. Elliot Zuckerman B.A., 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, .1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. oseph P. Cohen .A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 6; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Univerof Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. 's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; er Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 4; Visiting Scholar, Oxford University, 1978-79. �FACULTY/71 70/ST. JOHN'S COLLEGE Thomas A. McDonald Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer, University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension, University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College, Annapolis, 1963-79, Santa Fe, 1979-. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. Louis N. Kurs Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; M.S., University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology, Wright Junior College, 1949-51; Supervisory Staff, Steel Production Division, South Works, United States Steel Corporation, 1951-54; Instructor in Geology, University of Illinois, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship, University of Chicago, 1961-1962; Tutor, St. John's College, Annapolis, 1964-; Visiting Lecturer, Department of Hydrology and Water Resources, University of Arizona, 1973-74. Geoffrey Comber Diploma in Education, University of London, 1953; A.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Ooskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instruc-o. tor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard University Cyclotr Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting L turer in Physics, Western New England College, 1980; Visiting Senior Memb Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph. Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957 Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and In pretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 19 Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Ube Education, Annapolis, 1980-83. Gisela Berns Abitur, Hoelderlin Gymnasium Stut sities of Heidelberg Frankfur; M~a~t, ~59b;. Classics and Philosophy UniverUniversity of Heidelberg 1963· 'F 11 iDc ' ue mgen, 1959-63; I Umvers1ty of Fl orence, 1963-64; PhD Un· . ' ' e ow eutscher Akade~1sch er A ustauschdienst,' . . . . iver_s1ty of Heidelberg, 1964; Instructor m Classics and Philosophy, Bismar~k amen II, University of Heidelberg 196r.nfasmm, K~rlsruhe, 1964-65; StaatsexRosary College, 1966-67; Tutor s't Joh', ntrlulctor m Classics and Philosophy, . ' . ns o ege, Annapolis, 1967-. Staatse~amen G Nicholas Maistrellis B.S.: Bates College, 1962; Department of Histor . Ass1stan;, 1962-66, University Fellow, 1966-67 yUo~ Sc1~nce, 196_2-67, Teaching St. Johns College, Annapolis, 1967-. ' mvers1ty of Wisconsin; Tutor, Harvey Flaumenhaft B.A., F ll 1960' M ·A ., 1962 ' Ph ·D., 1980, Universit of Ch" _e ow, Harvard University, 1960-61· National Ay _1cago; Woodrow Wilson hon F~llo'."', 1963-65; Lecturer in Political S . eronauhcs and ~pace Administraturer m Liberal Arts, University of Ch" c1ence, Roosevelt University, 1965; LecWhe a ton CoJI ege (Massachusetts) 196icago, 1i 1965-66· Instruc tor m G overnment · ' 6 68 1968-; Fellow, Institute for Sino-SovietSt. John's C?llege, Annapolis: W ' eorge Washmgton University 1981; MIT/Harvard Workshop on N I ear . and Arms Control, Summe; 1983; National Endowment for NEH Planning Grant 1986-87· NEH Inumam!1es Constitutional Fellow 1984-85· Professor, of Grant, 1987-S9; ies, mvers1ty of Delaware 1989 St~di~:orG the~ ~apons Departm~nt Ed~cationalt~f~~~ve RUes~arc~ Wye Jamison Allanbrook Visitin~ ' · B.A., Vassar College 1964· MA 1965 Ph Wilson Fellowship' 1964~65." h" ' A.D:, Stanford University, 1974· Woodrow 1967- 69; 1iutor, St. ' John's College Ann ss1stant in Mu sic, Stanf ord 'University ' eac mg I" . Center, 1986-87; Visiting Is,_ Fellow, National January-May, 1989. ' mvers1ty o North Carolina, Chapel Hill, 'Ii' Profes~or ua~o 196~-; Humanitie~ John F. White B.A., St. John's College, Annapolis 1965· M Research, 1970; Alvin Johnson Fellow' 1970 71 TiA., The New School for Social 1971-. ' - ; utor, St. John's College, Annapolis, David Edward Starr B.A:, Gordon College, 1962; M.A., 1966 Ph . Assistant in Philosophy Boston U . ' . .D., 1972, Boston University; Graduate Un·ivers1"ty Co IIege of Basic Studies, 1964-66.' I 1963-64· .Tea c. mg Intern, Boston ' mvers1ty h" ' of_ Rhode Island, 1966-71; Tutor St ' ' nstructor m Ph1l_osophy, University Director of The Graduate Instit~te : J~~~s CloElldege, -'!-nnapohs, 1972-80, 1982-, m I era ucat10n, Santa Fe, 1980-82 Leo F. Raditsa · B.A., Harvard College, 1956· Universit S h I y c ~ ar, 1960-61, University Fellow 1961-62, M.A., Columbia Uni~ersit University of Munich 1964-65 President's Fellow, 1962-63; Fulbright' W h" ' ' er m 1965· Instruct N y, k ' . as mgton Square College, 1965 _68 . or, ew or University, b1a University, 1969; Tutor, St. John's Coll:s1:t~rofe~sor, 1968, Ph.D., Columment for the Humanities Fellow N f lgF, 11 apohs, 1973-; National EndowWar, Revolution and Peace St~f a d1onCa l"fe O'_"'S Program, Hoover Institute on ' or ' a 1 orma, 1977-78. By,1~962; A. ' �FACULTY/73 72/ST. JOHN'S COLLEGE Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. David L. Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Ma. Bar, 1981-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Joe Sachs k ~ B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. ~* fl I B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, [~ ' II •,!' Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983 Penns lvani S . in Philosophy and the Humanities Pe~nsyl Y. S a gte Umversity; Instructor St. John's College, Annapolis, 1977-. vania tate niversity, 1976-77; Tutor; Marilyn Douville Higuera B.S., University of Michigan 1975· M S U . . . . Mathematician, 1977-79, Johns H~pJ<l~~ U~~:ers~ty ~Mi~higan, 1977; Associate Tutor, St. John's College, Annapolis, 1979-. ersity pphed Physics Laboratory; William Jon Lenkowski B.A., Marquette University 1965· MA Ph"! Research, 1970; Doctoral 'studi~s i~ Philo~~s~ph>:r~he New School for Soc~al Research, Columbia, University of Freibur . h~~ e New ~chool for Social University, 1968-76· Visiting Lecturer ph"l g, h r~ctor of philosophy, Rutgers of Technology, 1976~77; Lecturer, anci~nt dr~:~p :. o science, New York Institute Anp iloso~hy, New School for Social Research, 1977-79· Tutor St John' C II ' ' · s 0 ege, napohs, 1979-. Thomas May B.A., Loyola College, 1971; M.A., Fordham Univ . . Loyola College 1974-79· Visiting Leet G ~sityC, 119175; Assistant Professor, John's College, Annapolis 1979 D. urter, ouc er o ege, 1976-78; Tutor, St. . ' ' -; Irec or Graduate I ft t · L"b hon, Annapolis, 1986-89. ' ns i u em i era! Educa- John Joseph Verdi ~ Ii • I tion Fellow, 1966-70; Instructor in En lish 1970 . 1971-76, Anne Arundel Commun~y Colle ~~l, A~sistant Professor of English, Humanities Summer Stipend, 1977; Tutor Stg J,0 ~~hConlall Endowmen~ for the ' · s 0 ege, Annapolis, 1977-. 1985-. I Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate• Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, , Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Penn sylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda B.A., Columbia University,' 1969· B· Phil ., Oxford Umversity, 1971· MA u · . . .f . ' · of Cali orma, Berkeley, 1972; Graduate Stud in En 1: ' . ., mversity Woodrow Wilson Fellow, 1969-70; Kellett Fell~w . g ish, Ber~~ley, 1971-78; College, Oxford, 1969-71· Kent Fellow (Danf th Fm t2e _Humamhes, Brasenose Assistant and Associate, Department ofEn Ii ~r B ~~n at10n), 1971-77; Teaching College, Annapolis, 1979-. g s ' er e ey, 1973-78; Tutor, St. John's I" Harvard University, 1970-72; B.A. St. John's College A h.D. 1986, Philosophy, The Catholic University of A nna~o ~; 19~; M.A.,_ 1978, e Catholic University of America, 1978-80· Tutor ~eJ~~' ~cllmg ASssistant, -84, Annapolis, 1984-. ' ' · s o ege, anta Fe, es Howard Beall ive duty, U.S. Air Force 1963-67· BA Ph · U . . .S., Physics, 1975; Ph.D., Physics l979 .Uni ysic~ty' nfiMversitly of Colorado, 1972; t f A ' , ' versi o ary and· Astrophy .. t s10s ' ora ory or stronomy & Solar Physics NASA Godd d S , Fr 1975-78; Congressiorntl Fellow, :~~~~l~ar~and, Unite~ Stafe:c~o~::~~~~~~ ·E,%fE~~~Efil:€£~di.~fa~~~~£! ~;CenterSfor Spa,ce Research, Nav:~ Rese~~h Lab'o!~~;;:,3~;~~:;:~~\5f" ' utor, t. Johns College, Annapolis, 1982-. ' . ., �74/ST. JOHN'S COLLEGE FACULTY/75 Elizabeth M. Blettner University of Maryland at College Park, 1980-87; Visiting Professor The J hn Hopkins University, 1983-84; Tutor, St. John's College, Annapolis, l987-. 0 s B.A., Stanford University, 1969; graduate study in English literature, University of Wisconsin, 1970-71; M.A. in Philosophy, Pennsylvania State University, 1978; Instructor of philosophy and humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Walter Sterling B.A., St. John's College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, Catholic University of America, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blaustein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Ann G. Martin B.A., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; Ph.D., u. Massachusetts/Amherst, 1979; M._Phil., Middle English Studies, Somerville College, Ox~ord,_1981; NEH Summer Sermnar, 1984; Assistant Professor of German, Purdue Umversity, 1981-87; Tutor, St. John's College, Annapolis, 1987-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia· Lecturer in English Vanderbilt University, 1985-86; Instructor, Goucher Colleg~ 1987-89· Tuto st' John's College, Annapolis, 1989-. ' ' r, · Lila Luce B.A., Lake Forest College, 1972; Ph.D., University of Wisconsin, 1984; Instructor Carthage Co~lege, 1983; Visiting Assistant Professor, University of Arizona: 1984-85; Assis~ant Professor, University of Alabama at Birmingham, 1985-89; Tutor, St. Johns College, Annapolis, 1989-. Abraham Schoener B.'.'-·· St. John's C?lleg~, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-Umversity Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. Patricia M. Locke Adam Schulman B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. B.1'.-·· C~elnistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford Umv~rsity, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Stewart Umphrey Judith L.A. Seeger B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Lan?uages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. William Pastille A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Kevin Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D., Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Dire. of Freshman English, Stanford University, 1979-80; Assistant Professor of Englis Cordell D. K. Yee B.A., English, Pomona Co~lege, 1977; M.J. Journalism, University of California, Berk~ley, 1980; M.A.'. Chmese, 1981, Ph.D., English, University of WisconsinMadison, 1989; ~sso~ate Researcher, History of Cartography Project, Department of Geography, Umversity of Wisconsin-Madison, 1988-89; Tutor, St. John's College Annapolis, 1989-. ' Andre Barbera B.1'.-. in Music, Wesle?'an U~iversity, 1974; Resident Fellow, Newberry Library, Chi~ago, 1978; Ph.D. m M11:sicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-1982; Assistant Professor of Music, University of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College, Annapolis, 1990-. �FACULTY/77 76/ST. JOHN'S COLLEGE Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. . Elliott T. Skinner B.A., University of Colorado 1961· MA p . . . . Candidate fo. Philosophy, Prin~eton Univ~rsit . ~n~eton Umversity, 1963; Ph.D., Wilson Fellowship, Princeton University: yl96~~is~: and \receptor, Woodrow Philosophical Studies, Summer Institute in' Gr k' Ph; ow o the <:=ouncil for Tutor, St. John's College, Sante Fe, 1965-. ee i osophy and Science, 1970; E. Ray Davis, Jr. SANTA FE President John Agresto A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. University of Wisconsin, 1953-55· BA St John' C ll and Philosophy of Science Univ'ersit ., f I. d" s o ege, 1962; M.A., History . . , o Umversity of Indiana 1962-65· PhD YU . n iana 'f 1965· N ·.D ·E·A · Fe11owsh" . .' ip, Tutor, St. John's Coll~ge Sant~ Fe. 1966 mvAers~ty o CDahforma, Riverside, 1980; ' ' -, ssistant ean, 1977-81. Roger S. Peterson A._B.,. Harvard College, 1953; A.M., 1957, Ph.D B . . Michigan; United States Navy: 1953-56· US Fo ., ot~y, 1959, Umversity of State University: 1959-62 Utah State U .' · -~ 1~~t Service Research, Colorado Santa Fe, 1966~. ' mversi y, 2-66; Tutor, St. John's College, Ralph Swentzell B.S., New_Mexi~o Highlands University, 1963; Instructor, Com uter Pro . New Mexico Highlands University, 1965-66· Tutor St John'p C 11 grSammmg, 1966-. ' ' · s o ege, anta Fe, Dean of the College in Santa Fe Timothy P. Miller Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-. A.B., Harvard University: 1948· B Mus 1949 M M D. Mus., Indiana Unive;sity: l957· Ins~~ctor' in ~s., 1951, Yale University; Lawrence College, 1951-53·' Fulbright Scholar H us~c andJ'reshman Studies, Assistant and Associate Prof~ssor of Music, A ~s Sa~ urg, ermany, 19~5-56; of Music, University of Richmond 1961-66~P. co CCho~ege, 1957-61; Director G d F 1 ' ' iano airman and Memb f College-Conservatory of Music, University of Cincinnati . ' . ~o ns College, Santa Fe, 1967-; Assistant Dean 1984-88· 'G d ' Institute Director, 1988-. ' , ra uate Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-1960; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. M T~~rua~~ a~~ 196~~6~· R. Thomas Harris, Jr. f 1 · · B.A., Reed College, 1955· M.A. 1956 PhD Math Illinois; University Fello~ 195S-58 G' d. .t, .,., he~a ics,. 959, Umversity of S . ' ' ra ua e ieac mg Assistant and N f 1 cience Foundation Contract Fellow, 1958-59, Universit of Il. . . a 10na Duke_ University, 1959-60; Assistant Professor, s_ence as. Assistant Professor, University of California at B k 1 National . . L kn er e e?', 1962-63; . Science Foundation Consultant for Indi a p . 1967; Visiting A ssociate Professor 1967 68 V" ·r roiect, uc ow' India ' Summer, p f York University; Corporate Conscltant -M~a;: mg t ~o _essor, Summer, 1969, New York, Summer, 1968; Tutor, St. John's Colle e men cience, IBM, ~onk, New University of Maryland 1964 68 V" ·r g S'fta Fe, 1968-; Associate Professor, Santa Cruz, 1985-86, 1988. - ; isi mg ro essor, University of California at ~~tructor, i960-6l~~~:~h1t:e::~~ p Glenn A. Freitas ~~~Classical Langu~ges, ~t. :t:'lary's College, California, 1957; Th.L., Universite ' Quebec, 1964; Licentiate m Sacred Scripture Ponti"fi"cal Bi"bl" J C · · 1966 I.:E 1 B"bl" · ' ica ommission t p ; f co eThi lique et Archeologique Francaise de Jerusalem 1964-66'. an ro essor, eo ogy, St. Mary's College 1967-69· Tutor St Jo~ C ll ' Santa Fe, 1969-, Assistant Dean, 1976-77, 19S2-84. ' ' . s o ege, Rom Assis~' �FACULTY/79 78 /ST. JOHN'S COLLEGE Toni Katz Drew . A Anthropology, University of New B.A., St. John's College, Santa Fe, 1970, '.'1(:;{ie e, Santa Fe, 1970-72; Tutor, St. Mexico 1985· Teaching Intern, St. Jo~~s. Ti~ St John's College Graduate John's Colleg~, Santa Fe,_ 1972-77; Vis~~i~~sit~;rTuto~, St. John's College, Santa Institute in Liberal Edu_caho~, 1978}{8 ' ti ative Journalist, 1982-89; Tutor, St. Fe, 1985-86; Manuscnpt Editor an nves g . John's College, Santa Fe, 1989-. Philip LeCuyer O f rd University: 1969; Studies B.A., Colorado College, 1966; M~rto~9~~~;~~Boe~t~her Scholar, 1962-66; Perkins in Biology, University of New M~c~966 69· Danforth Graduate Fellow, 1966-72; Scholar, 1963-66; Rhodes Scho ar, ) ;966; Tutor, English Literature, Su~mer Woodrow Wilson Fellow (honorary ' 1968· Tutor, Biology and Chemistry, Humanities Institute, Colorado Co~lege, t U~iversity of New Mexico, 1971-72; Institute of Social Research and Deve opmen ' Tutor, St. John's College, Santa Fe, 1972-. Bruce E. Venable 11 . . . MA 1972, Ph.D., Classics, 1976, B.A., St. Mary's C~llege, C alifor~:· J~:~ University of Washmgton; utor, . Co.lle~e, Santa Fe, 1973-. David Bolotin N Yi k University, 1974; Lecturer in BA Cornell University, 1966; Ph.D., SetwJ hnor's College Annapolis, 1974-82; . "t ' . . ., Classics, Yale Umversi y, 1971- 73· Tutor' f . o Committee on Socia1 Thought ' .' p Santa Fe, 1982-; Visiting Associate ro essor, University of Chicago, 1986, 1987-88. in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991. Nancy Dunning Buchenauer B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Edward Cary Stickney B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty Georgia S. Knight .,., h" Fellow University of Utah, MA E lish 1972· ieac mg ' B.S., Philosophy, 1970, ' . ., ng S' F~ 1974-; Assistant Dean, 1988-1990. 1970-74; Tutor, St. Johns College, anta ' B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. Kent H. Taylor Stephen Frederick Houser . . fG ia 1965 . Ph.D., University o eorg ' ' . B.A., Yale University, 1963 ; MA ., Universityof California at Santa Cruz, 1967- 68 ; · . si ·a 1968-69· Heidelberg Univerof California at Santa Cruz, 1976; UmverCtyl"f a i orm · t i . . Defense Language Ins t·tu te, Monterey:' Geor ia ' 1965-67; ' Teaching A ssis t an' sity, 1971-73; Instructor, University of1967-~1·,Tutor St. John's College, Santa University of California at Santa Cruz, ' ' Fe, 1974-. . 1971, Ph.D., Philosophy, 1973, Tea~hing B.A., Pomona College, 19_67; 1:'1· Phil., Shimer College, 1971-73; Assistant Assistant, 1969, Yale Umv~rsity'. TeacheUr, . "ty at Humboldt, 1973-75; Tutor, ·1 Professor of Phi osophy:' California State mversi St. John's College, Santa Fe, 1975-. B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; President's Fellow, University of Virginia, 1987-90; M.A. University of Virginia, 1989; Ph.D., University of Virginia, 1990; T.A., Instructor, Department of Philosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. Elizabeth S. Engel B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano Lynda Lamson Myers . "t f North Carolina 1975; Tutor, yo ' . i B.A., St. John's Co11ege, 1971· MA ., Umversi f the Graduate Institute m L"b era1 ' · . St. John's College, Santa Fe, 1977-; Director o Education, 1985-88. Anthony James Carey . . BA University of North Carolina, 1967; St. John's College, Annapolis, 19·~~5;ea~ch' 1973· U.S. Marine Corps, 1967-69; M.A., The New Schoo~ for ~oci . e f N th Car~lina, 1969; Part-time Instructor Graduate Study in Music, University o or A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. George H. Aigla Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, I 111 J1 �80/ST. JOHN'S COLLEGE FACULTY/81 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Randolph J. Perazzini B.A., Univ~rsit". of Chicago, 1970; M.A., 1971, PhD . . Cornell Umvers1ty; Instructor, Cornell Univ "t 197 ., 1975, En?hsh Literature, of English, Pittsburgh State University; 197~~;:.· I 5-1976'. Assistant Professor and ~hain;rian of Humanities Departm~nt, 1981-B6 ~uc~or m English, 1979-86, Mexico . City; Assistant Professor of English a~d encan_ ~chool F?undation, International University, 1980-84· Tutor St J hn' CHullmamhes, Umted States ' ' · 0 s 0 ege, Santa Fe, 1986-. Lawrence Cave B. Mas. Oberlin College Conservatory of Music 198 . . 1,_M.A. Harvard Umversity, 1983; Ph.D. in Music Composition Harv d ' ar mvers1ty, 1986, Tutor, St. John's College, Santa Fe, 1987-. U. Sean D. Collins B.A., Thomas Aquinas College 1979· M A L al U . . Foundation Fellow, 1982-84; Teachi~g Assist~ Lam~ers1~, 19_82; Laval University Laval University; 1986· Tutor St Joh , C II , Sva Umvers1ty, 1985-87; Ph.D., ns o ege, anta Fe, 1987-. ' ' ' · Dana Densmore Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. David Lawrence Levine AB. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary} 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, · 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. B.A., St. John's College, Annapolis, 1965; Software D . . . Apollo Project, Space Shuttle, other NASA contra I es1gn and ~ngmeermg for Massachusetts Institute of Technology; 1966-74· R cts, ~s~mentatio:i Laboratory, Institute for Freedom of the Press Wash. t ' g~arc Irector, Editor, Women's Software Technology Demonstrati~n p _mg on, · ., 197~-76; Project Manager, Stark Draper Laboratory Cambridg ro~, ~g~puter Sc1~nce Division, Charles Nixdorf Computer Corp~ration Bu;{ t ' -78; Senior P~oduct Planner, Institute, Santa Fe 1982-87 Tutor St mJghon: MAC 1979-81; Director, Artemis 11' ' · ' · 0 ns o ege, Santa Fe, 1987-. Thomas Scally i:, B.A., St. Mary's College of Californ· 1967 MA Boston College 1971· Assistant Pr _Boston College, 1970; Ph.D., A . P ' , o essor, mvers1ty of Santa Cl 1970 71 ss1stant rofessor, St. Mary's College of Californ· . ara, - ; California State University at Humboldt, 1975· De ia, 1971-74; ~ss1stant ~rofessor, Ch~mplain Regional College, Quebec, Canada r;;~~e;;7~~airman (Phil~sophy), Social Theory York University Tc t C ' , ecturer, Institute for , , oron o anada and Perug· Ital 198 V. . . 1s1hng Tutor, St. John's College, Santa' Fe, 1987-1988. Ia, y, 0-1984; 'u. : ., George L. Iannacone B.A. St. John's College, 1982; M. Phil., De artm . Yale University, 1985; Doctoral work in G!Io e~alof (f'e.ologr and Geophysics, fy, e mvers1ty, 1986; Summer Research Fellow, Bermuda Biological St t' Assistant Professor in Geology; West I ~- 10~ ~r ~~s~ar~h, 19~6, 1987; Visiting ity, 1987-· Tutor St John's Co,11 Sn iesF a o air e1gh Dickenson Universege, anta e, 1988-. , ' · 1 Grant H. Franks ~:, ;;sb~1::o;i~l=g~i:;;,napolis, 1?77; J.D., Harvard Law School, Cambridge, clerk to Judge Cecil f. Poole~in~a~::~:it&c~::.!;~f ~n Francisco, CA, .1980-83; 1983-84, associate, Heller, Ehrman, White & McA )~~als,SSan Fran~1sco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. u I e, an Francisco, CA, Basia C. Miller B.A., Philosophy, Antioch College 1959 MA U . . Translator for the University of Chicago ~res~ l975~1;1e.rsle1tytof C~icahgo,L.lb962; , , curer mt e 1 era! �82/ST. JOHN'S COLLEGE Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Doctoral candidate in Romance Languages, University of Chicago, 1984; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William 5. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan £. Silver B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Izaak Walton Killam Scholar, 1977-79; Canada Council Special M.A. Scholar, 1977-78; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- Colle~e, University of Toronto, 1983-85· PhD D and Literatures, University of Toronto l988·· II epartment of Gemamc: L .. ·• College, 1987-89; Tutor, St. John's ;;: Colleg~, p' ~~'[~!~~University~~: Bruce M. Perry · B.A.,. Greek, 1973, M.A, Classics, 1975 Ph D "".a~~mgton; Ph.D. Candidate, Oriental St~d· . . V1s1tmg Tutor, St. John's College, Santa Fe, . Class1~s, I~s9icii~5, Umversity of Pennsylv!u:; 1983, Universit James P. Forkin B.A_., St: John's College, Santa Fe, 1980; MS Califorma Davis, 1986; M.A., Political S . . . , Ve~etab~e Crops, Universit of 1986; Tutor, St. John's College, Santa Fe, Umvers1ty of California D:vis, c~~~~e~. Danny L. Hawley A.~., Physics, University of Chicago 1968· MA Prmceton University; National Scie;ce Fo~ d .t" ., 1970, Ph.D., 1972, Physics Prof~ss?r. of Physics, Carleton College, 1972-7; ~ ~n ~e~~o~, 1968-_71; Assistan~ o:Vrr~1a, 19~3; National Resource Language,Fell~..; l~;fou~ Stud1~s, University o Indian Studies Language Fellow, 1984-85 Re 'h 84, Amencan Institute of Information Systems and Lecturer Uni~ ~~arc f ~~lo~'. 1986; Coordinator Candidate, History of Religions, Uni;ersit ers1 ~ ~ . rrgm1a, 1988-89; Ph.D. College, Santa Fe, 1990-. y of Vrrgm1a, 1990; Tutor, St. John's Frank R. Hunt St. John's College, Annapolis, 1971-73· C . . Yo:k University, 1976; M.A., 1980, Ph.D ~rnell Umver~1ty, ~973-:-74; B.A., New Editor, Catholic University of A . .,p 985, Catholic Umvers1ty of America· University of Virginia 1985-86· Edirr;enc_;. ress, 1980-86; Lecturer, Marymoun~ St. John's College, S~nta Fe, 1990-.or, nnceton University Press, 1987-89; Tutor, Gerald P. Proietti B.A., Music, State University of New y k C 0 II Classics (Greek) ' PhD ., Pol"t" IS c1ence oBroston C II at Fredonia, 1973· MA ., . ege · I ica . ' · toral Fellow in Classics 1982 D lh . u' . . o ege, 1982; Killam PostdocSUNY CoIIege at Oswego, 1982-a .ous1e mvers1ty·' Adi"unct A ss1stant p rofessor, ' ' . . . 85 L 1985-88; Visiting Assistant Profes~orectur~r, U~1ver;ig of Wisconsin-Eau Claire, John's College, Santa Fe, 1990-. ' mvers1ty o allas, 1988-90; Tutor, St. James Cohn B.A., Dartmouth College 1981· Fulbri h S h I mittee on Social Thought University g / c~· oar, Germany 1981-82; Ph.D. Com0 icago, 1990; Tutor, St. John's College 1991-. ' Sally Dunn B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 1975-81; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. Margaret Anne Kirby B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Ma.ssey Charles N. Fasanaro B.S., Chemistry, Manhattan Colle 1965· MA . . . of Theology, Colorado 1980· t~'D Ph"! . . R. with d1st~n~tion, ILIFF School Denver/ILIFF 1983· Schlessm~ S .h h~ ostphy of Rehg10n, University of Religion, 19S0-82·' Jonathan ~ cDo a_r~ ip or the Study of Philosophy and Philosophy, Unive;sity of Colorado l~r;:;~8:.e~ow, 1982 Postdoctoral Fellow, '. rogram Ombudsman and Assistant to the Director Writing Progra ' U . Professor, Center f~r Philosophy a:ci' R f1"'.ers1tt Colorado, 1986-91; Associate for Philosophy and Religion Color d e ;~~~~'11oorado,198,6; Professor, Center ' utor, St. Johns College, Santa Fe, 1991-. ' a o, "i ot �84/ST. JOHN'S COLLEGE OFFICERS/85 OFFICERS, ASSOCIATES AND STAFF Joshua L. Kates B.A., St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Bruce K. Sawhill B.A., Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder-Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres B.A., Vassar College, 1963; M.A., Philosophy, New School, 1972; Ph.D., Philosophy, New School, 1980; Adjunct Associate Professor, Philosophy, Long Island University, 1984-91; Adjunct Associate Professor, Journalism, Long Island University, 1986-91; Adjunct Assistant Professor, Continuing Education, New York University, 1989-91; Adjunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, St. Francis College, 1982; Tutor, St. John's College, Sante Fe, 1992-. PRESIDENTS EMERITI Richard D. Weigle Edwin Jules Delattre William M. Dyal, Jr. President Christopher B. Nelson Dean Eva T. H. Brann Vice President for College Advancement Jeffrey A. Bishop Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Assistant Deans Wye Allanbrook Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Artist in Residence Burton Blistein Director of Athletics Leo Pickens Director of Placement Barbara Altman Director of Continuing Education John Verdi TUTORS EMERITI AND RETIRED TUTORS Wiley W. Crawford James L. Tolbert Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen ANNAPOLIS Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Litt.D., Oxfo University, 1961; LLD., Carnegie Institute of Technology, 1967; lli.D., Yale University, 1967, Director of Financial Aid Deborah Winans Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A Amitin Superintendent of Buildings and Grounds Charles L. Wallace SANTA FE President John T. Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Nancy Buchenauer Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Cynthia Jokela Director of Placement Don Parker Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Conference Center Manager Virginia Hendley �86/ST. JOHN'S COLLEGE Profile: Freshman Classes Fall 1991 and January 1992 States Represented ... . Alabama ......... . Alaska ........... . Arizona .......... . California ........ . Colorado ......... . Connecticut ....... . Delaware ......... . Florida ........... . Georgia .......... . Hawaii ........... . Illinois ........... . Indiana ........... . Iowa ............. . Kentucky ......... . Louisiana ......... . Maine ............ . Maryland ......... . Massachusetts ..... . Michigan ......... . Minnesota ........ . Mississippi ........ . Missouri .......... . Montana ......... . Nevada ........... . Annapolis 33 1 2 11 21 4 4 6 2 1 1 1 2 1 2 1 9 2 2 3 1 2 2 2 1 1 16 6 1 3 7 3 1 1 1 2 2 1 Early Entrance ........ Previously Attended College . . . . .. . . . . . . Range of Ages ........ Veterans ............. Kind of School Attended Public ............. Independent ........ Parochial .......... 71 56 5 6 27 17-27 44 16-40 1 3 87 35 5 86 32 6 Annapolis· 1 3 2 12 2 1 11 1 2 1 4 1 1 19 2 2 1 5 1 Annapolis Santa Fe 112 28 73 67 111 16 New Hampshire ... . New Jersey ........ . New Mexico ...... . New York ......... . North Carolina .... . Ohio ............. . Oklahoma ........ . Oregon ........... . Pennsylvania ...... . Rhode Island ...... . South Carolina .... . Tennessee ......... . Texas ............. . Utah ............. . Vermont .......... . Virginia .......... . Washington ....... . Wisconsin ........ . District of Columbia .. Bulgaria ............ . Canada ............. . China .............. . Germany .......... .. Spain .............. . 4 Annapolis Number of Students Fall 1991 ........... January 1992 ....... Men .............. Women . . . . . . . . . . . . Santa Fe 34 Receiving Financial Aid . .............. Rank in Class* First Fifth . ......... First Tenth ....... Second Tenth . .... Second Fifth ....... Third Fifth ......... Fourth Fifth ........ Last Fifth . ......... National Merit Honors Scholars ........... Finalists . .. Semi-Finalists . ..... Commended Students 65% 47% 25% 22% 23% 15% 16% 1% 36 1 4 9 22 *Not included in this table are 94 students for whom rank-in-class is not available. Santa & 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1992-1993 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1992-1993 Date A point or period of time associated with an event in the lifecycle of the resource 1992-1993 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1992-1993 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/35d09a0abea9d58651e60a5a07920db9.pdf 36cc27dace959de7d0f6918b3c4f51b2 PDF Text Text STATEMENT OF THE ST. JOHN'S 1993-94 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States .Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �24 August 25 August 26 August 26 October 8-11 November 24-28 December 9 December 10-January 2 January 3 January 24 .. January 28-31 25-March 13 May 13 15 23 June 20 July 29 August 11 Senior Registration Freshman Registration and Convocation Sophomore and Registration Classes Begin with Seminars Weekend Recess End of First Semester \!\Tinter Vacation Second Semester Freshman Registration Weekend Spring Vacation End of Second Semester Commencement Freshman Second Semester Begins Graduate Institute Summer Session Begins Freshman Second Semester Ends Graduate Institute Summer Session Ends Sophomore and Senior Registration Convocation Undergraduate Classes Begin with Seminars and Registration Begins Recess End of First Semester Vacation Freshman Registration Second Semester ~ Spring End of Second Commencement .......... , .... �Introduction ..... ··············· ································ 6 The Curriculum Seminar ............................................... 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Formal Lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 St. John's List of Books ........................................... 22 The Academic Order Tutors .......................................................... Instruction Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library . . . . . . . . . . . . ............................ . ........ Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................... . Essays and Examinations Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Graduate Studies and Careers After St. John's . . . . . . . . . ........... Degree of Master of Arts ............. .......... Graduate Institute in Liberal Education ........... Directory Information and Right to Privacy ............ Residence and Student Life Annapolis ... Santa Fe Both Campuses Site Plans of the Campuses Admissions Requirements and Procedure Campus Visit ......... . Fees and Financial Aid Procedures and Deadlines Grants and Loans Student Budget ............ . Billing and Deposits Refund Policy . . . . . . . . . . . ......... . Criteria for Judging Satisfactory Progress 28 29 30 31 33 34 35 35 37 37 37 38 43 47 so 54 56 ............. 58 .............. 60 62 62 63 64 Bibliography 66 Board of Visitors and Governors 67 Faculty 68 Officers, Associates and Staff 86 Profile: 1992-93 Freshman Classes 87 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �I (I ' 6/ST. JOHN'S COLLEGE THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poe o~ the validity of an argument. On the other hand, it may concern itse~ Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. T.he.se books are both timeless and timely; they not only illuminate the pers1stmg questions of human existence, but also have great relevance to the contem1:>0rary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as f~eshly as when they spoke for the first time, for what they have to tell .us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoug~t~; they affect the deepest of our passions, and they touch the most spmted parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpret~tions that reveal a variety of independent and yet complementary ~eamng~. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They a.r~, therefo~e, properly called great, whether they are epic poems or pohti.cal tre~hses, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse w;ith e~:~ ot~er. They draw the readers to take part, within the limits of their ab1hties, m a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, with?ut furnishing the clarific~­ tions that we desire. To remedy this defect is the goal of the St. Johns seminar. Here a number of students of' varied backgrounds, faced with a text that d,.ay present unfamiliar thoughts, at~e~pt to dis:uss ~t reasonably. It is presupposed that the students are w1llmg ~o s_u~m1t their opinions to one another's questions. The demand~ of ~h~ md~v1~ual ~nd those of the group are in continuous interplay, settmg hm1ts w1th:n wh~ch the discussion moves with the utmost possible freedom. The d1scuss10n 0 with more general or with very contemporary questions that thrust themselves for~ard. The stu~ents br~ng to the seminar the assumptions they have .deriv~d from the1~ experience in the contemporary world. Through .d1scuss10n they acqmre a new perspective, which enables them ~o re~ogn.1ze both ~he sameness of a recurrent problem and the variet of its historical manifestations. y Principally, however, the aim is to ascertain not how things were but h.ow things are - to help the students make reasonable decisions in whatever circums~ances they face. And it is the ultimate aim of the program that the ~ab1ts ~f thought and cli.scussion thus begun by the students should continue with them throughout their lives. Mos~ of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tut · l A s much as poss1"ble, th e actual instruction in all classes and laboratories oria s. . is ma~e to depend on the activity and initiative of the students. The tutors function as gu~des, more intent to listen to the students and to work with them than t~ impose upon them their own understandings. . St. Joh~s seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an a_wareness of the forms that are embodied in combinations of -:rords and in. numbers so that they become means of understanding. Traditionally, the liberal arts i:vere se:ven in number: grammar, rhetoric, logic- the arts of langu~ge; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light ":'hat is invoh~ed in the use of words and numbers in all kinds of discursive t~ought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. . There are i:nany _ways to develop these arts. The curriculum emphasizes six of them_: d1scuss10n, .translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used they all serve the same end: to invite the students to think for themsel;es to ena?le them to practice freedom. By these means students will be abl~ to e~v1sage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intell~ct1:1al skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the ~en~uries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness ?f beaten paths. Under their discipline they can acquire the habit of listent~g ~o reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the·answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest " • a topic and invite a tutor to study it with th_em. Although many preceptorials study one of the books of the semmar list or a theme suggested by the program, some preceptorials may deal wi;h books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. C?uided by a tutor, they proceed at a pace more leisurely than that p~r~mtted by the seminar. Usually the students' work is completed by the wntmg of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. I The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their o~n in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium I �THE CURRICULUM/13 12/ST JOHN'S COLLEGE of the art of termediary of tongues, discover the resources of consistent and effedive ~if it is to be govern it if it is to be and rn~r<:11-,:>,01'7P to A purpose of the is of the sen1inaL Some of the works read for seminar are also studied in the free from the veil of ready-made to the fore which oth12rwise have been v,1ith greater than se:mmar in its then becorne more cornffion in semfft2!T. cannot and should not aim at inastery of the language is to extend the The choice 0f schedule and is in Latin 2,nd r.:;erman without changing the aims of the The first year of Greek ho1Neverr go~s 1NeH with the fr2shm.an ser_n_inar and rnathen~1_atics and the continuance of Greek into the second year z,dvances the work of the firsL The second year ends vvith and discussion of works Shakespeare, Donne a:-1d other Thie French of the third year French grammar followed the is tov-Io.:rd iD th.e -of 1 Students fluent in French rn.ay be Then follows examination of the form and content of French prose selections. Discussions of both form and conl:ent are relai:ed to exercises in (ronslation in <Nhich the atteni_pt to rnatch in t:h.eir 01r.,rn tongue the excellenc~ of th~ir m.odels. In is read-Racine's Pheclre of the fourth year is the of French prose U'"'~'.H'l'-. a numb;:r of poems from Baudelaire's Fleurs du MaL is the and of each poem a basis for discusof the relation of that art to the language. assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with p0e;:s, s·.,.ich as Te discussion of modern British and American VV B. Yeats and \i\/allace Stevens. that this is true or to be meanthat students should come to dislike themselves as unrnathematicaL It is rnathematicians are often unaware upon ·which mathematical and forarE based. Mathematics at St. is studied as a liberal art, not from what have come to be called the humanities. 'i11h'f:'f' mathematic3 is at an unhurried pace, in an of and from treatises chosen not for their matter but as it is at SL mathernatics learnable liberal art but also one which and 1Nith TiH:n: are two main reasons for mathematics, ':Jades rnodern it Ther·efor.e to resist or vvi th this vvith the rnathematical methods must have about the that It fa the task of the mathematics tutorial and students to think about 1Nhat it means to for it is derived from a Greek stud.~nts study demonstrate at the u1,atcr,u•ucu this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/15 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music as of a book facilitates and enriches the understanding of it. ' ' �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 Three hundred years ago algebra and the a~ts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the SL John's program and one which the College takes special care to emphasize There is scarcely an item in the curriculum that does not bear upon it The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the The intellectual tools of the laboratory are the consequence of the vast of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transfomlls the universe into a great book written in mathematical characbers . Liberal learning is concerned with the artifices of the human mind and hand that us to relate our experiences to our understanding. For this purpose St has set a three-year laboratory in the natural sciences, wherein characteristic related topics of physics, biology and are There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific to the student up to date in or to engage in specialized research" It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental and a variety of skills. The College does not subscribe to the of scientific studies from the humanities, as if they were distinct and autonomous domains of There need not be "two cultures:' Different fields of exploration require different methods and but the integrity of scientific pursuits stems from sources common to all intellectual life, THE the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots m principle, assumption and observation. Thus certain inte£(rarea wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical (3) The schedule of laboratory work should give opportun1ty for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative and on occasion to repeat an entire experiment. Only thus can come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students workunder the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A labosession may be used for exposition and discussion of theory, for or for both, as the progress of the work requires. Occaa laboratory meeting is reserved for the discussion of a classic or other text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherand Bohr are among those regularly used in this way. In all the work of the and in the laboratory manuals written at the College the pi.<::pose is to achieve an intimate mixture of critical discussion and THE The program is largely determined by three considerations relevant to the liberalization of the study of science (1) The formally scheduled experimental work must be combined with a full and free discussion of TOPICS Th.s general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �THE CURRICULUM/19 18/ST JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: Year Year goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed (o with the understanding of the texts and the physical and chemical of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. 10 v1eeks~ THE FIRST The laboratory begins with twelve weeks devoted to topics in observa~ional biology: classification of types, anatomical structure, cells and their aggregation and embryologica~ developme~t. Close observation by eye or with microscopes is accompamed by ~onst.ant theoretical interpretation, based on reading important wor~s of b.1olog1~al scientists. Here the student confronts organisms as self-movmg entitles with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. . . . The freshman laboratory next turns to the non-hvmg, m a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is then the laws of of gases, temperature and calorimetry are taken up, and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely that are involved in the theory that matter chemical and the is compo~ed of discrete particles. The student compares the ·dews of Aristotle and Lavmsier on the nature of substance and substantial change, and laboratory deals with topics common to a number of the of physics, such as mechanics, optics and electroThroughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be to work in the laboratory at the same time that their rigorous is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative of force, acceleration, work, energy and potential fields, to their in terms of derivative and integral; at the same time the serve to illustrate the mathematical ideas. The concepts of rnechanics are to be used to formulate alternative theories of lightV'"'"-'cuoa and wave - and the success of either theory in accounting for phenomena is examined. The fundamental phenomena of electricity are studied observationally and experimentally, and forrnathematical terms. The final and culminating topic of the year is i\/faxwf.:ll's derivation of an electromagnetic theory of light. THE FOURTH YEAR In vvays the work of the senior year is a return to questions the confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has lnco>:ne th<: object of study. Prepared by his work with electrical " the student can focus on the questions of atomic stability that . to the revolutionary quantum hypothesis of Bohr and the wave rnechanics of de Broglie and Schrodinger. Through a sequence of historic sd'."ni:ific papers and related experiments, the concepts of ~article and wave, ::if and continuity, gain new meaning. . . the course of thought in Schrodinger's What is Life?, the serum Laboratory then turns or returns to biological topics, and first to i:o Iv1endel's theory of heredity and its development through the expermr1e.11ta and interpretation by T.H. Morgan and his associates. , resuil:s of laboratory studies of bacteria populations are considered uom of their significance, in the papers of and Delbruck. Next, fundamental papers leading to molecular biology-for instance by Beadle and Tatum, WatJacob and Monod- are studied. �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of Iec'ure d · l s an concerts given on one or t h e ot h er campus in recent years: "The Iliad: A War Poem" Bernard Knox "'What Makes Crime Go Down?" James Q Wilson "Galactic Nuclei, Active Galactic Nuclei and Quasars" James Beall ' The Fine Arts Quartet Madison and the Bill of Rights" Goldwin "The Tears of Odysseus" Stickney "Evolution and Development" }, Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Pha d " Martha Nussbaum .e rus Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Lederer 1IV<11t<'crn·" "Botticelli's Prima Vera: Anatomy of a Mast · " Paul erp1ece B- Elxperience and the Mechanisms of Human Vision" o.n <S "n tne n "· Upening Chord of Wagner's Ring" ~L;n tJnott Zuckerman VPJlfr. , L.,c>11 "The ,Evolution of Behavior in Humans and Do s" '-Gppmger g Themes in the Speculative Theology of St Th A . · omas qu1nas" of the Good" }vli~ds and Brains: Men and Machines" Mornmer "P 1 J Adler · a.s He Was and Paul as H Lo k " 0 5 Knster Stendahl e "T'n~. 1 2lrable of Don Quixote" D , • • "11.L JO£ :::Oachs of Romantic Love: Flaubert's Madame Bovary" Quartet in a Mass Democracy" �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Iliad, Odyssey Agar:zemnon, Choephoroe, Eumenides, Prometheus Bound c;;edzpus Re::, Oedipus at Co/onus, Antigone, Philoctetes re 1 oponneszan War Hippolytus, Bacchae Histories* Clouds Meno,_ Gorgias, Republic Apology, Crito, Phaedo Symposium, Parmenides, Theatetus, Sophist, Timae~s Phaedrus ' Poetics, P~ysics~ Metaphysics~ Nicomachean Ethics~ On Generation and Corruption*, The p z·t. * n f . A nzmals *, Generation of Animals* o z zcs , rarts o Elements On the Nature of Things "Pericles;' "Alcibiades," "Lycurgus" "Sol Arithmetic* Elements of Chemistry* ' " on Archimedes, Torricelli, Pascal, Fahrenheit Black Avogadro, Cannizzaro ' ' Motion of the Heart and Blood SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation~ Prior Analytics* Categories* ' Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority Commentary on Galatians~ Sincere Admoni~ion Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum * Richard II, Henry TV, The Tempest, As You Like It Twelfth Night, Hamlet, Othello, Macbeth, King Lear Sonnets* ' �24/ST. JOHN'S COLLEGE THE CURRICULUM/25 Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Goethe l\/iendeL [iranNin: I-Iegel· Lincoln: Marx Dostoevski: Mark TiATain Wilham James: I'-hetzsche· Fretid Kafka, Einstein: Conrad \!Voolf: Faust'' Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov !Nar and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness To the Lighthouse The Dead Everything That Rises Must Converge Yeats, T S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J, Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, M~xwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri ' Mendel, Teilhard de Chardin �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lucretius Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Second Year Third Year Fourth Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor Moliere Hegel Goethe Kierkegaard Tolstoy Nietzsche Dostoevski William James Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �THE ACADEMIC ORDER/29 28/ST JOHN'S COLLEGE the teaching members of the facare called tutors. The title professor is ~--,.~;r1~d to signify that it is not the chi~f ~ol~ doctrines in their hela 1 u,,cc.1u, learning is a cooperative out in small groups with perstages of learning working All participants in a class are expected to prepare for their discussion by studying from the works of the teacher of the class it might be Plato or Newton - usually an o:ie of the great books ho vvrote frorn the high of his or her learmng. w What then is the role the reading talking i:~ac~ers, the t1:1-tors: F t f 11 be good questioners, able to rmse important issue~ ''hirs o ·1al '. o P 'l and imaginative powers of their students. c at w1 enoag._ L1e h d'ff lf £their . they must be good listeners, able to determine t e .1 icu ies Oi . · ·'hem to reformulate their observat10ns and examme st u d enrn ana' '·o c L · their opinions. The tutors should be ready to supply examples and to encourage students to examine the implications of first attempts at understanding. In summary, the role of the tutors is to question, to to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the to try to help themselves" In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors reeducate themselves to acquire increased understanding in those parts of that are outside their field of post-graduate training" For extutors with advanced degrees in mathematics would prepare to lead language tutorials requiring translations from Sophocles or Racine The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with thE reply that these matters are handled in another department. There departments! The advantage of this for tutors is that they are inwith a variety of works of such richness that they are continually '""'~~o>r..J to strive for greater comprehension of them" Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no foll-tnne tutor is confined to a single part of the program" They are, and have to teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their and learning from them. h is that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at SL John's than the for classes usually allows. In order to avoid staleness and the of succumbing to routine performance, they are granted leaves to allow for leisure and serious study" Between sabbatical study groups are set up" Leaders of such groups are relieved of their ordinary teaching duties. They engage in a thorough study of a subject chosen by the Instruction Committee of the Scholars from other institutions may join the group for certain the subject under study may not be directly related to curriculum, the work of the study groups opens new perspecand learning at St. John's" Committee is a committee of tutors responsible for advisDe2ns on all matters of instruction, It also advises the President to the faculty" The Committee consists of the Deans and tutors,. six elected the tutors on each campus of the College; the H,.,, 0 ;,ic~~• 0 sit with the Instruction Committee ex officio. The Deans preside Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Comrhat campus and meet at frequent intervals throughout the year. meets annually, alternating between the two campuses, Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all th.e students of ~he same year are reading the same books at the same time ~vith the same imn:ediate preparation. This may be the week when all rreshmen are learnmg the Greek alphabet; or the weeks when th . h h" h f ey are meeting t e ig est type o Greek mathematics in the fifth book of Eucl"d' Efoments! or the time of the first assignment in Thucydides, when stude~t: seminar leader~ are thinking about the implications for liberty in Fo·,nr 1 "'"' funeral orat10n. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for at St. are collected in the library in the best editions and translations that can be obtained. These books form the core of the essential to the teaching of the program. A general the College has little need for a Each year books are fine arts, many other The library "~'~'~MW and newspapers. A committee of the assists the Librarians in selecting books and periodicals, The maintains a collection of about 93,000 volumes, In Santa Fe, collection now numbers over 60,000. Both libraries hold interesting special collections, Collection from 1696, known as the "first in Peter Jackson and the Lee Bowen Collection of symbolism and architecture The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres, In addition. the Santa Fe contains several distinguished nmsic collections, , the Amelia the Grumman, the Schmidt and the Holzman collections. facilVi/oodward Hall in Annapolis was renovated as a modem in 1969. It has comfortable modem study carrels and stacks as 'Nell as traditional reading rooms. The Faith and Meem Library opened m Santa Fe in 1990. The Meern Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. ListE:ning carrels, scores, and over records, tapes and cornpact disks are located in a music room. for the preceptorials in the junior and senior years and certain laboratory work for which the upperclassmen may choose their the schedule is the same for all students. The language "''""'"'""' and music tutorials each meet for three and a half hours t~ a half hours p~r week. Freshmen, juniors, and seniors spend up each week m the laboratory. Two evenings from eight to ten ~t 11 ""'"' 0 attend a. seminar. A formal lecture or concert is given once , -,:ir ._ . . to n~neteen hours per week.are spent in regular classes. Y<\, .. "" d1v1ded mto two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION . During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. HE FINAL ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final y related to some aspect of the four years' work. It is not intended to a piece of specialized research, but rather a sustained performance in liberal arts. Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the l essay is approved by the faculty committee to which it has been ed for reading, the student is examined upon it by the committee n hour-long public examination. No degree is awarded unless both essay and the oral examination are satisfactory. The senior essay is ded as a culmination of the student's learning. l1 I! 'I l.i I! I, !I I! 11 [I 11 lj \1 I �34/ST JOHN'S COLLEGE THE ACADE!VIIC ORDER/35 classes are small and intimate, and because students partutors are aware of their students' progress from to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of until there is clear evidence to the contrary. The curriculum is varied and rich for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and Moreover, St. is free from the pressures of examinations and competition for grades. is essential to the way in v.rhich classes Because student are conducted at St. attendance at all regularly scheduled college exercises is A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE RAG Within the College, the most form of evaluation is the don rag. Once a semester, freshn1en, vuvAJL!vH::~ and meet with their tutors in the don The tutors the seminar leaders on the students' the sen1ester; the students are then invited to ""'''nrn"l.n to their tutors' reports and comment on their own work. Advice may be requested and difficulhes may be but grades are not reported or discussed. In the junior year, students may a conference rather than a don rag. In that case, students report on their own and then the tutors comment on that report. By the time students are seniors, it is assumed that can evaluate their own and there is no don rag unless a tutor that there is a special need for one. If a student's work as a whole falls below a satisfactory the student be placed on academic with the stipulation of conditions must be met if the is to continue in the College The normal probationary is one semester. SOPHOMORE ENABLING r enabling is a review the Instruction Committee, with the or all the tutors of sophomores, of the student's learning d · o the}~,,J~ years spent_.in the College. The sophomore essay is especiaH~rt;~ poi ,~nt ~n t~e e~abhng procedure. Consequently, no students are enabled ~o "'eMer rhe/1mor ~lass unless they have written a satisfactory essay, and rh .. ri 11 m the Judgment of the Instruction Committee they are suffiprepared for the work of the final two years. In particular the enabl. ing looks to the possibility of the student's writing an' acceptable ser.101 essay. LETTER The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. '\!Vithin the College, grading is not of central importance. Students will be told their grades on request, They are encouraged, not to work for grades, but rather to to develop their powers of If it becomes ev1dent that a student is not progressing, process has the student is asked to leave the College. Inawnrl'1' _w h'h careers. an d work environments are changing rapidly, a · · - ' -- ,.n ic b10adly-based liberal arts education is recognized increasingly �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE Tutors w~o have ~om~leted two years of teaching at St. may receive a Niaster s degree m Liberal Arts. They must petition the Instruction Committee for permission t.o presei:t themselves as candidates for the degree. ~ . n:~st then submit a thesis on. a t~pic approved by the Instruction t_omm1tLee and stand an oral exammat10n upon it. The must have some bearing on the understanding and practice of the arts. The Graduate Institute in Liberal Education is an m1ter<dis:ciiJlil as perhaps the best long-term career preparation. Rese~rc.h studies in business and the professions and recent national comm1ss1on reports. have re-affirmed the value of the liberal arts in inculcating broadly apphcable skills, such as analytical and problem solving abilities, written and o.ral communications skills, and the ability to adapt to diverse and changing circumstances. Many SL John's alumni, for example, have demonstrated an to master and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: "' 21 % of all St. alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; "' 20% are in business or business-related occupations; <> 13 % are in sciences and engineering; ® 10% are attorneys; ® 8.5% are in the and performing arts; " 6.5% are in the health professions (4.2% are physidam). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology religion, psychology, and journalism. . Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level with close to 30% of each graduating class pursui~g advanced studies leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) the Law School Admission ;t Test (LSAT). Most of study may be entered directly from St. John's. Some of the more technical fields may require additional preparation, either to or the first year of graduate study. St. John's has developed special programs and relationships with specifi~ ~raduat~ and professional schools to facilitate entry into fields such as med1cme, busmess, engineering, and teaching. -f~ogram based on the same as the program. le is offered year-round on both the Annapolis and Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic tenn~-~re each s1x~een. weeks. long. with classes held in the evenings. l ae prog~am is d1v1ded mto five subject areas: Politics and Society, Philosophy and Theology, Mathematics and Natural Science, Each segment consists of three classes: tutorial and The seminars, like those of the undergraduate have two ,.tutors as leaders and are limited to students Tutorials are sma1ler classes devoted to closer reading of texts. to twelve students and one tutor, studies a single or £ a major essay is required at the end of the term. Nine credits 1or the successful completion of each segment of the , segments are required for the degree, though students prevmus graduate credit may be eligible for the degree after three segments, !he segments may be taken in any order, but not every segment is offered m.eV<:Ty term-, More detailed informat10n and an application may be obtamed nvmt1~~g to the Graduate Institute Liberal Education, SL ~anta fe, New Mexico 87501-4599 or PO Box 21404-2800, INFORMATION AND RIGHT vvith the family Education and the Colrefains the right to publish at its discretion the following information e2ich student presently or attending the College: the stuname, address, telephone and place of field of partmpation in officially recognized activities and dates of degrees and awards received, and the most previous educa, agency or institution attended by the student. As the tt1e College will provide public notice of its intention to such directory information. Students have a rio-ht to inform the within a reasonable period of time that any or of this directory 2hould be withheld. The College will respect any such ~ 0 ,,,,~~• all �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the . Two other student publications, The Collegian and Energeia, appear frequently, and publish longer and more polished essays and fiction. .ents are also welcome to contribute to The Reporter and The St. John's tew, the two official publications of St. John's . .Extracurricular organizations at St. John's are generally informal. Some fume year after year while others spring up and die out as the individual hers of the community come and go. Many extracurricular activities W directly out of the curriculum as students' interests overflow from �40/ST. JOHN'S COLLEGE the classroom.. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz, Afro-American literature, and selected women writers, Other activities stem from interests independent of the College curriculum, such as gardening, dance, and the martial arts. . Computer facilities are provided to students by the College in conjunction with a student organization, the SL John's College Computer Trust. This group maintains a computer room to which students have twentyfour hour access, as well as several individual computer stations in the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theatre life is active, The King William Players stage one or two classical plays a year, perform one or two modem works, and produce several one-act plays, Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend the student film dub presents foreign and domestic films - the classics of cinema arL The selection is eclectic: recent screenings have included La dolce vita, Wings of Desire, and Saturday Night Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually, Voice and instrumental ensembles train new members and perform at College events; the Small Chorus recently presented a concert version of Purcell's Dido and Aeneas. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town, Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College's Mitchell Art Gallery specializes in circulating exhibitions artists of stature. Recent shows have included the drawings of Henry Moore, Master Drawings, and works of the Austrian Secessionists. Lectures and discussions are scheduled during each show, An exhibit in the spring displays work by members of the college community. There are to galleries and museums in Washington and Baltimore; transportation is free of charge for SL John's students, Various artists teaching in their fields of specialization conduce classes in drawing, and pottery throughout the year. Materials and tools are without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion, Vigorous square dances and quiet jazz pa1ties occur once or twice a year, A festival in the spring, Reality Weekend, begins with student skits and parodies after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings, Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic RESIDENCE & STUDENT LIFE/41 tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, nc Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films as well as for individual explorations, ~;~: ~t ·~si.:~,::- ~t "';:«',~· I ~ii?' ·~f ft · •.·.~.,.,·.·,l~.'f.·..·. . 'f/J} ·.·~·· •;if'.,I, ATHLETICS College provides an extensive intramural program that includes in soccer, flag football, basketball, volleyball, softball, .acn . as well as individual tournaments in badminton, and Jahle tennis Competition between intramural teams is passionate, but good;'J'iatur~cL Students and tutors also pursue interests in sailing, canoeing, .;ka3rakrng, aikido, yoga, weight training, and aerobics, The College also ha~ active and fencing clubs that compete with other college and ..1-\ruversity :•eams at local regattas and tournaments. There is also an an3~4a1 croquet match with a team from the neighboring United States Naval ;:;~cademy, for the Annapolis Cup, include a gymnasium with racquetball courts and weight tennis courts, and a boathouse. ;. . /~teadm �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to its student body The Board of Visitors and Governors chose to establish a second campus in the \Nest rather than sacrifice the virtues of a small campus. SL College in Santa Fe was opened in the fall of 1964 in New Mexico's capital founded in 1610 colonists. Its of people is ocwith the government of the State and of Santa Fe with cultural purthe fine arts, museums and opera; and with archaeological and research. Scientists in nearby Los Alamos do research in nuclear and related fields. Neighboring institutions of higher education the Institute of American Indian the College of Santa Santa College, and the University of I'lew Mexico in miles to the Albuquerque the attractions and of a city of people, The campus of 250 acres Hes in the southeast quadrant of the city, :o miles from the historic Santa Fe Plaza and the Palace of the Goverrs" The architecture of the Santa Fe campus reflects the territorial the state during the last The campus, at an elevaoverlooks the and superb views of the Certhe Ortiz y Pino and the Sangre de Cristo mountain campus includes a dassroorn a laboratory, a library, center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two dusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modem dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/ 45 is open to the public, has a new show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art poetry, short stories, and photography from students and faculty alike Tv.!usical performances of many kinds are given by students through the Collegium lVIusicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. The SL John's Chorus and the small chorus also give recitals. The College provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �46/STO JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 areas for hiking and unit trains regularly in local activities" The SL bus takes students into town daily" Most students come to SL with definite interests outside the scope of the program and these interests in extracurricular classes and discussion groups on and off campuso Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are on-campus activities, as are study groups in such languages as Latin, German, and Hebrewo Thorne Fellowships give eligible students support toward fulfillrnent of medical school prerequisites during summer during a leave from the college, or after graduationo As in waltz parties, rock parties, and such regular events as the Octoberfest the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Vlfeekend provide occasions for informal gatherings of tutors and studentso Reality Weekend includes a talent show, a picnic, and athletic competition, The Charter of 1784 established SL College as a non-denominational institution, In its years there were some ties with the Protestant but these no longer exist the ~~'"'-"'"' there is a service in consonance with the Charter in tOWR It is tutors of the CoHegeo interest. It is ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the SouthwesL There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and springo The SL John's basketball team competes vvith different city and college teams Santa Fe has five swimming pools in which SL students can purchase yearly swim passeso Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square social rooms in the cornsup- . is the responsibility of the Assistant Deans in- conUirector of Returning students have the uw,,,i;uu _ �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 privilege of drawing for rooms before they leave for th~ s~mm~r vacation. In Annapolis students are not permitted to remam m residen~e during winter or spring vacation. In San:a Fe students are n?t pe~mitted. to remain in residence during winter vacation. They may remam durmg sprmg vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a cat~ring servi~e. A vegetarian menu is available. Resident students are reqmred to eat m the dining hall. Exemptions for medical reasons are gran:e? only up~n examination and recommendation by the College Physician or Assistant Dean. CAREER SERVICES The Placement Office on each campus offers offer a wide range of programs and services that include: • individual career counseling • vocational interest testing • information and assistance in applying to graduate and professional schools • internship opportunities . . • assistance with resume-writing and other 1ob search skills • access to a national alumni career network • prelaw and premedical advising . . • on-campus career workshops and meetings with. alumm • information and referrals on current career and 1ob opportunities St. John's remains committed to providing high-quality assistance .to students and alumni as they make the transition to activities and pursmts beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-~amp jobs. Primarily, it seeks part-time employment. for student~ durmg t academic year, but it can also aid students lookmg for full-time summ employment in the local community. decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the .faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, e College may require withdrawal of the offending student. HEALTH SERVICES A Student Health Center on each campus provides a variet~ of health se vices for enrolled students. Counseling services are also available on ca .. pus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary cert rules of residence governing the use of dormitories. These rules have b he College provides a housekeeping staff to care for the dormitories. The Hege inspects the rooms periodically and repairs at the expense of the upant or occupants any dormitory room and furniture that have been aged beyond normal wear and tear. Any damage to college property arged to the caution fee of the student or students responsible for the age. The College is not responsible for the loss of, or damage to, any dent property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland Site Plan Santa Fe, New Mexico COLLEGE CREEK BOATHOUSE Soccer Field C'Cl (.) c:: C'Cl m I HEATING PLANT Continuing Education/ .----1'""'"'~="7::>=mmm17?!Fi7 Lower Dormitories EJ TENNIS COURTS Office Peterson MeemQ Library Student~ Center Admission Offices COLLEGE AVENUE �52/ST. JOHN'S COLLEGE ADMISSIONS/53 The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In. writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coin~ cide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the matu~ rity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ap~ plicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data Need f f .1 . does not affect the Committee's d . . . d _o~ -manc1a assistance ,., , . ecrn10ns on a m1ss1on. and J~hns h~decided to remain a small college in which the students 400 s~~e~t:r~h o':'n tofeachhother. ~ac~ campus has between 300 and r J • e size o eac class 1s limited on each cam M ~~~nman das_ses are about equally divided between men an~us. - ost dSSes :nter m late_ August _and January in Santa Fe, in Septem;;rm:~~ m Annapolis. OccasmnaUy, there ma be a Janu I ~ ofntt cahmpus. New students are enrolled only a~fn:shmen· :10~~~ on only o eac entering class hav d - ' . ' - or more w~rk e~sewhe:e. These st~de~~:, 0d::p~:o~o~de;;~:~~e=/~:~s of coHege relinquish their advanced standing to take part in the St. John'~r col~eges, Freshmen who enter in Januar sta prooram. to complete the first ~ear The:can ~h~~ ;:~~~~et~~!~!l~::l~r ~~:~ 1 . had postponed their entrance until the following fall Tl J c ~ss is of particular interest to students who come to St Joh -' /e anu~ry ?L ;er S~~ :;~~'~::~oe~~:: ~~~J~l~~,~~:~:~~~t~~c:~:~~~:t;~~/~~:~!!;}~~~o~~ emor year of high school. -- ' �ADMISSIONS/SS 54/ST. JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. b k round in academic subjects. Specific Most applicants have a strong ac g f algebra one year of geometry, academic requirements ~nclude two ;e:~~~ional w;rk in mathematics and and two years of a foreign langualgl ' three years of natural science. . d . d as we as two or 1" foreign language is a v~se : and academic transcripts, app icants In addition to the apphcationtssays . 1 ding one from a teacher. In exmust present two letters of re erenc~, me ut y be waived, or additional . f these requuemen s ma 11 ceptional cases certain o d SAT ACT test scores are not norma y information may be requeste . or required, but may prove h,elpful. licant who is not a secondary Occasionally, St. Johns acc:~ss:~ea:n qualified to profit from the b .t the results of a nationally recogschool graduate. Such stud~n~s college program and mus~;1TY ;:a~iED certificate. A campus visit and nized test (SAT, ACT or . rtant in such cases. interview are especially impo d f d 1 1 w to enroll foreign students. St. John's is authorized un er e era a 1 d on two campuses. Although apSt. John's College is. o.n~ colleg~ ~~~e leted at one campus or the other, p dm" ·on to the College as a whole. Plications musthbe initiated an . constitutes a issi S J h ' . admission to eit er campu~ d t eive a statement of the t. o n s On inquiry, prospec~ive_stu f:; a~~ssion and recommendation fo~s College program, an application f Applications may be submitto be completed by schools and re e[~~ce:i.eventh grade Because the Colted as early as the sec~nd sem~ster t~ th:re is no application fee .. Students lege welcomes all serious apphcan , . 1 t the Admissions Office on the . h . l" tion matena s o . . 1 "d should submit t eu app ica d t 1 nning to apply for fmancia ai campus they prefer to attend. S~u en s/~nancial Aid and notify the apshould refer to the section_ on fee~ ~n. tentions as soon as possible. propriate Admissions Office o t eu m . 1\ DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are non-refundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount �ADMISSIONS/57 s6/ST. JOHN'S COLLEGE 1 . l'mited It is essential, therefore, of financial aid available for each ~ a~s l~ 1 and financial aid early. that candidat~s apply f.or b~t? a. ;:~~o~e processed for appro_ve? apApphcat10.ns for fmai:c1a ai d basis until the available aid is explicants on a hrst-come,. first-serve . financial assistance should subhausted. Ther~fore'. apphca(n~~lqu~~~n~ollege Scholarship Service (CSS) mit the Financia~ Aid Form F lto Sff 1 r the Financial Aid Office with as soon as possible and prompt y ppb; ted Students who com. th t may e reques · any additional documentatio~ ~ b f March 1 (for fall classes) or plete their financial aid apphcat10)~a~e o::i nificantly higher chance of September 30 (for January. clashses l'f th~n those who complete them receiving all the aid for which t ey qua l y later. WAITING UST .· h ·1 ble aid is exhausted, a waiting 11 Once the entering. class~s are fu_ or t. e ~~~~~de osits or completed finan.P d Positions in the enterlist will be estabhshed m the or~er m d applicants are receive . . f'l f cial aid i es ror~ app~ove_ d ·n hen be offered as they become available. ing classes and financial ai w1 t d t those on the waiting list by Every effort will be madehto. accommop:ef:rence or to enroll in a subseallowing them to change t eir campus quent class, as noted above. INTERCAMPUS TRANSFER , ma r transfer to the other at the Once enrolled on either c_ampus, stud~~(~ thJr records are in good stand~eginning of any.;cadem1c y~a~f£~~ev~f ~heir intentions by the last Thursmg and they not11 y the Dea~ s Those students who wish to apply day in February of the pre7f us;~ar. financial aid forms by February for financial aid must also i ~ t eir new val b the Deans of both cam15. All such transfers sdu~fiect to alppr~ surpfus in one direction or the d be restncte l a very arg · ~~~:: ~~ul~~se problems for staffing, class sizes, or housing. a:e INQUIRIES Director of Admissions, SL John's ColInquiries should be a~dressed too~(Tel. 410/263-2371or1-800-727-9238) lege, Annapolis, Maryland 214 ('Ill 'th'n state 982-3691; out-of-state or Santa Fe, New Mexico 87501 e . w1 I 1-800-331-5232) . 'd . ttending St. John's to see the Collt is best for those who are cons1 er.mgt a et first hand advance knowledge lege for themselves. It is prob:.~ll- ~1s~f ~t~endin~, but it is especially ~ise of any college one may, beb t m u gf .t unique curriculum and teaching in the case of St. Johns ecause o l s methods. . . ma attend a seminar on Monday or While on .campus the v1s.1tot~end ~utorials in mathematics, language, Thursday evenmg at 8:00 p.m., ba . . d by the Director of Admisand music; visit a laboratory; e mterv1ewe . sions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington; from Baltimore take Route 2 or I-97. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi ser~ vice one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �FEES S< FINANCIAL AlD/59 SB/ST JOHN'S COLLEGE 60 Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64)0 80 Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origino B The procedure for applying for financial aid is as follows: L Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Free Application for Federal Student Aid/Financial Aid Form (FAFSA/FAF) with the College Scholarship Service in Princeton, New Jerseyo SL John's College requires apfor institutional aid to submit both the FAFSA and FAE These forms permit applicants or their parents to present a detailed account of the family's financial position. The FAFSA/FAF packet may be obtained from either secondary schools or the Financial Aid Office at SL John's. 3. Candidates for financial aid from the College must establish their for the Pell Grant, a Federal program described in Section D below. The FAFSA/FAF packet serves as an application for the Pell Crant and for all the federal student aid programs described in Section D. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 1. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Retumo 5 Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification reIndependent students must submit parental information m order to be considered for institutional assistance. 6. recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Complianceo If requested to do so, students must submit of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe i:'iff\T refunds to the federal programs 8 . Residents of must apply for State Scholarships. who has previously attended an institution of higher must provide a Financial Aid Transcript from that institution . Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10° Students applying for and receiving financial aid from St. John's to notify the Financial Aid Office of any scholarships, �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 . ent or other financial benefits for which . th . or their family's financial loans, grants, gifts, employ~ they become eligible; anyf c ange m rit:~r status and address. situation; and changes o name, ma . . CANDIDATES:l_Altt~onusghcatnh~i~~~=1~rh:~;~s~~~~~~ Following are the deadlines and notification dates for financial a_id: C. FRESHMAN · ff cial aid app ica 10 , . ce should indicate that need as soon for receipt o m_an . are in need of fmanc1al ass1st~n h ld be filed with the College as possibl_e. FAF~A/FAF pac <ets o:s~~e after January 2 in the year Scholarship Service as s_oon as bp d ·u cl Those who wish to enter h" h th didate wishes to ea m1 e . bl . h . e can . h FAFSA/FAF as early as possi e m t . e m w ic in Jam:ary shoul~ sub_m1t t e t ohn's Financial Aid Application m precedmg year. Likewise, ~he ~it~ the Admissions Office as soon as d"d t Applicants should note also this catalogue should be filed possible after its receipt by th~ ca~ I . a e. . d the better the chance 1. th · id application is receive , h that t e ear ier elf a b f 11 t Candidates for admission that their finai:cial ~eed ~an ft:r ~~r~e (for fall classes) or after applying for fmanc1al aid a h a significantly lower chance September 30 (for Janudarfy cla~e~ th:;e are eligible than those applyof receiving all the fun s or w ic ing earlier. f i A i· f are due by March 1 rom RETURNING STUDENTS: P~ ic~~~~: College and reapplying for enrolled students who are retufrnmf? ·al aid for the first time. The f . 1 .d are applying or manc1 C 11 inancia a1 or t d d filed with the o ege 1 FAFSA/FAF packet should be co2mp e e s~~n ther~after as possible. Scholarship Serv~ce 0 ~ Ja~~ary de~~a~: are received by the Financial Student~ who_se fmancial a1 ~7 deadline will be notified of the deciAid Office ~nor to_ the_ Ma~c A ril 1. Applications completed after sion on then apphcat10·~ yd pt ·1 ards have been made for apphMarch 1 will not be cons1 ere du~:- aw Awards based on applications cations completed befor~l~he :i~l ~~:be mailed until after April 25. f financial aid are received after completed after the dea /ne . Students whose app ica~10dns o~ d f on for assistance, but the the deadline will not be deme cons1 era l availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. by ST JOHN'S GRANTS: Funds for S t. J h ns gra nts are provided the o ' d the· College from its own resources, an d all awards are ma e on basis of financial need. Federal FEDE~AL _PELL_ G RANT·. This who needprogram is designed to proit to attend a post-secondary vide fmanc1al assistance to t~ose d d to be the first form of assistance institution. Pell Grants are mt~n e b ombined with other forms in a financial aid package an ;a~ ~e~onstrated financial need. of aid in order to meet a stu en s t awarded are determined Eligibility for the Pell ~rant ~nld the amou~f the applicant and the on the basis of the fmancia resources applicant's family. No repayment of this grant is required. Eligibility is limited to the fu11-time equivalent of five academic years. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. FEDERAL WORK STUDY PROGRAMS: This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5 %. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the Freshman year, $3,500 for the Sophomore year, $5,500 for the Junior year, and $5,500 for the Senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is variable with a maximum rate of 9%. The rate through 6/30/93 is 6.94%. Unsubsidized Stafford Loans are available to students who do not rneet the financial need criteria for the subsidized Stafford progr~m. Unsubsidized loans have an origination fee of 6.5% and borrowers are charged interest during in-school, grace and deferment periods. FEDERAL PLUS/SLS LOAN: Unsubsidized federal loans are available v\Tithout regard to financial need to the parents of dependent students (PLUS Loans.) The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. SLS maximum loan amounts are $4,000 per year for Freshmen and Sophomores and $5,000 per year for Juniors and Seniors. PLUS/SLS Loans have a 5% origination fee, a guarantee fee of up to 3%, and a variable interest rate with a cap of 10% for PLUS Loans and a cap of 11% for SLS Loans. Interest accrues from the date of disbursement for all PLUS/SLS Loans. �62/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/63 1993-94 STUDENT BUDGET* fRIESHMEN FALL FRESHMEN Tuition Room and Board $16,150 5,450 275 $16,150 Books 275 200 800 350~ *Fees are subject to change without notice. The allowance for transportation varies with the distance between the student's home and the College. 2 Undetermined at time of publication. 1 DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full August 1 for the first semester and December 1 for the second semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the tuition payment plan available to St. John's College students and Since determinations affecting students, faculty and physical facilities must be made v·.rell in advance of the beginning of each acadernjc year, the College must know in April which returning students will in September. A deposit of on the fees for the following year is therefore due on or before the second 1'/londay in for prospective sophomores, and seniors. Payment of this guarantees a student a place in the class. If the deposit is not paid, he may have to be on a vvaiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in n1aking this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is to make a deposit of called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library. ".eterans and Social Security recipients ualified .. benefits may arrange with the T: f q to receive educational Heasurer or a paym . h d I an d fees corresponding to the sched l h" h em sc e .u e of tuition .u b f Payments. Th ese arrangements must eon w dic . they receiv' b . e ene ·it the academic year after havin . e dma e pnor to the beginning of ' . f Vie terans Administration or th gS receive proper cert"f . l S . I icat10n rom the S d e ooa ecunty Admi . t . . tu .ents wit~ o_utstanding debts to the Colle ms rat10n ... classes at the begmnmg of the . d ge may not reg1s[er for secon semester and sub un less t h ey have made appropriate . sequent semesters r IIege may ch arge interest on all unarrangements with the Treasurer. T he -O "db 1 . to be determined and published ea~~1 ye:rances, at rates and on schedules REFUND POLICY ffa Freshman who is the recipient of Title IV F , . . . '.'''ithdraws during the first semes· . f d fede1al. Fmanc1al Assistance c re1, re_-es w1'11 be made on a pro-r't b- . a re un .o . tui'io n, room, b oard and ' . "' a as1s as reqmred b th H. h , Amendments of 1992 A pro _t f d. Y e 1g er Education c · -ra a re un is defined f d o1 not less than that portion of th t . ·. as a re un to students to the portion of the enrollment p .~ ~It~on, ro;m, board and fees equal to the nearest 10% of that pe . deno. o atten ance, rounded downward __1 • • . . no , minus any unpaid h d aumm1strative fee. If applic-bl . f· d . c arges an a 5% _[, f d "' _e, re un swill be mad" t t d "".' cer re un payments are first . d . f "' o s u en ts only £ d R - rna e to edaral stat d . . rnn .s. efunds to federal aid . . " ' · e, an mstitutional this order: programs will be made to the programs in 1. Outstanding balances on Part B 2. PELL , 3. SEOG 4 . Other Title IV Programs & E Loans Refunds for all returmng students a d f - ,. . , . are not recipients of Federal .d n . dor tJrst semesrer freshmen who schedule: ai are ma e accordmg to the following The first two weeks: 80% The third week· 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter; no refund to the student manual on each room and board. If applicabl f d . campus for refund policies on ( .d e, re un s will be made t t d 1 re,un payments are first made to . hf d I o s u ents on y after Pell Grant Program the Fed - l ~uc le era and state funds as the Federal Grant Program the,Federal pe1~· utp ementaI Educational Opportunity Ed1..H:ation Loar: Programs St=~ ~~sdo~nGProgram and the Federal Family and to any institutional ~e. "1 u .dent rant or Scholarship Programs · rmancia a 1 pro . E· ll ' because their financial aid grams: nro ed students due receive those refunds in accorda ex~e~ds momes due the CoIIege will mined by the Financial Aid Dire .nee wit ha schedule of payments deterti , d r are me d ical reasons will b cror on eac campus · Refun d s ror su b stan.· e on a pro-rata basis. �FEES & FINANCIAL AID/65 64/ST. JOHN'S COLLEGE Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study, If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENT'S REGULAR STUDENTS . . f Act of 1980 require that each postProvisions of the ~1gher Educ\1 ~~ . f mation concerning the criteria secondary institution make ava~ a e m or The criteria for St. John's Col. d . .f t academic progress. . . f for JU gmg sat1s ac ory . . f tisfactory progress for rec1p1ents o lege regarding the determma~1on o. ra-ssistance are as follows: federally-funded (Title IV) fm.a~cia a ss at the end of a semester In order to be making sahs actory pthrogre t' semester and that next ·u d to enter e nex . .. f ny work This permission is a student must b e permi e · l d the repetition o a · h semester must not me u e . lt f on with a committee of all t e normal~y granted by t~e Dean m ~o:~~i~t~e:' The Don Rag Commit~ee students tutors, ,the D?n Rag of the rogram and approves its quality assesses a students work mall bart:, th t t~e student be permitted to enter before recommending to the eau . a d cted i·n the student's presence h. sessment is con u the next semester. T 15 as. A' the end of the Sophomore Year, by all of his or her ~ut.ors ~n commo~. the Dean and the Instruction Comhowever, this perm1ss1on is granted y 11 k dur1·ng the first two years. . h i· h f t dent's over-a wor mittee m t e ig t ? a s u t dent who has not satisfactorily comUnder some ~ircumstance~: :l~owed to repeat the work in o:der to pleted a semesters work may t "ble for financial assistance remain at the College. Students are no e ig1 '" k (federal or institutional) while the~t a~et~e~~~c:nag nV:~r s~mester with the Sometimes students are per~1 ~onditions during the course of the requirement that they meet special. t epeating work and is deemed a student is no r semester. In t h ese cases, fl th Dean determines that the conto be making satisfactory progress ~~el con~itions have not been met, the ditions have not been met. Whheln t" Committee decides what furDean, in consultation with t e nstruc ion ' ther determination is to be made of the case. r In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. L St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V,A, A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. :;, . VA requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform studefits on V.A. benefits of this policy on minimum standards of progress. 6. SL John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 OF VISI1DRS AND BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read · a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginnin of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Mr. Thomas M. Carnes San Francisco, CA Chairman Mr. Stephen L. Feinberg Mr. Robert ]. Carney Houston, TX Vice Chairmen Mr. Donald J. Maciver, Jr. Colorado Springs, CO Mr. Ch ·Jes Miller Houstc TX Mrs. Harriet Higgins Warren Mr. John D. Wirth Mr. Ray C. Cave New York, NY Secretary Mr. Gerald D. Cohen New York NY Mr. HolJL. Mr. James E. Connor Dallas, TX Mrs Chi_ umsfeld Mr. Gregory D. Curtis Pittsburgh, PA Mr.· Au11 '3chweitzer Mr. Warren Winiarski MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mr. Charles A. Nelson Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mrs. Dalla, ~ G. Murchison '· J. Parker A. Mr. Vernon E. Derr Boulder, CO Mr. Charles M. Diker New York, NY Mrs. Lovejoy R. Duryea New York, NY Mr. Stephen L. Feinberg El Paso, TX Mr. James H. Frame Oneonta, NY Mr. Thomas P. Geyer Morristown, NJ Mr. Robert A. Goldwin Washington, DC H. Smyth CA ...pector ,,·:y -v TX 1 ',nHoopen ) Tilles .ggins Warren d - Watts, II Irwin Hoffman, M.D. Santa Fe, NM Mr. Wi1liam Barclay Allen Claremont, CA Miss M. Brownell Anderson Washington, DC Ms. Sharon Bishop Reston, VA Mr. Kenneth D. Brody New York, NY Mr. Richard E. Berkowitz Atlanta, GA Mr. Donald Kagan New Haven, CT '-'ilkinson Mr. A. Scott Kelso Houston, TX Mr. Jonathan D. Krane Los Angeles, CA Ms. Barbara L. Lauer Laramie, WY Miss Barbara H. Leonard Oberlin, OH Dr. Herbert I. London New York, NY ·orthy �FACULTY/69 68 ;sT. JOHN'S COLLEGE Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton ANNAPOLIS President Christopher B. Nelson 70 St. John's College, Annapolis, 1966-69; B.A, St. John's College, Santa Fe, 19 ,.:V 1973 Admitted to the Bar, State of 11of La .' D J. . , University of Utah CollegethCircmt Cour't o f Appeals ' U.S. Supreme Court; . . S d linois, 1973, N.D. llhnois, even 9 S h'ffHardin & Waite, Chicago; Co-Foun er Associate, 1973-78 and Partner, _197 ' c8~-91 Kovar Nelson Brittain Sledz & Mora nd Principal, 1979-91 and President, 19 L b' Law and Supervisory Relat10ns, Jh ' C l · M nagement a or ent Center, Illinois; President, St. o ns o ris, Chicago; lnstru~tor ~n a 1981-87, Aurora Umversity Managem lege, 1991-. B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppe:n B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Dean of the College in Annapolis Robert Eva T.H. Brann B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. PhD 1956 Yale University; Fellow B.A, Brooklyn College, 1950; M.A.,_ 19~~r 1952; Fello~ of the American School of the American Numismatic Soc1ety,5~~~ember of the staff of the American Agora of Classical Studies at Athens, 1952- ~f Phi Beta Kappa; Instructor in Archeology, Excavations at Athens as Sibley Fello~ I t'tute for Advanced Study, Pr~nceton, S tanford University, 1956-57; MemCer, ns i_ n for International Education and U S Ad . ry ommiss10 Add' 1958-59; Member, . . v1so t John's College, Annapolis, 1957-, ison Cultural Affairs, 1975-77; Tutor, S . W d Wilson International Center for E. Mullikin Tutorship, 1971-_; F~llow, f ooorr~itman College, 1978-79; Visiting Scholars, 1976-77; Arnold V1s1tm~ Pr~ es~f Delaware, 1984-86; Fellow of the NaScholar in Honors Education, Un'.vers1ty 7-88· Member, Maryland Advisory Con;tional Endowment for the Humanmes,_198 Civil Rights, 1988-; Dean, St. Johns mittee of the United States Comm1ss1on on College, Annapolis, 1990-. Edward Malcolm WyaH . . . . F lb . ht Fellow at Universite de ·· of Virgmia· u ng S U · . .t' BA ., 1953 ' M.A., 1956, mversny r U n1vers1 Y of V1'rginia ' 1955-58; Tutor, - t. · I t Nancy (France), 1953-54; nstruc o '. Dean 1984-85, Director, Graduate lnJohn's College, Annapolis, 1958-, Ass1~_tan~989- ' stitute in Liberal Education, Annapo is, . B. Williamson Samuel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. IEHiot Zuckerman B.A, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen Thomas J. Slakey . . . A Universite Laval, Quebec, 1953; B.A., St. Mary's College, Cahforma, l~t52~~s College, Annapolis, 1959--'64, Santa P hD Cornell University, 1960; Tutor, .. JAff . 1971-74 and Associate Professor · ., ·d f Academic airs, ' h ' C l Fe, 1964-71; Vice-Pres1 ent . or ' Colle e of California; Tutor, St. Jo ns o of Philosophy, 1971-76, Sart M~is~-85 asgfounding dean of Whitney Young College, Annapolis, 1976-. On e~ve D St John's College, Annapolis, 1986-1990. lege, Kentucky State Umversity; ean, . Laurence Berns . . . Lecturer in the Liberal Arts, Basic BA ., 1950 ' PhD. ' 1957, University of Chicago, .tY o f Chicago' 1956-59; Tutor, · · d · f Adults Umvers1 . t Program of Liberal E ucat1on or d;ew W Mellon Tutorship, 1972-; Assoc1a e St John's College, Annapolis, 1960-, An (L . f absence 1966-67); Associate, P;ofessor of Philosophy, Rosary College eave o ' B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. D21vid Hanford Stephenson Columbia College, 1958; Columbia University, 1960; Ph.D., University of l\/laryland, 1988; Tutor, St. John's College, Annapolis, 1963-. �70/Sf J()HN'S COLLEGE FACULTY/71 Comb<!r in Educrition, University of London, 1953; A.R.C.M., Royal College of 1954; TVLA, Ohio State University, 1957; Fulbright Scholar, 1955; Instructor i.n :tvfosic and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assi.stant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Frofrss.<)f, University of Waterloo, Ontario, 1964; Tutor, SL John's College, An1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Edt1cation, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 197.5--76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The GradwiJe fostitute in Libernl Education, Annapolis, 1983-86. Doskow B.A. C.;lumbia College, 1957; M.A., 1959, Ph.D., 1965, University of ConnecP<irHiroe Instructor in English, University of Connecticut, 1957-62; InstrucCollege, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Deiln, 1_084-86. 1983; National Endowment for the Huma ·r C NEH Planning Grant 1986-87· NEH In . m_ 1es onstitutional Fellow, 1984-85· p f D , , terpretJve Research Gr t 1987 8 . ' ro essor, epartment of Educational Studi U . . an ' - 9; Visiting and Harry Bradley Foundation Grant, 19;~'-9:1vers1ty of Delaware, 1989; Lynde Wye Jamison AUanbrook BA, Vassar College, 1964; M.A., 1965, PhD St . . . . . Wilson Fellowship 1964-65. Teach· A. ." anford Umvers1ty, 1974; vVoodrow mg ssistant m Musi S' f d U . ' 1967-69; Tutor, St. 'John's College, Anna olis 1 . c, can or mversity, Center, 1986-87; Visiting Professor, Unfver;it 96~-NFellow, National Humanities January-May: 1989· National End f y o orth Carolina, Chapel Hill ' owment or Iege Teachers, '1990-91; American Council of Le the Hum an~·ries Fe11 owship for Col-' . amed Societies Fellowshiip, 1990-9l E White . St John's College, Annapolis 1965· MA Th Research, 1970; Alvin Johnson Fellow' 1970-71. Ti . "'. S e Ne;/\! School for Social 1971-. ' ' utox, t. Johns College, Armapolis, Leo E RadHsa of RL'chester, 1965; Technician, Harvard University Cyclotron l %4, 1965; Tutor, St John's College, Annapolis, 1965-; Visiting Lecturer in Physics, lNestem New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Inter~ pretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Harvard College, 1956· Universit S h I 1961-62, M.A., Columbia Uni~ersity: 196~· pc ~ ar, ~960-61, University Fellow, University of Munich 1964-65 B '1· 1'9 residents Fellow, 1962-63; Fulbright, W h. ' ' er m, 65· Instructor N y. k U · ' ew OL mversity, ·as mgton Square Colle<>e 1965- 68 . A" . ' bia University, 1969· Tutoro Joh ' c' ll~s1stant Profassor, 1968, Ph.D., Colum. f ' ' t. ns o ege, Annapolis 1973 . '\) t· ment or the Humanities Fellow N f I F ll ' -, 1 a 1onal EndowRevolution and Peace St;nf ad10nCa l~fe ows Program, Hoover Institute on · ' · '.or ' a 1 orma, 1977-78. S' Zeiderman Dartmouth College, 1962-63; B.A, St. Joh ' . . Prmceton University: 1072. p · t N . ns College, Annapolis, 1967· S ' ' , nnce on atwnal F»llow 1972 1i t S J h' 1 ege, anta Fe, 1973-77, Annapolis, 1978-. -' ; u or, t. o. n's Col- Gisefa Hems Abitur, Hodderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University 0f Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, 1966·-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrdlis B.S., Bates College 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66. University Fellow, 1966-67, University of Wisconsin; fotor, St. John's J967- ffaumenhaft RA., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturei- in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, "Whe~ton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968 Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard ·workshop on Nuclear Weapons and Arms Control, Summer Schwartz Renaut St. John's College, Annapolis 1968· M A. Georgetown University, 197,1. Tut~r S~ .J, ' ' · J fr . ~ ,nsCHlolpkms Univers.ity, 1971; 0 ns 0 .ege, Annapolis, 1974-. L Townsend BA., Loyola College 1969· MA H . d . _ J ~rv~ l lt~O; D1plome, Universite de Paris, Fellow, Harvard 1969-1974.' ff h s' h. .,l Ea e. ow School, 1981; Graduate Prize 19'r ' ' ig c oo nghsh Teacher C b d F S - ~u-72; Resident Tutor, Eliot House, 1971_73 . Ii S ' arr; n .ge ree chool, 1914-, Annapolis, 1984-; Intern US Or . ' ju~or, L Johns College, Santa Fe, 1967, 1973; Ph.D. Harvard 1976'. l\1a. Bar, 1981-. ' · · .gamzec nme Stnke Force, l'vfanhattan, Comenetz RA:, The Johns Hopkins University, 1965; M.A. 196 . Um versity; Assistant Professor of Mathe fr 7'., Ph.D., 1972, Brandeis Tutor, St. John's College, Annapolis, 197~a i_s, mversny of Kansas, 1972-75; U. Sachs B.!L, St. John's College A 1· 1 New York~a:;1~~3· ~8~Gra~uate Stude11J, The N_ew School for Teacmng Assistant, Pennsylvania St~t U :' P~n~sylvama Jtate Umvers1ty, 1975; lege, Annapolis, 1975-. . e nnrers1ty, 1973-74; Tutor, St. John's Col- Soci~l Research, �72/ST. JOHN'S COLLEGE FACULTY/73 John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N .Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. J?hn's College, Annapolis, 1979-; Director Grad . . . hon, Annapolis, 1986-89. ' uate Institute m Liberal Educa- Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil. Oxf d U . . of California, Berkeley, 1972; Gradu~te s:d ~v~~1t>: 1971; M.A., University Woodrow Wilson Fellow, 1969-70; Kellett Fell~w in ;lish, Ber~~ley, 1971-78; College, Oxford, 1969-71· Kent Fellow (D nf th F tde _Humanities, Brasenose . ' or oun A ss1s tant and A ssociate, Department of En alish B k I ahon) ' 1971- 77; .,., h"mg ieac College, Annapolis, 1979-. g ' er e ey, 1973-78; Tutor, St. John's Michael G. Oink Harvard University; 1970-72· BA St Joh ' C II Ph.D. 1986, Philos~phy, Th~ C.atholic Un~~er~t e~ef Anna~ol.is, 197~; M.A.,_ 1978, The Catholic University of America 1978-80· ~menca, _Teaching Assistant, 1980-84, Annapolis, 1984-. ' ' utor, t. Johns College, Santa Fe, ,fi James Howard Beall ·u . Active duty, U.S. Air Force 1963-67· BA Ph . . ys1c_s, University of Colorado, 1972; M.S., Physics, 1975; Ph.D.,' Physics I979 Laboratory for Astronomy & Sola; Phy~cs n~~~1,!:'~f ~aryland; Ast.rophysicist, Greenbelt, Maryland, 1975-78; Congression 'IF II o .dard Space Flight Center, of Technology Assessment Washin t a e ow, United States Congress Office Arlington, Virginia, 1979-Bl; Natio~~l~~~~~197~s7~; Project ~cientist, BKD, Ry o c1ences~Nahonal Research Council/Naval Research Laboratory R "d Division, Naval Research Laboratory, ~s1~tt es~~ch Associate, Space Science Hulburt Center for Space Research Nav:; R g on,h 1981-83; Consultant, E.D. 1982-; Tutor, St. John's College, Annapoli:~e;;-~2-. a oratory, Washington, D.C., L b' Elizabeth M. Blettner B.A.,_ Stanford University, 1969; graduate stud i E 1· . . . of Wisconsin 1970-71· MA · Ph"! h Y n ng !Sh literature, University 1 osop Y, Pennsylvani St t U · ' ' · ·m · Instructor of philosophy and human·r p' I . a a e mvers1ty, 1978; Richard M. Weaver Fellowship 19~11·e~h ~nn~y ;~1a State University, 1979-80; University, 1985· Tutor St Joh' C '11 . A. m hil?sophy, Pennsylvania State ' ' · ns 0 ege, nnapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974· MA 19 76 PhD Instructor in Political Sci~nce, Dicbns~n College "19s1~~~~'11University o~ Toronto; Annapolis, 1982-. ' ' utor, St. Johns College, Walter Sterling B.A., St. Jo~'s College, 1965; M.A., Pennsylvania State Universi . Pennsylvania State University 1966-68· PhD C d"d ty, ~966, !"structor, America, 1970-74· Editor of St John' clan I ate, Catholic University of ' . s ev1ew an Tutor, St. John's College 1983-. R .. . Michael Blaustein B.A., St. John's College Annapolis 1974 PhD H St · John's Co II ege, Ann' apo1· 1984-. ; . ., arvard University,' 1984· Tutor, ' 1s, ' Thomas May Anita L. Kronsberg B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. �FACtTLTY/c'S 74/ST JOHN'S COLLEGE Judith LA. Seeger Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; lnstrnctor, Assumption CollegE, 1981; Tutor, SL John's College, Annapolis, 1984-. Stewart Umphrey B.A, Senior College of the New School for Social Research, 1966: JVLA, 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976--1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984- Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson FellmN, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. William Pastille A.B. in Music, Brown University, 1976; M.A in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Kevl.n Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D, Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St John's College, Annapolis, 1987--. Ann G. !Vlartin RA., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; PhD, U Massachusetts/Amherst, 1979; M.Phil., Middle English Studjes, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German, Purdue University, 1981-87; Tutor, St. John's College, Annapolis, 1987--. Catherine R. Haigney B.A, 1981, I\/LA., 1983, Ph.l;)., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tb.tor, SL B.A., Harvard University 1966· Cornell U . . Languages and Literatur~s 1970 PhD l~~~er~ty_ 196?-68; Moi\, in Romance Assistant Professor part-time I~d· . mvers1ty of Chicago; Visiling Portuguese, 1984-SS· Resear~h A1ana. tn1vefrs1ty Department of Spanish and I . . ' ssocia e o the Folklo Urnversity, 1984-89· Visiting Assistant p f . - re nstitute, Indiana t C II ' ro essor part-time Univ 't f 1\n a o ege Park Department of Spanish and ers1 yo: _v1aryland ortuguese, 1990; Ti1tor. Sc John's College, Annapolis, 1989-. \J . ' . P ' Cordell D. K. Yee B.A., English, Pomona College 1977· M J J . . Berkeley, 1980; M.A., Chines:, 198l Ph .D ou~nal~sm, U~1ver~ity of California, Madison, 1989; Associate Researcher tt' • t . ., f nCghsh, Umvers1ty of VVisconsinfG h , !IS ory o artography Pr . t D o eograp y, University of Wisconsin-M d" oiec ' _;epartment Annapolis, 1989-. a ison, 1988-89; Tutor, St. College, Andre Barbera B.A. in Music, Wesleyan University 1974 R "d . . Chicago 1978· PhD · M . I ' . ' esi ent Fellow, Newberry m usico ogy: Umversity of North c 1· . . Assistant Professor of Musi'c' C ome11 U mvers1ty 1979-1982· A · ,1980; Visitino ' . . aroma, . <:> of Music, University of Notre Dame, 1987.-19 '. . . . ' . s.sistant Professor N!us1c, St. Mary's Colleg N t D - 89, V1s1tmg Assistant Professor of e, ore ame 1089-1Q90· 1i t ·' ·1· h , Annapolis, 1990"' · · ' u o.r, Jt. o ns • ' ' 0 • 0 ' Kathleen C. Blits B.A., Mount Holyoke College 1968· ~,esearch, 1970-72; M.S. 1985 ' Pho' john's College, Annapolis, 1990- .. ., ~~d u~e 9, _study, New School for Social rnvers1ty of Delaware; fotor, St. Erik Sageng B:"~:' University of Alaska, 1983; M.A., 1985, PhD . . Nanonal Science Foundation Fellow 1983-86· M. 11'' 1989, Pr~nc~ton University; 1983-89; Fulbright Fellow 1987-88, v· . . 'F Ile_ o~ Fellow m Ihe Humanities, · · ' , isitmg e ow m the Sr' c; d' Umvers1ty of Edinburgh 1987_88 . R k f II FI . _i.ence wtu ies Unit, 1989-90· 1htor St Joh ', C 11 , Aoc e e er e low, Umversity of Oklahorna ' ' · ns 0 ege, nnapohs, 1990-, ·· · David Clemenson B.S. (Ma,thematics), Portland State Universit 198 . . . . W1sconsm 1982· MA (H" t fS . y, O, M.S. (Physics), Umvers1t-i1 of ' ' · · IS ory 0 C!ence) U . · f w· (History of Science), Harvard Univer~itu 1991- ~1~ers1Sty oJ ~scan.sin, .1984; PhD 1992UtOr, t. ohns College, 1-\ 1·m0>nn ' '' ' 0 John's College, Annapolis, 1989-. Radoslav Datchev Abraham Schoener Degree in Philosophy University of S ,. 1982 A . Umversity of Sofia '1982-83· 1i t oS1a,J h / . ss1stant Professor of ' ' u ,or, t. o n s College, 1992 _ B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.n Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. Adam ~cJ:n:Hmam BA, Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A, History of Science, Harvard University, 1985; PhD., History of Science, Harvard University, 1989; Tutor, SL John's College, 1989-. Robin Kornman 1970: B.A Indiania University· 1986· MA C . . Colorado Boulder· 1992· A ' . . . ·. omparat1ve Literature, University of ' ' · mencan Council of Learn d s · · R at the Laboratoire d'ethnologie et d . l . e ociehes esearch Fellow X, Nanterre; Ph.D. Dissertation d f e soc1~ ~g1e comp~rati".e at l'Universite de Paris 1993; Member of Nalanda Tra ~ ~~se, rmceton Umvers1ty scheduled for August Texl:s into English and French· ~0~!10n ~~mm1ttee, translating Tibetan Buddhist , ege m1ss10ns Counselor, Naropa Institute, �FACULTY/77 76 /ST JOHN'S COLLEGE . H anities University of Colorado, Boulder, Boulder, 1978-84; adJjuhnc; f~c~i7g~n A~:.polis, '1992-. 1985-86; Tutor, St. o ns 0 - ' . . . cl Nacional del Sur, Argentina, 1973; M.1'.-· Licenciado en Matematica, Um:rers1~a 1983· PhD in Mathematics, Brandeis · ' · · f in Mathematics, Brancle1s U m vers1ty 1985-1986· Assistant Pro f essor o_ University, 1985; Visiting. Sch_ola~986-1992· 1htor, St~ John's College, Annapolis, Mathematics, Texas Tech Umvers1ty, ' Pablo Lejarraga MIT 1992-. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 196"i-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. Theresa M. Mackey k 1979 _BA Johns Hopkins University, .t' . f. Maryland 1992; Lecturer, BA ., University of the State of New Yor '. · . L" t re Umvers1 y o 1980; Ph.D. Comparative iteia ud l991· Adjunct Faculty, English, Georgetown College, Annapolis, 1992-. Philosophy, University of Mar~ anJ University, 1991-1992; Tutor, t. o ns h' Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, VJ'oodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; 11.ito:r, St. John's College, Sante Fe, 1965-. L Ray Davis, Jr. SANTA FE President John Agresto C 11 University; Visiting Lecturer, 197~, ~~ne AB ., 1967 ' Boston College; Ph.D.,_ versity 01 1oronto, Canada' 1971-72; Assist~nt · U 1 Department of Political Economy, rn K College Ohio, 1972-78; FeLow, Professor, Department of Political Sc1encep e_ny~; Directo;, National Humanities . te Professor Department of N ational Humanities Center, 1978-7_9'. . ro]Aec . 1979 82· V1s1tmg ssocia ' . Ce nter, North Carolma,U · - ·t ' Nort h C aroma, 1981·, Assistant Chairman,I 1. .. Political Science, Duke mvers1 y, . .' 1982-85· Acting Chairman, Nat10na National Endowment for the Humamti~s,Ad"unct Professor, The New School for Endowment for the Humarnt1es, 1985-8 ' Clh . n National Endowment for_ ~ l 1988· Deputy airma ' C 1989 Social Research, New or(, .d ' Th Madison Center, Washington, D. ., ; the Humanities, 1985-88; Pres1 ent, e 9p . "den t , St ..John's College, Santa Fe, 198 . res1 Dean of the College in Santa Fe Stephen R Van Luchene 69· M.A., 1971, Ph.D., 1973, University of BA Arizona State Umvers1ty, 19 , f E i· h Notre Dame, 1971-73; · ., · D artment o ng is , D. t Dame· Teaching Assistant, ep . c Adm1·ssions 1979-81, irec or ' F 1973 Director 01 ' St John's College, Santa e, -,Ed c· J982-85· Dean, 1991-. · . · L"b ra1 ucanon . ' The Graduate Institute m 1 e ' Dean R Haggard h f Loyola College 1957-19 BA Reed College, 1955; Instructor iHn Mka_t e~:i~~:~ity 1960-61; Tu~or, St. Johb · ., 11 · Ph"l ophy:' Johns F op ms Assistant Dean, 19 71- 73 · ' Fels Fund Fe ow m 1 os 196 6College, Annapolis, 1961-66, Santa e, ' . . PhD J hns Hopkins University, 19 B.A., St. John's College, Annapolis, }955t Eco.le .de~ Langues Orientales Vivant Hebrew Universit_Y, Jerusalem, 195 ~~7-S9; Tutor, St. John's College, .Annap 1956-57; University of Ch~c~~o, 19 St Mary's College, California, 1968 1961-69, Santa Fe, 1969-; V1s1tmg ~ct~rer, . Biblical Research, Jerusalem, 1971 7 . Robert D. Sacks University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, Umversity of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; 1hmr, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. S. Peterson A.B, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; US. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. P. Miller AB., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; b. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, . Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; '.Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of University of Richmond, 1961-66; Piano Chairman and Member of "Graduate Faculty, College-Conservatory of Music., University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate }1stitute Director, 1988-. . Thomas Harris, Jr. A, Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of · ois; University Fellow, 1955-58, Graduate Teaching Assistant and National nee Foundation Contract Fellow, 1958-59, University of Illinois; Research tructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of sence as Assistant Professor, University of California at Berkeley, 1962-63; tional Science Foundation Consultant for India Project, Lucknow, India, Summer, �78/SI. JOHN'S COLLEGE FACULTY/79 196'.l; Visitmg Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York Unilrersity; Corporate Consultant, Management Science, IBM, Armonk, New York. Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. of Califorma at Santa Cruz 1976- U . - . f D f ' , mvers1ty o Calif e ense Language Institute Monterey, C rt - orma at Santa Cruz, 1967-68· sity, 1971-73; Instructor University ~f Gal om1a, 1968-69; Heidelberg Univer~ Universi't yo f Ca If ornia at Santa Cruz 1967 71 '1i1965 - 67· 'Iieach' ' eorg1a i ' mg A ssistant Fe, 1974-, ' - ; utor, SL John's College, Sant~ Glenn. A. ftelilas EHzabieth S, fogel B.A, Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; l'.Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. B.A, Pomona College 1967- M Pr ·1 19 Toni Katz Dre"'"' B. i\.., St. College, Santa Fe, 1970; M.A., Anthropology, University of New Mexico, 1985; Teaching Intern, SL John's College, Santa Fe, 1970-72; Tutor, St. John's College, Santa Fe, 1972-77; Visiting Tutor, SL John's College Graduate institute in Liberal Education, 1978, 1985; Visiting Tutor, St. John's College, Santa Fe, 1985-86; Manuscript Editor and Investigative Journalist, 1982-89; Tutor, St John's Santa Fe, 1989-. 1 B.A, Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963--66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; 1Noodrow 1/lfibon Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. fohr!s College, Santa Fe, 1972-, Assistant, 1969, Yale 'unive~sity· ;~~~he ?ls:h.D., Philosophy, 1973, Teaching Professor of Philosophy; California Stat imer College, 1971-73; Assistant SL John's College, Santa Fe, 1975-, e mvers1ty at Humboldt, 1973-75; Tutor, J'. Lamson Myers B.A, St. John's College 1971 MA U - , , -· ., mvers1ty of North c· St J h , C 1. . o ns ollege, Santa Fe, 1977-· Direc . aroma, 1975; Tutor, Education, 1985-88, ' toi of the Graduate Institute in Liberal James St John's College, Annapolis, 1963-65 BA . , M.A, The New School for Soci'al R ' . h., University of North Carolina 1967G d esearc 1973· Us M ' ' . ra uate Study in Music, University of North Car~ , . . anne Co_rps, 1967-69; !n Philosophy, East Carolina Universit- 197 - . I.ma, 1969; Part-time Instructor :'forth Carolina Wesleyan College, 1:76-7:· ~,Pan-time In,structor in Philosophy, 1979-83, Santa Fe, 1984-, Dean, 1986-199l. utor, St. Johns College, Annapolis, Ih.1chenauer lJA., History, 1967, !VI.A, Anuent Hist , Classics, Brown University: 1980· F d F ory:d, Cornell University, 1969; Ph.D. , ' ' or oun at10n Fell 196 , ' _, ow rn ClassJCs, Brown University: 1969 70 1i ow, 6-68; Umversitv 1980-_ ' - ; utor, St. John's College, Santa F;, Poll David Ed wanl Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. llruce E. Venable RA, ::it. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, SL John's College, Santa Fe, 1973-. David Bofotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88, B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-1990. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University Charlott!! Gray Martin University of Colorado 197?· D h . D eutsc er Akademisch A h "ank_s ipendi um,University: of' Freiburg,h"1972-73·' PhD., Classics- and Comparative University _er ustausc dienst .otud1es, Boston 1979- To F . ~, f Vjsiting Lecturer Colorado' Coll ' ealc9718ng ellow, Boston University, 1975-78r l _, ege, -79· A , t p f ' d orado, Spring, 1980· Tutor St J h ' C 1'1 ssis ant ro essor, University of 0 ege, Santa Fe, 1980-. ' ' · 0 ns Dragan Pesic A~-, Harvard University, 1969; M.S., 1970 PhD r . Da11forth Graduate Fellow 19'9 75 R , . ,, 1975, Stanrord Umversity· Lrnear Accelerator Center 19 0 _ - . L esearch Assist an, an d A ssociate, Stanford ' ; ' ' S 70 75 St. John's College, Santa' Fe 1980~· ~tu~e~, t~nfor~ University, 1976-80; Tutor, ' ' us1cian-m-Res1dence, 1984-, Cary Stickney - , St John's College, Annapolis 1975· MA , Universitaet, Freiberg, W, Germany: lg79. 1i' s' ., Ph,ilosophy, Albert-Ludwigs ' ' utor, t Johns College, Santa Fe, 1980A. Dougherty · ~·''\Yale College, 1974; M.A., Ph.D., Harvard , . in <,_,overnment at Harvard Coll 197 Umvers1ty, 1980; Teaching Fellow 6-78,_ 1979-80; French Government Fellowship, 1978-79; Assistant Pr~lee, 1980-82; Tutor, SL John's Colle e Assor ofl_Pohtical Science, Stonehill College, g ' nnapo Is, 1982-85; Santa Fe, 1985-. �FACULTY/81 SO/ST. JOHN'S COLLEGE Stephen Frederick Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; President's Fellow, University of Virginia, 1987-90; M.A. University of Virginia, 1989; Ph.D., University of Virginia, 1990; T.A., Instructor, Department of Philosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. University, 1979; Co-founder Foundation fo h . Trilobites, 1979; Ph.D., Entoro'o!ogy, Universitr t fe~~drsco_very and Protection of Doctoral Fellow, Linguistics, Harvard Universit~, ~982~~ons~-Madison, 1981; PostMuseum of Comparative Zoology, Ha dU . . 985, Entomology Associate Consultant, Arthur D. Little Inc' C "d nivers1ty, 1982-1985; College, Santa Fe, 1985. ' ., am n ge, MA. 1984-85; Tutor, St. John's rv~r Agribusines~ David Lawrence Levine St. John's College, Santa Fe, 1983-. A.B. St. John's College, Annapolis 1967· MA 1969 State Univer_sity; Woodrow Wil~on F:llo;_, i967-6 ~h.D. 1975, The Pennsylvania 8,. NDEA Fellow (Honorary) 1967-70; University Graduate Fellow Th p Independent Research Centre Uni¥' .te. ennIsylvania State University 1969-70· St d Go th ' ers1 arre nternational p . 19 L ' e e Institut, West Germany 1970-71· Instruc . ' a~s 70; anguage u y, t tor;n Philosophy, University of Maryland, West Germany, 1971· Teaching and Humanities, The Pennsylvania State U . ssrs _ant an Instructor in Philosophy Professor of Philosophy and H ·r niversrty, 1968-69, 1971-75; Assistant Associate Professor of Philosop~myanidreHs, Okl~~oma State University, 1975-80· 1980- 88; FeII owship Research Grant an h umanitres ' Oklaho ma St ate University,' E tF d College, Santa Fe, 1986, 1988-. ' ar ar oun ation, 1984-85; Tutor, St. George H. Aigla Randolph J. Perazzini Katharine S. Mulford B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; f\.ssistant Professor of Political Science, 1975-81, Director of the Division of Liberal'learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State A. John'~ B.A., Univ~rsity of Chicago, 1970; M.A., 1971 Ph . . Cornell University· Instructor Corn II U . .' .D., 1975, English Literature f E I" h p· ' ' e niversrty, 1975 1976 A . t p f ' o ng rs ' rttsburgh State University, 1976-79.' I '. ssrs ant ro essor and ~hairman of Humanities Departm:nt 19 - ' nstruc~or m English, 1979-86, Mexico City; Assistant Professor of E' 1·8hl 86,dAmencan School Foundation Int f IU ng rs an Humanif U · d S ' , res, nite tates erna rona niversity, 1980-84 '· Tutor, S t. Joh ns College, Santa Fe, 1986-. Lawrence Cave B. Mas. Oberlin College Conservatory of Mu . 1 1983; Ph.D. in Music Composition Harv sic, _98l;_M.A. Harvard University, College, Santa Fe, 1987-. ' ard University, 1986, Tutor, St. John's Sean D. Collins B.A., Th_omas Aquinas College, 1979; M.A. Laval . . . Foundation Fellow, 1982-84; Teachin A .' Universi~y, 1982; Laval University Laval University, 1986· Tutor St J gh ,ssCistalnlt, Laval University, 1985-87; Ph.D., 0 ege, Santa Fe, 1987-. ' ' · 0 ns Dana Densmore B.A., St. John's College, Annapolis 1965· S ft . Apollo Project, Space Shuttle other,NASA o ware Design and Engineering for Massachusetts Institute of Technology, 1966 %nt~acts, Instrumentation Laboratory, h. - ; esearch Director, Editor, Institute for Freedom of the Pre s Software Technology Demonstra~i~n ;s _m~ton, D.C., 1974_-76; Project Manager, Stark Draper Laboratory, Ca b "d ro~, Computer Science Division, Charles Nixdorf Computer Corp~rati: r~ ge{' 1976-78; Senior Product Planner, Institute, Santa Fe, 1982-87. Tu~o ~tmJgthnon,-M CA, 1979-81; Director, Artemis r, · 0 s ollege, Santa Fe, 1987- Women'~ W Thomas Scally · B.A., St. Mary's College of California 196 . M Boston College, 1971; Assistant Prof~sso/' _.A, _Boston College, 1970; Ph.D., Assistant Professor, St. Mary's Coll f c' l~fniv~rsity of Santa Clara, 1970-71; ege o a i ornia 1971 74 A · t p f . S Ca!iforrna tate University at Humboldt 1975· D ' - ; . ssis ant ro essor, Champlain Regional College Quebec 'c epartment Chairman (Philosophy), ' ' ana a, 1975-1987; Lecturer, Institute for d �82/ST. JOHN'S COLLEGE FACULTY/83 Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1988. University o_f Muenster, West Germany, 1982-86; Acade . of New ~ex1co, Albuquerque, 1985-86; Lecturer in Britishr:1c Exchange, University ESL Curnculum-Developer, Shanxi University: Tai uan p nd ~mencan Literature, 1986-89; Lecturer in Film Analysis North Ch" YF"l ' eoples Republic of China 1989; 1iu tor, S t. Jo h ns College, Santa Fe, 1 ma 1 m and Broad casting Institute,' ' ' · 989 _ George L. Iannacone B.A. St. John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Sally Dunn B.A., St. John's College, Santa Fe 1971· MA Ph"] h . Dame, 1973; Post-masters Doctoral Prog;am .A., . I os~p Y: University of Notre Mexico, 1974-77; Ph.D. Women Studies u'. m~nc~n tud1es, University of New Instructor, Women Studies Program U '. m?tn fraNuate School, 1979; Part-time ' mvers1 y o ew Me . 1 S J h ' t. o ns College, Santa Fe, 1989; Tutor St J h ' C II x1co, 975-81; M.A., ' . o ns o ege, Santa Fe, 1990Margaret Anne Kirby · Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. B.A., University of King's College 1977 . MA D . University, 1979· Commonwealth Sch '1 . t{' fep~rtment of Classics, Dalhousie 1980-82; M.Litt., Faculty of Mode~ a~an e~ or College, Oxford University, Gasthi:irer, Ruprecht-Karls-Universitat Heid Tb age\ 9~~ford. University, 1982; College, University of Toronto 1983-85: PhD e Derg, 2, Jumor Fellow, Massey and Literatures, University of,Toronto l98S· II epart~e1int of Germanic Languages College, 1987-89· Tutor St Joh , c' 11 , Se ow an utor, University of King's ' ' · ns 0 ege, anta Fe, 1990-. Basia C Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D. University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. F Bruce M. Perry B.A.,. Greek, 1973, M.A, Classics, 1975 PhD Cl .· . Washington; Ph.D. Candidate Orient 1St' d" . . ass1_cs, ~983, University of Visiting Tutor, St. John's College, Sa~ta ~e, I~s991;~s, University of Pennsylvania; William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan E. Silver B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, James P. Forkin B.A_., St . John's College, Santa Fe, 1980· M.S Vi . . Cahforn1a Davis 1986· M A p l·t· 1 s' . ., e~etable Crops, Umvers1ty of ' ' · ., 0 1 1ca c1ence Universi" f c l"f 1986; Tutor, St. John's College, Santa Fe, [y o a 1 ornia Davis, 1990 ~. Danny L Hawley A.~., Physics, University of Chicago 1968· M A Princeton University· National Sci ' F ' d ... , 1970, Ph.D., 1972, Physics, Professor of Physics, Carleton Colleg:n~;72~~; ahon Fel~o_w, 1968-_71; Assistant of Virginia, 1983; National Resource /]1·A., Religious Stud1~s, University of Indian Studies Language Fellow, 19~~g-~~geR e ow, 1982-84; Amencan Institute of Information Systems and Leet U .' e~earch Fellow, 1986; Coordinator ~andidate, History of Religions, ~~~~ersi~1v~~s~ ~f _Yirginia, 1988-89; Ph.D. '~ollege, Santa Fe, 1990-. y irginia, 1990; Tutor, St. John's L frank R Hunt St. John's College Anna l" 1971 7 . C . . kU . . ' po is, - 3, ornell University: 1973-74· BA N ior mvers1ty: 1976· MA 1980 PhD . ' ' · ., ew Editor, Catholi~ Uni~ersity., of A' : .,pl985, Catholic University of America; U . . menca ress 1980-86· Lectu M mvers1ty of Virginia, 1985-86 . Edit ' U . .' rer, arymount p . St. John's College, Santa Fe, 1990-.or, rinceton mvers1ty Press, 1987-89; Tutor, v Gerald P. Proietti ~ Music, State University of New York Colle e F d . ~i_,reek), Ph.D., Political Science, Boston Colle g at r~ ~ma, 1973; M.A., Classics m Classics 1982 D lh · U . . ge, 1982, Killam Postdoctoral Fellow at Oswego: 1982~85~ Leo~s1e nU1v~rs1t~; Adju~ct Assistant Professor, SUNY College , curer, mvers1ty of Wisconsin-Eau Claire ' 1985 - 88; v·IS!.t.mg �84/ST. JOHN'S COLLEGE FACULTY/85 Assistant Professor, University of Dallas, 1988-90; Tutor, St. John's College, Santa Fe, 1990-. PRESIDENTS EMERITI James Cohn Edwin Jules Delattre William M. Dyal, Jr. B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College 1991-. Charles N. fasamuo B.S., Chemistry, Manhattan College, 1965; M.A.R. with distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Postdoctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. Joshua L Kates B.A, St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, PhD., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Bmce K. Sa:whl.H B.A, Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder-Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres B.A, Vassar College, 1963; M.A., Philosophy, New School, 1972; Ph.D., Philosophy, New School, 1980; Adjunct Associate Professor, Philosophy, Long Island University, 1984-91; Adjunct Associate Professor, Journalism, Long Island University, 1986-91; Adjunct Assistant Professor, Continuing Education, New York University, 1989-91; Adjunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, SL Francis College, 1982; Tutor, St. John's College, Sante Fe, 1992-. Michael David Rawn B.S", Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate study in mathematics education, University of New Orleans, 1979-80; Graduate study in mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80: Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, SL John's College, 1993-. TUTORS EMERITI AND RETIRED TUTORS Wiley W. Crawford James L Tolbert Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A. 1931 MA University, 1961; LLD., Camegi; Instit~te . f 0 . . i 1~38l Cambridge University; Litt.D., Oxford 1 6 ec no ogy, 9 7; LH.D., Yale University, 1967. �86/ST. JOHN'S COLLEGE PROFILE/87 OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John T. Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Nancy Buchenauer Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Cynthia Jokela Director of Placement Don Parker Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Conference Center Manager Mary Ann Powers Dean Eva T. H. Brann Vice President for College Advancement Jeffrey A. Bishop Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Assistant Deans Wye Allanbrook Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Barbara Altman Director of Continuing Education John Verdi Director of Financial Aid Caroline Christensen Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace States Represented Alabama . ' ... ' .... Arizona California Colorado Connecticut . . Delaware . . . . . . .. Florida ... Georgia .. ' .. ' ... Hawaii Idaho Illinois ..... ' .. ' Indiana Iowa .. Kansas . ' .. ' .... ' . Kentucky Louisiana Maine Maryland ' Massachuse;t~. Michigan Minnesota Missouri New Hamp~hi·r~. New Jersey .. Number of Students Fall 1992 .. January 1993 l\llen Women ' . ' .. ' ..... Early Entrance Previously Attended Co!lege .. Annapolis Santa Fe 31 32 1 2 6 5 26 11 2 1 3 4 2 1 1 1 3 4 3 2 1 2 2 1 1 2 2 3 26 2 4 3 3 4 2 2 1 8 107 26 75 58 115 27 84 58 8 0 34 1 ~N 92 34 7 47 17-32 0 95 24 15 ot included in this table are 92 students f Annapolis Santa Fe 2 13 82 2 2 2 1 2 2 2 14 6 1 l 17 2 1 2 13 6 1 5 1 1 1 1 3 1 Bulgaria Canada China Czechoslovakia England India Pakistan Russia ' ........ Annapolis Santa Fe 16-50 of School Attended Public .......... Independent Parochial ' .... ' . ' .. New Mexico New York North Carolina Ohio Oklahoma .. Oregon Pennsylv~~i~· . Rhode Island Texas ... ' Utah Vermont Virginia Washington Wisconsin Wyoming District of Coi~~·bi~· 1 3 3 1 l 1 1 l 1 1 Annapolis Santa Fe Receiving Financial Aid 62% 68% Rank in Class• First Fifth .... ' .... First Tenth ... Second Tenth Second Fifth Third Fifth . ' Fourth Fifth Last Fifth 45% 27% 18% 21% 21% 12% 1% 37% 28% 9% 34% 14% 9% 6% National Merit Honors Scholars ....... ' .. Finalists Semi-Finalls·t~ . Commended St~d~~;s 33 2 4 8 19 . or whom rank-in-class is not available. 23 3 7 5 8 � STATEMENT OF THE ST. JOHN'S 1993-94 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States .Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. �24 August 25 August 26 August 26 October 8-11 November 24-28 December 9 December 10-January 2 January 3 January 24 .. January 28-31 25-March 13 May 13 15 23 June 20 July 29 August 11 Senior Registration Freshman Registration and Convocation Sophomore and Registration Classes Begin with Seminars Weekend Recess End of First Semester \!\Tinter Vacation Second Semester Freshman Registration Weekend Spring Vacation End of Second Semester Commencement Freshman Second Semester Begins Graduate Institute Summer Session Begins Freshman Second Semester Ends Graduate Institute Summer Session Ends Sophomore and Senior Registration Convocation Undergraduate Classes Begin with Seminars and Registration Begins Recess End of First Semester Vacation Freshman Registration Second Semester ~ Spring End of Second Commencement .......... , .... �Introduction ..... ··············· ································ 6 The Curriculum Seminar ............................................... 8 Preceptorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Formal Lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 St. John's List of Books ........................................... 22 The Academic Order Tutors .......................................................... Instruction Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Library . . . . . . . . . . . . ............................ . ........ Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................... . Essays and Examinations Academic Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Degree of Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Graduate Studies and Careers After St. John's . . . . . . . . . ........... Degree of Master of Arts ............. .......... Graduate Institute in Liberal Education ........... Directory Information and Right to Privacy ............ Residence and Student Life Annapolis ... Santa Fe Both Campuses Site Plans of the Campuses Admissions Requirements and Procedure Campus Visit ......... . Fees and Financial Aid Procedures and Deadlines Grants and Loans Student Budget ............ . Billing and Deposits Refund Policy . . . . . . . . . . . ......... . Criteria for Judging Satisfactory Progress 28 29 30 31 33 34 35 35 37 37 37 38 43 47 so 54 56 ............. 58 .............. 60 62 62 63 64 Bibliography 66 Board of Visitors and Governors 67 Faculty 68 Officers, Associates and Staff 86 Profile: 1992-93 Freshman Classes 87 PHOTO CREDITS-Front Cover: Kitty Leaken!Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �I (I ' 6/ST. JOHN'S COLLEGE THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poe o~ the validity of an argument. On the other hand, it may concern itse~ Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage, and conscious of their social and moral obligations. Such men and women are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free society. St. John's College believes that the way to liberal education lies through the books in which the greatest minds of our civilization - the great teachers - have expressed themselves. T.he.se books are both timeless and timely; they not only illuminate the pers1stmg questions of human existence, but also have great relevance to the contem1:>0rary problems with which we have to deal. They can therefore enter directly into our everyday lives. Their authors can speak to us almost as f~eshly as when they spoke for the first time, for what they have to tell .us is not something of merely academic concern, remote from our true interests. They change the terms and foundations of our thoug~t~; they affect the deepest of our passions, and they touch the most spmted parts of our human nature. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpret~tions that reveal a variety of independent and yet complementary ~eamng~. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They a.r~, therefo~e, properly called great, whether they are epic poems or pohti.cal tre~hses, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse w;ith e~:~ ot~er. They draw the readers to take part, within the limits of their ab1hties, m a large and unending conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, with?ut furnishing the clarific~­ tions that we desire. To remedy this defect is the goal of the St. Johns seminar. Here a number of students of' varied backgrounds, faced with a text that d,.ay present unfamiliar thoughts, at~e~pt to dis:uss ~t reasonably. It is presupposed that the students are w1llmg ~o s_u~m1t their opinions to one another's questions. The demand~ of ~h~ md~v1~ual ~nd those of the group are in continuous interplay, settmg hm1ts w1th:n wh~ch the discussion moves with the utmost possible freedom. The d1scuss10n 0 with more general or with very contemporary questions that thrust themselves for~ard. The stu~ents br~ng to the seminar the assumptions they have .deriv~d from the1~ experience in the contemporary world. Through .d1scuss10n they acqmre a new perspective, which enables them ~o re~ogn.1ze both ~he sameness of a recurrent problem and the variet of its historical manifestations. y Principally, however, the aim is to ascertain not how things were but h.ow things are - to help the students make reasonable decisions in whatever circums~ances they face. And it is the ultimate aim of the program that the ~ab1ts ~f thought and cli.scussion thus begun by the students should continue with them throughout their lives. Mos~ of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tut · l A s much as poss1"ble, th e actual instruction in all classes and laboratories oria s. . is ma~e to depend on the activity and initiative of the students. The tutors function as gu~des, more intent to listen to the students and to work with them than t~ impose upon them their own understandings. . St. Joh~s seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an a_wareness of the forms that are embodied in combinations of -:rords and in. numbers so that they become means of understanding. Traditionally, the liberal arts i:vere se:ven in number: grammar, rhetoric, logic- the arts of langu~ge; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light ":'hat is invoh~ed in the use of words and numbers in all kinds of discursive t~ought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. . There are i:nany _ways to develop these arts. The curriculum emphasizes six of them_: d1scuss10n, .translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used they all serve the same end: to invite the students to think for themsel;es to ena?le them to practice freedom. By these means students will be abl~ to e~v1sage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intell~ct1:1al skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the ~en~uries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness ?f beaten paths. Under their discipline they can acquire the habit of listent~g ~o reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar there are seventeen to twenty-one students with two members of the faculty as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the·answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. Or it may climb to heights accessible to only a few of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest " • a topic and invite a tutor to study it with th_em. Although many preceptorials study one of the books of the semmar list or a theme suggested by the program, some preceptorials may deal wi;h books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. C?uided by a tutor, they proceed at a pace more leisurely than that p~r~mtted by the seminar. Usually the students' work is completed by the wntmg of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. I The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to fifteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of metaphors, analogies and images; and the logical relations between propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their o~n in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium I �THE CURRICULUM/13 12/ST JOHN'S COLLEGE of the art of termediary of tongues, discover the resources of consistent and effedive ~if it is to be govern it if it is to be and rn~r<:11-,:>,01'7P to A purpose of the is of the sen1inaL Some of the works read for seminar are also studied in the free from the veil of ready-made to the fore which oth12rwise have been v,1ith greater than se:mmar in its then becorne more cornffion in semfft2!T. cannot and should not aim at inastery of the language is to extend the The choice 0f schedule and is in Latin 2,nd r.:;erman without changing the aims of the The first year of Greek ho1Neverr go~s 1NeH with the fr2shm.an ser_n_inar and rnathen~1_atics and the continuance of Greek into the second year z,dvances the work of the firsL The second year ends vvith and discussion of works Shakespeare, Donne a:-1d other Thie French of the third year French grammar followed the is tov-Io.:rd iD th.e -of 1 Students fluent in French rn.ay be Then follows examination of the form and content of French prose selections. Discussions of both form and conl:ent are relai:ed to exercises in (ronslation in <Nhich the atteni_pt to rnatch in t:h.eir 01r.,rn tongue the excellenc~ of th~ir m.odels. In is read-Racine's Pheclre of the fourth year is the of French prose U'"'~'.H'l'-. a numb;:r of poems from Baudelaire's Fleurs du MaL is the and of each poem a basis for discusof the relation of that art to the language. assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with p0e;:s, s·.,.ich as Te discussion of modern British and American VV B. Yeats and \i\/allace Stevens. that this is true or to be meanthat students should come to dislike themselves as unrnathematicaL It is rnathematicians are often unaware upon ·which mathematical and forarE based. Mathematics at St. is studied as a liberal art, not from what have come to be called the humanities. 'i11h'f:'f' mathematic3 is at an unhurried pace, in an of and from treatises chosen not for their matter but as it is at SL mathernatics learnable liberal art but also one which and 1Nith TiH:n: are two main reasons for mathematics, ':Jades rnodern it Ther·efor.e to resist or vvi th this vvith the rnathematical methods must have about the that It fa the task of the mathematics tutorial and students to think about 1Nhat it means to for it is derived from a Greek stud.~nts study demonstrate at the u1,atcr,u•ucu this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? Are there "better" and "worse;' "ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system which are brilliantly transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/15 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. This is followed by the study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based for them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand music is intimately related to language, rhetoric and poetry. On the other it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint and harmony. None of these is done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart and the instrumental works of Beethoven are the real textbooks. In the second semester at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music as of a book facilitates and enriches the understanding of it. ' ' �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 Three hundred years ago algebra and the a~ts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the SL John's program and one which the College takes special care to emphasize There is scarcely an item in the curriculum that does not bear upon it The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the The intellectual tools of the laboratory are the consequence of the vast of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transfomlls the universe into a great book written in mathematical characbers . Liberal learning is concerned with the artifices of the human mind and hand that us to relate our experiences to our understanding. For this purpose St has set a three-year laboratory in the natural sciences, wherein characteristic related topics of physics, biology and are There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific to the student up to date in or to engage in specialized research" It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental and a variety of skills. The College does not subscribe to the of scientific studies from the humanities, as if they were distinct and autonomous domains of There need not be "two cultures:' Different fields of exploration require different methods and but the integrity of scientific pursuits stems from sources common to all intellectual life, THE the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots m principle, assumption and observation. Thus certain inte£(rarea wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical (3) The schedule of laboratory work should give opportun1ty for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments to analyze procedures for sources of error, to consider alternative and on occasion to repeat an entire experiment. Only thus can come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students workunder the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a week. A labosession may be used for exposition and discussion of theory, for or for both, as the progress of the work requires. Occaa laboratory meeting is reserved for the discussion of a classic or other text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherand Bohr are among those regularly used in this way. In all the work of the and in the laboratory manuals written at the College the pi.<::pose is to achieve an intimate mixture of critical discussion and THE The program is largely determined by three considerations relevant to the liberalization of the study of science (1) The formally scheduled experimental work must be combined with a full and free discussion of TOPICS Th.s general topics of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: �THE CURRICULUM/19 18/ST JOHN'S COLLEGE 1st Year 12 weeks: 20 weeks: Year Year goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed (o with the understanding of the texts and the physical and chemical of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. 10 v1eeks~ THE FIRST The laboratory begins with twelve weeks devoted to topics in observa~ional biology: classification of types, anatomical structure, cells and their aggregation and embryologica~ developme~t. Close observation by eye or with microscopes is accompamed by ~onst.ant theoretical interpretation, based on reading important wor~s of b.1olog1~al scientists. Here the student confronts organisms as self-movmg entitles with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. . . . The freshman laboratory next turns to the non-hvmg, m a search for some of its fundamental laws. Archimedes on the lever and on hydrostatics is then the laws of of gases, temperature and calorimetry are taken up, and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely that are involved in the theory that matter chemical and the is compo~ed of discrete particles. The student compares the ·dews of Aristotle and Lavmsier on the nature of substance and substantial change, and laboratory deals with topics common to a number of the of physics, such as mechanics, optics and electroThroughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be to work in the laboratory at the same time that their rigorous is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative of force, acceleration, work, energy and potential fields, to their in terms of derivative and integral; at the same time the serve to illustrate the mathematical ideas. The concepts of rnechanics are to be used to formulate alternative theories of lightV'"'"-'cuoa and wave - and the success of either theory in accounting for phenomena is examined. The fundamental phenomena of electricity are studied observationally and experimentally, and forrnathematical terms. The final and culminating topic of the year is i\/faxwf.:ll's derivation of an electromagnetic theory of light. THE FOURTH YEAR In vvays the work of the senior year is a return to questions the confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has lnco>:ne th<: object of study. Prepared by his work with electrical " the student can focus on the questions of atomic stability that . to the revolutionary quantum hypothesis of Bohr and the wave rnechanics of de Broglie and Schrodinger. Through a sequence of historic sd'."ni:ific papers and related experiments, the concepts of ~article and wave, ::if and continuity, gain new meaning. . . the course of thought in Schrodinger's What is Life?, the serum Laboratory then turns or returns to biological topics, and first to i:o Iv1endel's theory of heredity and its development through the expermr1e.11ta and interpretation by T.H. Morgan and his associates. , resuil:s of laboratory studies of bacteria populations are considered uom of their significance, in the papers of and Delbruck. Next, fundamental papers leading to molecular biology-for instance by Beadle and Tatum, WatJacob and Monod- are studied. �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of Iec'ure d · l s an concerts given on one or t h e ot h er campus in recent years: "The Iliad: A War Poem" Bernard Knox "'What Makes Crime Go Down?" James Q Wilson "Galactic Nuclei, Active Galactic Nuclei and Quasars" James Beall ' The Fine Arts Quartet Madison and the Bill of Rights" Goldwin "The Tears of Odysseus" Stickney "Evolution and Development" }, Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Pha d " Martha Nussbaum .e rus Time" Eva Brann "What Good and What Harm Can Psychiatry Do?" Lederer 1IV<11t<'crn·" "Botticelli's Prima Vera: Anatomy of a Mast · " Paul erp1ece B- Elxperience and the Mechanisms of Human Vision" o.n <S "n tne n "· Upening Chord of Wagner's Ring" ~L;n tJnott Zuckerman VPJlfr. , L.,c>11 "The ,Evolution of Behavior in Humans and Do s" '-Gppmger g Themes in the Speculative Theology of St Th A . · omas qu1nas" of the Good" }vli~ds and Brains: Men and Machines" Mornmer "P 1 J Adler · a.s He Was and Paul as H Lo k " 0 5 Knster Stendahl e "T'n~. 1 2lrable of Don Quixote" D , • • "11.L JO£ :::Oachs of Romantic Love: Flaubert's Madame Bovary" Quartet in a Mass Democracy" �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato: Aristotle: Euclid: Lucretius: Plutarch: Nicomachus: Lavoisier: Essays by: Harvey: The books that serve as the core of the curriculum were chosen over a period of nearly forty years, first at Columbia College, at the University of Chicago, at the University of Virginia and, since 1937, at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply an historical approach to the subject matter. The St. John's curriculum seeks to convey to the student an understanding of fundamental problems that man has to face today and at all times. In doing that it may help the student to discover a new kind of historical perspective and perceive through all the historical shifts and changes the permanence and ever present gravity of human issues. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Iliad, Odyssey Agar:zemnon, Choephoroe, Eumenides, Prometheus Bound c;;edzpus Re::, Oedipus at Co/onus, Antigone, Philoctetes re 1 oponneszan War Hippolytus, Bacchae Histories* Clouds Meno,_ Gorgias, Republic Apology, Crito, Phaedo Symposium, Parmenides, Theatetus, Sophist, Timae~s Phaedrus ' Poetics, P~ysics~ Metaphysics~ Nicomachean Ethics~ On Generation and Corruption*, The p z·t. * n f . A nzmals *, Generation of Animals* o z zcs , rarts o Elements On the Nature of Things "Pericles;' "Alcibiades," "Lycurgus" "Sol Arithmetic* Elements of Chemistry* ' " on Archimedes, Torricelli, Pascal, Fahrenheit Black Avogadro, Cannizzaro ' ' Motion of the Heart and Blood SOPHOMORE YEAR Aristotle: Apollonius: Virgil: Plutarch: Epictetus: Tacitus: Ptolemy: Plotinus: Augustine: Anselm: Aquinas: Dante: Chaucer: Des Prez: Machiavelli: Copernicus: Luther: Rabelais: Palestrina: Montaigne: Viete: Bacon: Shakespeare: The Bible* De Anima, On Interpretation~ Prior Analytics* Categories* ' Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads * Confessions Proslogium Summa Theologica* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority Commentary on Galatians~ Sincere Admoni~ion Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum * Richard II, Henry TV, The Tempest, As You Like It Twelfth Night, Hamlet, Othello, Macbeth, King Lear Sonnets* ' �24/ST. JOHN'S COLLEGE THE CURRICULUM/25 Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Goethe l\/iendeL [iranNin: I-Iegel· Lincoln: Marx Dostoevski: Mark TiATain Wilham James: I'-hetzsche· Fretid Kafka, Einstein: Conrad \!Voolf: Faust'' Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Selected Speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital~ Political and Economic Manuscripts of 1844 * Brothers Karamazov !Nar and Peace The Adventures of Huckleberry Finn Psychology, Briefer Course Thus Spake Zarathustra~ Beyond Good and Evil* General Introduction to Psychoanalysis Selected Poems The Metamorphosis, The Penal Colony Selected Papers The Electron* Heart of Darkness To the Lighthouse The Dead Everything That Rises Must Converge Yeats, T S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Faraday, Lorenz, J. J, Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, M~xwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri ' Mendel, Teilhard de Chardin �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lucretius Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Second Year Third Year Fourth Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor Moliere Hegel Goethe Kierkegaard Tolstoy Nietzsche Dostoevski William James Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Whitehead Maxwell �THE ACADEMIC ORDER/29 28/ST JOHN'S COLLEGE the teaching members of the facare called tutors. The title professor is ~--,.~;r1~d to signify that it is not the chi~f ~ol~ doctrines in their hela 1 u,,cc.1u, learning is a cooperative out in small groups with perstages of learning working All participants in a class are expected to prepare for their discussion by studying from the works of the teacher of the class it might be Plato or Newton - usually an o:ie of the great books ho vvrote frorn the high of his or her learmng. w What then is the role the reading talking i:~ac~ers, the t1:1-tors: F t f 11 be good questioners, able to rmse important issue~ ''hirs o ·1al '. o P 'l and imaginative powers of their students. c at w1 enoag._ L1e h d'ff lf £their . they must be good listeners, able to determine t e .1 icu ies Oi . · ·'hem to reformulate their observat10ns and examme st u d enrn ana' '·o c L · their opinions. The tutors should be ready to supply examples and to encourage students to examine the implications of first attempts at understanding. In summary, the role of the tutors is to question, to to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the to try to help themselves" In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that SL John's tutors reeducate themselves to acquire increased understanding in those parts of that are outside their field of post-graduate training" For extutors with advanced degrees in mathematics would prepare to lead language tutorials requiring translations from Sophocles or Racine The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with thE reply that these matters are handled in another department. There departments! The advantage of this for tutors is that they are inwith a variety of works of such richness that they are continually '""'~~o>r..J to strive for greater comprehension of them" Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no foll-tnne tutor is confined to a single part of the program" They are, and have to teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their and learning from them. h is that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at SL John's than the for classes usually allows. In order to avoid staleness and the of succumbing to routine performance, they are granted leaves to allow for leisure and serious study" Between sabbatical study groups are set up" Leaders of such groups are relieved of their ordinary teaching duties. They engage in a thorough study of a subject chosen by the Instruction Committee of the Scholars from other institutions may join the group for certain the subject under study may not be directly related to curriculum, the work of the study groups opens new perspecand learning at St. John's" Committee is a committee of tutors responsible for advisDe2ns on all matters of instruction, It also advises the President to the faculty" The Committee consists of the Deans and tutors,. six elected the tutors on each campus of the College; the H,.,, 0 ;,ic~~• 0 sit with the Instruction Committee ex officio. The Deans preside Committee meetings on their own campus; the memof the Committee on each campus constitute the Instruction Comrhat campus and meet at frequent intervals throughout the year. meets annually, alternating between the two campuses, Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all th.e students of ~he same year are reading the same books at the same time ~vith the same imn:ediate preparation. This may be the week when all rreshmen are learnmg the Greek alphabet; or the weeks when th . h h" h f ey are meeting t e ig est type o Greek mathematics in the fifth book of Eucl"d' Efoments! or the time of the first assignment in Thucydides, when stude~t: seminar leader~ are thinking about the implications for liberty in Fo·,nr 1 "'"' funeral orat10n. Thus all students, having a common program of have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for at St. are collected in the library in the best editions and translations that can be obtained. These books form the core of the essential to the teaching of the program. A general the College has little need for a Each year books are fine arts, many other The library "~'~'~MW and newspapers. A committee of the assists the Librarians in selecting books and periodicals, The maintains a collection of about 93,000 volumes, In Santa Fe, collection now numbers over 60,000. Both libraries hold interesting special collections, Collection from 1696, known as the "first in Peter Jackson and the Lee Bowen Collection of symbolism and architecture The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres, In addition. the Santa Fe contains several distinguished nmsic collections, , the Amelia the Grumman, the Schmidt and the Holzman collections. facilVi/oodward Hall in Annapolis was renovated as a modem in 1969. It has comfortable modem study carrels and stacks as 'Nell as traditional reading rooms. The Faith and Meem Library opened m Santa Fe in 1990. The Meern Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. ListE:ning carrels, scores, and over records, tapes and cornpact disks are located in a music room. for the preceptorials in the junior and senior years and certain laboratory work for which the upperclassmen may choose their the schedule is the same for all students. The language "''""'"'""' and music tutorials each meet for three and a half hours t~ a half hours p~r week. Freshmen, juniors, and seniors spend up each week m the laboratory. Two evenings from eight to ten ~t 11 ""'"' 0 attend a. seminar. A formal lecture or concert is given once , -,:ir ._ . . to n~neteen hours per week.are spent in regular classes. Y<\, .. "" d1v1ded mto two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. THE FRENCH READING EXAMINATION . During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. HE FINAL ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final y related to some aspect of the four years' work. It is not intended to a piece of specialized research, but rather a sustained performance in liberal arts. Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the l essay is approved by the faculty committee to which it has been ed for reading, the student is examined upon it by the committee n hour-long public examination. No degree is awarded unless both essay and the oral examination are satisfactory. The senior essay is ded as a culmination of the student's learning. l1 I! 'I l.i I! I, !I I! 11 [I 11 lj \1 I �34/ST JOHN'S COLLEGE THE ACADE!VIIC ORDER/35 classes are small and intimate, and because students partutors are aware of their students' progress from to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of until there is clear evidence to the contrary. The curriculum is varied and rich for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and Moreover, St. is free from the pressures of examinations and competition for grades. is essential to the way in v.rhich classes Because student are conducted at St. attendance at all regularly scheduled college exercises is A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE RAG Within the College, the most form of evaluation is the don rag. Once a semester, freshn1en, vuvAJL!vH::~ and meet with their tutors in the don The tutors the seminar leaders on the students' the sen1ester; the students are then invited to ""'''nrn"l.n to their tutors' reports and comment on their own work. Advice may be requested and difficulhes may be but grades are not reported or discussed. In the junior year, students may a conference rather than a don rag. In that case, students report on their own and then the tutors comment on that report. By the time students are seniors, it is assumed that can evaluate their own and there is no don rag unless a tutor that there is a special need for one. If a student's work as a whole falls below a satisfactory the student be placed on academic with the stipulation of conditions must be met if the is to continue in the College The normal probationary is one semester. SOPHOMORE ENABLING r enabling is a review the Instruction Committee, with the or all the tutors of sophomores, of the student's learning d · o the}~,,J~ years spent_.in the College. The sophomore essay is especiaH~rt;~ poi ,~nt ~n t~e e~abhng procedure. Consequently, no students are enabled ~o "'eMer rhe/1mor ~lass unless they have written a satisfactory essay, and rh .. ri 11 m the Judgment of the Instruction Committee they are suffiprepared for the work of the final two years. In particular the enabl. ing looks to the possibility of the student's writing an' acceptable ser.101 essay. LETTER The tutor's comprehensive judgment of a student is reported to the Dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level Such a grading system is necessary in the case of students who wish to go on to graduate or professional school or to transfer to another college. '\!Vithin the College, grading is not of central importance. Students will be told their grades on request, They are encouraged, not to work for grades, but rather to to develop their powers of If it becomes ev1dent that a student is not progressing, process has the student is asked to leave the College. Inawnrl'1' _w h'h careers. an d work environments are changing rapidly, a · · - ' -- ,.n ic b10adly-based liberal arts education is recognized increasingly �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE Tutors w~o have ~om~leted two years of teaching at St. may receive a Niaster s degree m Liberal Arts. They must petition the Instruction Committee for permission t.o presei:t themselves as candidates for the degree. ~ . n:~st then submit a thesis on. a t~pic approved by the Instruction t_omm1tLee and stand an oral exammat10n upon it. The must have some bearing on the understanding and practice of the arts. The Graduate Institute in Liberal Education is an m1ter<dis:ciiJlil as perhaps the best long-term career preparation. Rese~rc.h studies in business and the professions and recent national comm1ss1on reports. have re-affirmed the value of the liberal arts in inculcating broadly apphcable skills, such as analytical and problem solving abilities, written and o.ral communications skills, and the ability to adapt to diverse and changing circumstances. Many SL John's alumni, for example, have demonstrated an to master and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: "' 21 % of all St. alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; "' 20% are in business or business-related occupations; <> 13 % are in sciences and engineering; ® 10% are attorneys; ® 8.5% are in the and performing arts; " 6.5% are in the health professions (4.2% are physidam). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology religion, psychology, and journalism. . Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level with close to 30% of each graduating class pursui~g advanced studies leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) the Law School Admission ;t Test (LSAT). Most of study may be entered directly from St. John's. Some of the more technical fields may require additional preparation, either to or the first year of graduate study. St. John's has developed special programs and relationships with specifi~ ~raduat~ and professional schools to facilitate entry into fields such as med1cme, busmess, engineering, and teaching. -f~ogram based on the same as the program. le is offered year-round on both the Annapolis and Fe campuses. The Summer term is eight weeks long; the Fall and Spring academic tenn~-~re each s1x~een. weeks. long. with classes held in the evenings. l ae prog~am is d1v1ded mto five subject areas: Politics and Society, Philosophy and Theology, Mathematics and Natural Science, Each segment consists of three classes: tutorial and The seminars, like those of the undergraduate have two ,.tutors as leaders and are limited to students Tutorials are sma1ler classes devoted to closer reading of texts. to twelve students and one tutor, studies a single or £ a major essay is required at the end of the term. Nine credits 1or the successful completion of each segment of the , segments are required for the degree, though students prevmus graduate credit may be eligible for the degree after three segments, !he segments may be taken in any order, but not every segment is offered m.eV<:Ty term-, More detailed informat10n and an application may be obtamed nvmt1~~g to the Graduate Institute Liberal Education, SL ~anta fe, New Mexico 87501-4599 or PO Box 21404-2800, INFORMATION AND RIGHT vvith the family Education and the Colrefains the right to publish at its discretion the following information e2ich student presently or attending the College: the stuname, address, telephone and place of field of partmpation in officially recognized activities and dates of degrees and awards received, and the most previous educa, agency or institution attended by the student. As the tt1e College will provide public notice of its intention to such directory information. Students have a rio-ht to inform the within a reasonable period of time that any or of this directory 2hould be withheld. The College will respect any such ~ 0 ,,,,~~• all �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for the regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the . Two other student publications, The Collegian and Energeia, appear frequently, and publish longer and more polished essays and fiction. .ents are also welcome to contribute to The Reporter and The St. John's tew, the two official publications of St. John's . .Extracurricular organizations at St. John's are generally informal. Some fume year after year while others spring up and die out as the individual hers of the community come and go. Many extracurricular activities W directly out of the curriculum as students' interests overflow from �40/ST. JOHN'S COLLEGE the classroom.. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz, Afro-American literature, and selected women writers, Other activities stem from interests independent of the College curriculum, such as gardening, dance, and the martial arts. . Computer facilities are provided to students by the College in conjunction with a student organization, the SL John's College Computer Trust. This group maintains a computer room to which students have twentyfour hour access, as well as several individual computer stations in the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theatre life is active, The King William Players stage one or two classical plays a year, perform one or two modem works, and produce several one-act plays, Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend the student film dub presents foreign and domestic films - the classics of cinema arL The selection is eclectic: recent screenings have included La dolce vita, Wings of Desire, and Saturday Night Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually, Voice and instrumental ensembles train new members and perform at College events; the Small Chorus recently presented a concert version of Purcell's Dido and Aeneas. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town, Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College's Mitchell Art Gallery specializes in circulating exhibitions artists of stature. Recent shows have included the drawings of Henry Moore, Master Drawings, and works of the Austrian Secessionists. Lectures and discussions are scheduled during each show, An exhibit in the spring displays work by members of the college community. There are to galleries and museums in Washington and Baltimore; transportation is free of charge for SL John's students, Various artists teaching in their fields of specialization conduce classes in drawing, and pottery throughout the year. Materials and tools are without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and gatherings including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion, Vigorous square dances and quiet jazz pa1ties occur once or twice a year, A festival in the spring, Reality Weekend, begins with student skits and parodies after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings, Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic RESIDENCE & STUDENT LIFE/41 tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, nc Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films as well as for individual explorations, ~;~: ~t ·~si.:~,::- ~t "';:«',~· I ~ii?' ·~f ft · •.·.~.,.,·.·,l~.'f.·..·. . 'f/J} ·.·~·· •;if'.,I, ATHLETICS College provides an extensive intramural program that includes in soccer, flag football, basketball, volleyball, softball, .acn . as well as individual tournaments in badminton, and Jahle tennis Competition between intramural teams is passionate, but good;'J'iatur~cL Students and tutors also pursue interests in sailing, canoeing, .;ka3rakrng, aikido, yoga, weight training, and aerobics, The College also ha~ active and fencing clubs that compete with other college and ..1-\ruversity :•eams at local regattas and tournaments. There is also an an3~4a1 croquet match with a team from the neighboring United States Naval ;:;~cademy, for the Annapolis Cup, include a gymnasium with racquetball courts and weight tennis courts, and a boathouse. ;. . /~teadm �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to its student body The Board of Visitors and Governors chose to establish a second campus in the \Nest rather than sacrifice the virtues of a small campus. SL College in Santa Fe was opened in the fall of 1964 in New Mexico's capital founded in 1610 colonists. Its of people is ocwith the government of the State and of Santa Fe with cultural purthe fine arts, museums and opera; and with archaeological and research. Scientists in nearby Los Alamos do research in nuclear and related fields. Neighboring institutions of higher education the Institute of American Indian the College of Santa Santa College, and the University of I'lew Mexico in miles to the Albuquerque the attractions and of a city of people, The campus of 250 acres Hes in the southeast quadrant of the city, :o miles from the historic Santa Fe Plaza and the Palace of the Goverrs" The architecture of the Santa Fe campus reflects the territorial the state during the last The campus, at an elevaoverlooks the and superb views of the Certhe Ortiz y Pino and the Sangre de Cristo mountain campus includes a dassroorn a laboratory, a library, center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two dusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modem dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/ 45 is open to the public, has a new show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art poetry, short stories, and photography from students and faculty alike Tv.!usical performances of many kinds are given by students through the Collegium lVIusicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. The SL John's Chorus and the small chorus also give recitals. The College provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �46/STO JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 areas for hiking and unit trains regularly in local activities" The SL bus takes students into town daily" Most students come to SL with definite interests outside the scope of the program and these interests in extracurricular classes and discussion groups on and off campuso Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are on-campus activities, as are study groups in such languages as Latin, German, and Hebrewo Thorne Fellowships give eligible students support toward fulfillrnent of medical school prerequisites during summer during a leave from the college, or after graduationo As in waltz parties, rock parties, and such regular events as the Octoberfest the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Vlfeekend provide occasions for informal gatherings of tutors and studentso Reality Weekend includes a talent show, a picnic, and athletic competition, The Charter of 1784 established SL College as a non-denominational institution, In its years there were some ties with the Protestant but these no longer exist the ~~'"'-"'"' there is a service in consonance with the Charter in tOWR It is tutors of the CoHegeo interest. It is ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the SouthwesL There are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and springo The SL John's basketball team competes vvith different city and college teams Santa Fe has five swimming pools in which SL students can purchase yearly swim passeso Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square social rooms in the cornsup- . is the responsibility of the Assistant Deans in- conUirector of Returning students have the uw,,,i;uu _ �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 privilege of drawing for rooms before they leave for th~ s~mm~r vacation. In Annapolis students are not permitted to remam m residen~e during winter or spring vacation. In San:a Fe students are n?t pe~mitted. to remain in residence during winter vacation. They may remam durmg sprmg vacation, although a small fee is charged. DINING HALL The dining hall on each campus is operated by a cat~ring servi~e. A vegetarian menu is available. Resident students are reqmred to eat m the dining hall. Exemptions for medical reasons are gran:e? only up~n examination and recommendation by the College Physician or Assistant Dean. CAREER SERVICES The Placement Office on each campus offers offer a wide range of programs and services that include: • individual career counseling • vocational interest testing • information and assistance in applying to graduate and professional schools • internship opportunities . . • assistance with resume-writing and other 1ob search skills • access to a national alumni career network • prelaw and premedical advising . . • on-campus career workshops and meetings with. alumm • information and referrals on current career and 1ob opportunities St. John's remains committed to providing high-quality assistance .to students and alumni as they make the transition to activities and pursmts beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students, locates off-~amp jobs. Primarily, it seeks part-time employment. for student~ durmg t academic year, but it can also aid students lookmg for full-time summ employment in the local community. decided upon by the Dean in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the .faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect not only the enacted rules but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, e College may require withdrawal of the offending student. HEALTH SERVICES A Student Health Center on each campus provides a variet~ of health se vices for enrolled students. Counseling services are also available on ca .. pus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary cert rules of residence governing the use of dormitories. These rules have b he College provides a housekeeping staff to care for the dormitories. The Hege inspects the rooms periodically and repairs at the expense of the upant or occupants any dormitory room and furniture that have been aged beyond normal wear and tear. Any damage to college property arged to the caution fee of the student or students responsible for the age. The College is not responsible for the loss of, or damage to, any dent property resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland Site Plan Santa Fe, New Mexico COLLEGE CREEK BOATHOUSE Soccer Field C'Cl (.) c:: C'Cl m I HEATING PLANT Continuing Education/ .----1'""'"'~="7::>=mmm17?!Fi7 Lower Dormitories EJ TENNIS COURTS Office Peterson MeemQ Library Student~ Center Admission Offices COLLEGE AVENUE �52/ST. JOHN'S COLLEGE ADMISSIONS/53 The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In. writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coin~ cide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's, and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the matu~ rity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an ap~ plicant, or by any other factors unrelated to the work of the College. The application asks a minimum of personal data Need f f .1 . does not affect the Committee's d . . . d _o~ -manc1a assistance ,., , . ecrn10ns on a m1ss1on. and J~hns h~decided to remain a small college in which the students 400 s~~e~t:r~h o':'n tofeachhother. ~ac~ campus has between 300 and r J • e size o eac class 1s limited on each cam M ~~~nman das_ses are about equally divided between men an~us. - ost dSSes :nter m late_ August _and January in Santa Fe, in Septem;;rm:~~ m Annapolis. OccasmnaUy, there ma be a Janu I ~ ofntt cahmpus. New students are enrolled only a~fn:shmen· :10~~~ on only o eac entering class hav d - ' . ' - or more w~rk e~sewhe:e. These st~de~~:, 0d::p~:o~o~de;;~:~~e=/~:~s of coHege relinquish their advanced standing to take part in the St. John'~r col~eges, Freshmen who enter in Januar sta prooram. to complete the first ~ear The:can ~h~~ ;:~~~~et~~!~!l~::l~r ~~:~ 1 . had postponed their entrance until the following fall Tl J c ~ss is of particular interest to students who come to St Joh -' /e anu~ry ?L ;er S~~ :;~~'~::~oe~~:: ~~~J~l~~,~~:~:~~~t~~c:~:~~~:t;~~/~~:~!!;}~~~o~~ emor year of high school. -- ' �ADMISSIONS/SS 54/ST. JOHN'S COLLEGE St. John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. b k round in academic subjects. Specific Most applicants have a strong ac g f algebra one year of geometry, academic requirements ~nclude two ;e:~~~ional w;rk in mathematics and and two years of a foreign langualgl ' three years of natural science. . d . d as we as two or 1" foreign language is a v~se : and academic transcripts, app icants In addition to the apphcationtssays . 1 ding one from a teacher. In exmust present two letters of re erenc~, me ut y be waived, or additional . f these requuemen s ma 11 ceptional cases certain o d SAT ACT test scores are not norma y information may be requeste . or required, but may prove h,elpful. licant who is not a secondary Occasionally, St. Johns acc:~ss:~ea:n qualified to profit from the b .t the results of a nationally recogschool graduate. Such stud~n~s college program and mus~;1TY ;:a~iED certificate. A campus visit and nized test (SAT, ACT or . rtant in such cases. interview are especially impo d f d 1 1 w to enroll foreign students. St. John's is authorized un er e era a 1 d on two campuses. Although apSt. John's College is. o.n~ colleg~ ~~~e leted at one campus or the other, p dm" ·on to the College as a whole. Plications musthbe initiated an . constitutes a issi S J h ' . admission to eit er campu~ d t eive a statement of the t. o n s On inquiry, prospec~ive_stu f:; a~~ssion and recommendation fo~s College program, an application f Applications may be submitto be completed by schools and re e[~~ce:i.eventh grade Because the Colted as early as the sec~nd sem~ster t~ th:re is no application fee .. Students lege welcomes all serious apphcan , . 1 t the Admissions Office on the . h . l" tion matena s o . . 1 "d should submit t eu app ica d t 1 nning to apply for fmancia ai campus they prefer to attend. S~u en s/~nancial Aid and notify the apshould refer to the section_ on fee~ ~n. tentions as soon as possible. propriate Admissions Office o t eu m . 1\ DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are non-refundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 31 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: 1) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL AID The College endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount �ADMISSIONS/57 s6/ST. JOHN'S COLLEGE 1 . l'mited It is essential, therefore, of financial aid available for each ~ a~s l~ 1 and financial aid early. that candidat~s apply f.or b~t? a. ;:~~o~e processed for appro_ve? apApphcat10.ns for fmai:c1a ai d basis until the available aid is explicants on a hrst-come,. first-serve . financial assistance should subhausted. Ther~fore'. apphca(n~~lqu~~~n~ollege Scholarship Service (CSS) mit the Financia~ Aid Form F lto Sff 1 r the Financial Aid Office with as soon as possible and prompt y ppb; ted Students who com. th t may e reques · any additional documentatio~ ~ b f March 1 (for fall classes) or plete their financial aid apphcat10)~a~e o::i nificantly higher chance of September 30 (for January. clashses l'f th~n those who complete them receiving all the aid for which t ey qua l y later. WAITING UST .· h ·1 ble aid is exhausted, a waiting 11 Once the entering. class~s are fu_ or t. e ~~~~~de osits or completed finan.P d Positions in the enterlist will be estabhshed m the or~er m d applicants are receive . . f'l f cial aid i es ror~ app~ove_ d ·n hen be offered as they become available. ing classes and financial ai w1 t d t those on the waiting list by Every effort will be madehto. accommop:ef:rence or to enroll in a subseallowing them to change t eir campus quent class, as noted above. INTERCAMPUS TRANSFER , ma r transfer to the other at the Once enrolled on either c_ampus, stud~~(~ thJr records are in good stand~eginning of any.;cadem1c y~a~f£~~ev~f ~heir intentions by the last Thursmg and they not11 y the Dea~ s Those students who wish to apply day in February of the pre7f us;~ar. financial aid forms by February for financial aid must also i ~ t eir new val b the Deans of both cam15. All such transfers sdu~fiect to alppr~ surpfus in one direction or the d be restncte l a very arg · ~~~:: ~~ul~~se problems for staffing, class sizes, or housing. a:e INQUIRIES Director of Admissions, SL John's ColInquiries should be a~dressed too~(Tel. 410/263-2371or1-800-727-9238) lege, Annapolis, Maryland 214 ('Ill 'th'n state 982-3691; out-of-state or Santa Fe, New Mexico 87501 e . w1 I 1-800-331-5232) . 'd . ttending St. John's to see the Collt is best for those who are cons1 er.mgt a et first hand advance knowledge lege for themselves. It is prob:.~ll- ~1s~f ~t~endin~, but it is especially ~ise of any college one may, beb t m u gf .t unique curriculum and teaching in the case of St. Johns ecause o l s methods. . . ma attend a seminar on Monday or While on .campus the v1s.1tot~end ~utorials in mathematics, language, Thursday evenmg at 8:00 p.m., ba . . d by the Director of Admisand music; visit a laboratory; e mterv1ewe . sions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the College. By car one takes Route 50 from Washington; from Baltimore take Route 2 or I-97. A limousine service from the Albuquerque airport to Santa Fe also is available. It is called the "Shuttlejack;' and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi ser~ vice one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �FEES S< FINANCIAL AlD/59 SB/ST JOHN'S COLLEGE 60 Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64)0 80 Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origino B The procedure for applying for financial aid is as follows: L Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Free Application for Federal Student Aid/Financial Aid Form (FAFSA/FAF) with the College Scholarship Service in Princeton, New Jerseyo SL John's College requires apfor institutional aid to submit both the FAFSA and FAE These forms permit applicants or their parents to present a detailed account of the family's financial position. The FAFSA/FAF packet may be obtained from either secondary schools or the Financial Aid Office at SL John's. 3. Candidates for financial aid from the College must establish their for the Pell Grant, a Federal program described in Section D below. The FAFSA/FAF packet serves as an application for the Pell Crant and for all the federal student aid programs described in Section D. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 1. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Retumo 5 Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification reIndependent students must submit parental information m order to be considered for institutional assistance. 6. recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Complianceo If requested to do so, students must submit of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe i:'iff\T refunds to the federal programs 8 . Residents of must apply for State Scholarships. who has previously attended an institution of higher must provide a Financial Aid Transcript from that institution . Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10° Students applying for and receiving financial aid from St. John's to notify the Financial Aid Office of any scholarships, �60/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/61 . ent or other financial benefits for which . th . or their family's financial loans, grants, gifts, employ~ they become eligible; anyf c ange m rit:~r status and address. situation; and changes o name, ma . . CANDIDATES:l_Altt~onusghcatnh~i~~~=1~rh:~;~s~~~~~~ Following are the deadlines and notification dates for financial a_id: C. FRESHMAN · ff cial aid app ica 10 , . ce should indicate that need as soon for receipt o m_an . are in need of fmanc1al ass1st~n h ld be filed with the College as possibl_e. FAF~A/FAF pac <ets o:s~~e after January 2 in the year Scholarship Service as s_oon as bp d ·u cl Those who wish to enter h" h th didate wishes to ea m1 e . bl . h . e can . h FAFSA/FAF as early as possi e m t . e m w ic in Jam:ary shoul~ sub_m1t t e t ohn's Financial Aid Application m precedmg year. Likewise, ~he ~it~ the Admissions Office as soon as d"d t Applicants should note also this catalogue should be filed possible after its receipt by th~ ca~ I . a e. . d the better the chance 1. th · id application is receive , h that t e ear ier elf a b f 11 t Candidates for admission that their finai:cial ~eed ~an ft:r ~~r~e (for fall classes) or after applying for fmanc1al aid a h a significantly lower chance September 30 (for Janudarfy cla~e~ th:;e are eligible than those applyof receiving all the fun s or w ic ing earlier. f i A i· f are due by March 1 rom RETURNING STUDENTS: P~ ic~~~~: College and reapplying for enrolled students who are retufrnmf? ·al aid for the first time. The f . 1 .d are applying or manc1 C 11 inancia a1 or t d d filed with the o ege 1 FAFSA/FAF packet should be co2mp e e s~~n ther~after as possible. Scholarship Serv~ce 0 ~ Ja~~ary de~~a~: are received by the Financial Student~ who_se fmancial a1 ~7 deadline will be notified of the deciAid Office ~nor to_ the_ Ma~c A ril 1. Applications completed after sion on then apphcat10·~ yd pt ·1 ards have been made for apphMarch 1 will not be cons1 ere du~:- aw Awards based on applications cations completed befor~l~he :i~l ~~:be mailed until after April 25. f financial aid are received after completed after the dea /ne . Students whose app ica~10dns o~ d f on for assistance, but the the deadline will not be deme cons1 era l availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. by ST JOHN'S GRANTS: Funds for S t. J h ns gra nts are provided the o ' d the· College from its own resources, an d all awards are ma e on basis of financial need. Federal FEDE~AL _PELL_ G RANT·. This who needprogram is designed to proit to attend a post-secondary vide fmanc1al assistance to t~ose d d to be the first form of assistance institution. Pell Grants are mt~n e b ombined with other forms in a financial aid package an ;a~ ~e~onstrated financial need. of aid in order to meet a stu en s t awarded are determined Eligibility for the Pell ~rant ~nld the amou~f the applicant and the on the basis of the fmancia resources applicant's family. No repayment of this grant is required. Eligibility is limited to the fu11-time equivalent of five academic years. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4000 per year. FEDERAL WORK STUDY PROGRAMS: This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the College directly to students using funds provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study is $9,000. No interest accrues and no payment is required while the borrower is enrolled at the College. The interest rate during repayment is 5 %. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the Freshman year, $3,500 for the Sophomore year, $5,500 for the Junior year, and $5,500 for the Senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is variable with a maximum rate of 9%. The rate through 6/30/93 is 6.94%. Unsubsidized Stafford Loans are available to students who do not rneet the financial need criteria for the subsidized Stafford progr~m. Unsubsidized loans have an origination fee of 6.5% and borrowers are charged interest during in-school, grace and deferment periods. FEDERAL PLUS/SLS LOAN: Unsubsidized federal loans are available v\Tithout regard to financial need to the parents of dependent students (PLUS Loans.) The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. SLS maximum loan amounts are $4,000 per year for Freshmen and Sophomores and $5,000 per year for Juniors and Seniors. PLUS/SLS Loans have a 5% origination fee, a guarantee fee of up to 3%, and a variable interest rate with a cap of 10% for PLUS Loans and a cap of 11% for SLS Loans. Interest accrues from the date of disbursement for all PLUS/SLS Loans. �62/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/63 1993-94 STUDENT BUDGET* fRIESHMEN FALL FRESHMEN Tuition Room and Board $16,150 5,450 275 $16,150 Books 275 200 800 350~ *Fees are subject to change without notice. The allowance for transportation varies with the distance between the student's home and the College. 2 Undetermined at time of publication. 1 DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full August 1 for the first semester and December 1 for the second semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the tuition payment plan available to St. John's College students and Since determinations affecting students, faculty and physical facilities must be made v·.rell in advance of the beginning of each acadernjc year, the College must know in April which returning students will in September. A deposit of on the fees for the following year is therefore due on or before the second 1'/londay in for prospective sophomores, and seniors. Payment of this guarantees a student a place in the class. If the deposit is not paid, he may have to be on a vvaiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in n1aking this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is to make a deposit of called the Caution Deposit, which is subject to charges for laboratory breakage, damage to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must bring the balance (after damage assessments, if any) up to the full $100 at registration each semester. If unused, it is refunded on request at the end of the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library. ".eterans and Social Security recipients ualified .. benefits may arrange with the T: f q to receive educational Heasurer or a paym . h d I an d fees corresponding to the sched l h" h em sc e .u e of tuition .u b f Payments. Th ese arrangements must eon w dic . they receiv' b . e ene ·it the academic year after havin . e dma e pnor to the beginning of ' . f Vie terans Administration or th gS receive proper cert"f . l S . I icat10n rom the S d e ooa ecunty Admi . t . . tu .ents wit~ o_utstanding debts to the Colle ms rat10n ... classes at the begmnmg of the . d ge may not reg1s[er for secon semester and sub un less t h ey have made appropriate . sequent semesters r IIege may ch arge interest on all unarrangements with the Treasurer. T he -O "db 1 . to be determined and published ea~~1 ye:rances, at rates and on schedules REFUND POLICY ffa Freshman who is the recipient of Title IV F , . . . '.'''ithdraws during the first semes· . f d fede1al. Fmanc1al Assistance c re1, re_-es w1'11 be made on a pro-r't b- . a re un .o . tui'io n, room, b oard and ' . "' a as1s as reqmred b th H. h , Amendments of 1992 A pro _t f d. Y e 1g er Education c · -ra a re un is defined f d o1 not less than that portion of th t . ·. as a re un to students to the portion of the enrollment p .~ ~It~on, ro;m, board and fees equal to the nearest 10% of that pe . deno. o atten ance, rounded downward __1 • • . . no , minus any unpaid h d aumm1strative fee. If applic-bl . f· d . c arges an a 5% _[, f d "' _e, re un swill be mad" t t d "".' cer re un payments are first . d . f "' o s u en ts only £ d R - rna e to edaral stat d . . rnn .s. efunds to federal aid . . " ' · e, an mstitutional this order: programs will be made to the programs in 1. Outstanding balances on Part B 2. PELL , 3. SEOG 4 . Other Title IV Programs & E Loans Refunds for all returmng students a d f - ,. . , . are not recipients of Federal .d n . dor tJrst semesrer freshmen who schedule: ai are ma e accordmg to the following The first two weeks: 80% The third week· 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter; no refund to the student manual on each room and board. If applicabl f d . campus for refund policies on ( .d e, re un s will be made t t d 1 re,un payments are first made to . hf d I o s u ents on y after Pell Grant Program the Fed - l ~uc le era and state funds as the Federal Grant Program the,Federal pe1~· utp ementaI Educational Opportunity Ed1..H:ation Loar: Programs St=~ ~~sdo~nGProgram and the Federal Family and to any institutional ~e. "1 u .dent rant or Scholarship Programs · rmancia a 1 pro . E· ll ' because their financial aid grams: nro ed students due receive those refunds in accorda ex~e~ds momes due the CoIIege will mined by the Financial Aid Dire .nee wit ha schedule of payments deterti , d r are me d ical reasons will b cror on eac campus · Refun d s ror su b stan.· e on a pro-rata basis. �FEES & FINANCIAL AID/65 64/ST. JOHN'S COLLEGE Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study, If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENT'S REGULAR STUDENTS . . f Act of 1980 require that each postProvisions of the ~1gher Educ\1 ~~ . f mation concerning the criteria secondary institution make ava~ a e m or The criteria for St. John's Col. d . .f t academic progress. . . f for JU gmg sat1s ac ory . . f tisfactory progress for rec1p1ents o lege regarding the determma~1on o. ra-ssistance are as follows: federally-funded (Title IV) fm.a~cia a ss at the end of a semester In order to be making sahs actory pthrogre t' semester and that next ·u d to enter e nex . .. f ny work This permission is a student must b e permi e · l d the repetition o a · h semester must not me u e . lt f on with a committee of all t e normal~y granted by t~e Dean m ~o:~~i~t~e:' The Don Rag Commit~ee students tutors, ,the D?n Rag of the rogram and approves its quality assesses a students work mall bart:, th t t~e student be permitted to enter before recommending to the eau . a d cted i·n the student's presence h. sessment is con u the next semester. T 15 as. A' the end of the Sophomore Year, by all of his or her ~ut.ors ~n commo~. the Dean and the Instruction Comhowever, this perm1ss1on is granted y 11 k dur1·ng the first two years. . h i· h f t dent's over-a wor mittee m t e ig t ? a s u t dent who has not satisfactorily comUnder some ~ircumstance~: :l~owed to repeat the work in o:der to pleted a semesters work may t "ble for financial assistance remain at the College. Students are no e ig1 '" k (federal or institutional) while the~t a~et~e~~~c:nag nV:~r s~mester with the Sometimes students are per~1 ~onditions during the course of the requirement that they meet special. t epeating work and is deemed a student is no r semester. In t h ese cases, fl th Dean determines that the conto be making satisfactory progress ~~el con~itions have not been met, the ditions have not been met. Whheln t" Committee decides what furDean, in consultation with t e nstruc ion ' ther determination is to be made of the case. r In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. L St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V,A, A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. :;, . VA requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform studefits on V.A. benefits of this policy on minimum standards of progress. 6. SL John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 OF VISI1DRS AND BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read · a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginnin of the St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Mr. Thomas M. Carnes San Francisco, CA Chairman Mr. Stephen L. Feinberg Mr. Robert ]. Carney Houston, TX Vice Chairmen Mr. Donald J. Maciver, Jr. Colorado Springs, CO Mr. Ch ·Jes Miller Houstc TX Mrs. Harriet Higgins Warren Mr. John D. Wirth Mr. Ray C. Cave New York, NY Secretary Mr. Gerald D. Cohen New York NY Mr. HolJL. Mr. James E. Connor Dallas, TX Mrs Chi_ umsfeld Mr. Gregory D. Curtis Pittsburgh, PA Mr.· Au11 '3chweitzer Mr. Warren Winiarski MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen Mr. Charles A. Nelson Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. Karl Van Tassel Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mrs. Dalla, ~ G. Murchison '· J. Parker A. Mr. Vernon E. Derr Boulder, CO Mr. Charles M. Diker New York, NY Mrs. Lovejoy R. Duryea New York, NY Mr. Stephen L. Feinberg El Paso, TX Mr. James H. Frame Oneonta, NY Mr. Thomas P. Geyer Morristown, NJ Mr. Robert A. Goldwin Washington, DC H. Smyth CA ...pector ,,·:y -v TX 1 ',nHoopen ) Tilles .ggins Warren d - Watts, II Irwin Hoffman, M.D. Santa Fe, NM Mr. Wi1liam Barclay Allen Claremont, CA Miss M. Brownell Anderson Washington, DC Ms. Sharon Bishop Reston, VA Mr. Kenneth D. Brody New York, NY Mr. Richard E. Berkowitz Atlanta, GA Mr. Donald Kagan New Haven, CT '-'ilkinson Mr. A. Scott Kelso Houston, TX Mr. Jonathan D. Krane Los Angeles, CA Ms. Barbara L. Lauer Laramie, WY Miss Barbara H. Leonard Oberlin, OH Dr. Herbert I. London New York, NY ·orthy �FACULTY/69 68 ;sT. JOHN'S COLLEGE Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Michael S. Littleton ANNAPOLIS President Christopher B. Nelson 70 St. John's College, Annapolis, 1966-69; B.A, St. John's College, Santa Fe, 19 ,.:V 1973 Admitted to the Bar, State of 11of La .' D J. . , University of Utah CollegethCircmt Cour't o f Appeals ' U.S. Supreme Court; . . S d linois, 1973, N.D. llhnois, even 9 S h'ffHardin & Waite, Chicago; Co-Foun er Associate, 1973-78 and Partner, _197 ' c8~-91 Kovar Nelson Brittain Sledz & Mora nd Principal, 1979-91 and President, 19 L b' Law and Supervisory Relat10ns, Jh ' C l · M nagement a or ent Center, Illinois; President, St. o ns o ris, Chicago; lnstru~tor ~n a 1981-87, Aurora Umversity Managem lege, 1991-. B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Beate Ruhm von Oppe:n B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. Dean of the College in Annapolis Robert Eva T.H. Brann B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. PhD 1956 Yale University; Fellow B.A, Brooklyn College, 1950; M.A.,_ 19~~r 1952; Fello~ of the American School of the American Numismatic Soc1ety,5~~~ember of the staff of the American Agora of Classical Studies at Athens, 1952- ~f Phi Beta Kappa; Instructor in Archeology, Excavations at Athens as Sibley Fello~ I t'tute for Advanced Study, Pr~nceton, S tanford University, 1956-57; MemCer, ns i_ n for International Education and U S Ad . ry ommiss10 Add' 1958-59; Member, . . v1so t John's College, Annapolis, 1957-, ison Cultural Affairs, 1975-77; Tutor, S . W d Wilson International Center for E. Mullikin Tutorship, 1971-_; F~llow, f ooorr~itman College, 1978-79; Visiting Scholars, 1976-77; Arnold V1s1tm~ Pr~ es~f Delaware, 1984-86; Fellow of the NaScholar in Honors Education, Un'.vers1ty 7-88· Member, Maryland Advisory Con;tional Endowment for the Humanmes,_198 Civil Rights, 1988-; Dean, St. Johns mittee of the United States Comm1ss1on on College, Annapolis, 1990-. Edward Malcolm WyaH . . . . F lb . ht Fellow at Universite de ·· of Virgmia· u ng S U · . .t' BA ., 1953 ' M.A., 1956, mversny r U n1vers1 Y of V1'rginia ' 1955-58; Tutor, - t. · I t Nancy (France), 1953-54; nstruc o '. Dean 1984-85, Director, Graduate lnJohn's College, Annapolis, 1958-, Ass1~_tan~989- ' stitute in Liberal Education, Annapo is, . B. Williamson Samuel S. Kutler B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. IEHiot Zuckerman B.A, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modem European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71. Joseph P. Cohen Thomas J. Slakey . . . A Universite Laval, Quebec, 1953; B.A., St. Mary's College, Cahforma, l~t52~~s College, Annapolis, 1959--'64, Santa P hD Cornell University, 1960; Tutor, .. JAff . 1971-74 and Associate Professor · ., ·d f Academic airs, ' h ' C l Fe, 1964-71; Vice-Pres1 ent . or ' Colle e of California; Tutor, St. Jo ns o of Philosophy, 1971-76, Sart M~is~-85 asgfounding dean of Whitney Young College, Annapolis, 1976-. On e~ve D St John's College, Annapolis, 1986-1990. lege, Kentucky State Umversity; ean, . Laurence Berns . . . Lecturer in the Liberal Arts, Basic BA ., 1950 ' PhD. ' 1957, University of Chicago, .tY o f Chicago' 1956-59; Tutor, · · d · f Adults Umvers1 . t Program of Liberal E ucat1on or d;ew W Mellon Tutorship, 1972-; Assoc1a e St John's College, Annapolis, 1960-, An (L . f absence 1966-67); Associate, P;ofessor of Philosophy, Rosary College eave o ' B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. D21vid Hanford Stephenson Columbia College, 1958; Columbia University, 1960; Ph.D., University of l\/laryland, 1988; Tutor, St. John's College, Annapolis, 1963-. �70/Sf J()HN'S COLLEGE FACULTY/71 Comb<!r in Educrition, University of London, 1953; A.R.C.M., Royal College of 1954; TVLA, Ohio State University, 1957; Fulbright Scholar, 1955; Instructor i.n :tvfosic and Graduate Studies in Philosophy, Ohio State University, 1958-61; Assi.stant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Frofrss.<)f, University of Waterloo, Ontario, 1964; Tutor, SL John's College, An1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Edt1cation, Santa Fe, 1970-74; Director of Adult Education, 1968-74, 197.5--76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in Liberal Education, Annapolis, 1977-80, Director, The GradwiJe fostitute in Libernl Education, Annapolis, 1983-86. Doskow B.A. C.;lumbia College, 1957; M.A., 1959, Ph.D., 1965, University of ConnecP<irHiroe Instructor in English, University of Connecticut, 1957-62; InstrucCollege, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Deiln, 1_084-86. 1983; National Endowment for the Huma ·r C NEH Planning Grant 1986-87· NEH In . m_ 1es onstitutional Fellow, 1984-85· p f D , , terpretJve Research Gr t 1987 8 . ' ro essor, epartment of Educational Studi U . . an ' - 9; Visiting and Harry Bradley Foundation Grant, 19;~'-9:1vers1ty of Delaware, 1989; Lynde Wye Jamison AUanbrook BA, Vassar College, 1964; M.A., 1965, PhD St . . . . . Wilson Fellowship 1964-65. Teach· A. ." anford Umvers1ty, 1974; vVoodrow mg ssistant m Musi S' f d U . ' 1967-69; Tutor, St. 'John's College, Anna olis 1 . c, can or mversity, Center, 1986-87; Visiting Professor, Unfver;it 96~-NFellow, National Humanities January-May: 1989· National End f y o orth Carolina, Chapel Hill ' owment or Iege Teachers, '1990-91; American Council of Le the Hum an~·ries Fe11 owship for Col-' . amed Societies Fellowshiip, 1990-9l E White . St John's College, Annapolis 1965· MA Th Research, 1970; Alvin Johnson Fellow' 1970-71. Ti . "'. S e Ne;/\! School for Social 1971-. ' ' utox, t. Johns College, Armapolis, Leo E RadHsa of RL'chester, 1965; Technician, Harvard University Cyclotron l %4, 1965; Tutor, St John's College, Annapolis, 1965-; Visiting Lecturer in Physics, lNestem New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Inter~ pretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. Harvard College, 1956· Universit S h I 1961-62, M.A., Columbia Uni~ersity: 196~· pc ~ ar, ~960-61, University Fellow, University of Munich 1964-65 B '1· 1'9 residents Fellow, 1962-63; Fulbright, W h. ' ' er m, 65· Instructor N y. k U · ' ew OL mversity, ·as mgton Square Colle<>e 1965- 68 . A" . ' bia University, 1969· Tutoro Joh ' c' ll~s1stant Profassor, 1968, Ph.D., Colum. f ' ' t. ns o ege, Annapolis 1973 . '\) t· ment or the Humanities Fellow N f I F ll ' -, 1 a 1onal EndowRevolution and Peace St;nf ad10nCa l~fe ows Program, Hoover Institute on · ' · '.or ' a 1 orma, 1977-78. S' Zeiderman Dartmouth College, 1962-63; B.A, St. Joh ' . . Prmceton University: 1072. p · t N . ns College, Annapolis, 1967· S ' ' , nnce on atwnal F»llow 1972 1i t S J h' 1 ege, anta Fe, 1973-77, Annapolis, 1978-. -' ; u or, t. o. n's Col- Gisefa Hems Abitur, Hodderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University 0f Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, 1966·-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrdlis B.S., Bates College 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66. University Fellow, 1966-67, University of Wisconsin; fotor, St. John's J967- ffaumenhaft RA., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturei- in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, "Whe~ton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968 Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard ·workshop on Nuclear Weapons and Arms Control, Summer Schwartz Renaut St. John's College, Annapolis 1968· M A. Georgetown University, 197,1. Tut~r S~ .J, ' ' · J fr . ~ ,nsCHlolpkms Univers.ity, 1971; 0 ns 0 .ege, Annapolis, 1974-. L Townsend BA., Loyola College 1969· MA H . d . _ J ~rv~ l lt~O; D1plome, Universite de Paris, Fellow, Harvard 1969-1974.' ff h s' h. .,l Ea e. ow School, 1981; Graduate Prize 19'r ' ' ig c oo nghsh Teacher C b d F S - ~u-72; Resident Tutor, Eliot House, 1971_73 . Ii S ' arr; n .ge ree chool, 1914-, Annapolis, 1984-; Intern US Or . ' ju~or, L Johns College, Santa Fe, 1967, 1973; Ph.D. Harvard 1976'. l\1a. Bar, 1981-. ' · · .gamzec nme Stnke Force, l'vfanhattan, Comenetz RA:, The Johns Hopkins University, 1965; M.A. 196 . Um versity; Assistant Professor of Mathe fr 7'., Ph.D., 1972, Brandeis Tutor, St. John's College, Annapolis, 197~a i_s, mversny of Kansas, 1972-75; U. Sachs B.!L, St. John's College A 1· 1 New York~a:;1~~3· ~8~Gra~uate Stude11J, The N_ew School for Teacmng Assistant, Pennsylvania St~t U :' P~n~sylvama Jtate Umvers1ty, 1975; lege, Annapolis, 1975-. . e nnrers1ty, 1973-74; Tutor, St. John's Col- Soci~l Research, �72/ST. JOHN'S COLLEGE FACULTY/73 John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-. Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N .Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. J?hn's College, Annapolis, 1979-; Director Grad . . . hon, Annapolis, 1986-89. ' uate Institute m Liberal Educa- Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil. Oxf d U . . of California, Berkeley, 1972; Gradu~te s:d ~v~~1t>: 1971; M.A., University Woodrow Wilson Fellow, 1969-70; Kellett Fell~w in ;lish, Ber~~ley, 1971-78; College, Oxford, 1969-71· Kent Fellow (D nf th F tde _Humanities, Brasenose . ' or oun A ss1s tant and A ssociate, Department of En alish B k I ahon) ' 1971- 77; .,., h"mg ieac College, Annapolis, 1979-. g ' er e ey, 1973-78; Tutor, St. John's Michael G. Oink Harvard University; 1970-72· BA St Joh ' C II Ph.D. 1986, Philos~phy, Th~ C.atholic Un~~er~t e~ef Anna~ol.is, 197~; M.A.,_ 1978, The Catholic University of America 1978-80· ~menca, _Teaching Assistant, 1980-84, Annapolis, 1984-. ' ' utor, t. Johns College, Santa Fe, ,fi James Howard Beall ·u . Active duty, U.S. Air Force 1963-67· BA Ph . . ys1c_s, University of Colorado, 1972; M.S., Physics, 1975; Ph.D.,' Physics I979 Laboratory for Astronomy & Sola; Phy~cs n~~~1,!:'~f ~aryland; Ast.rophysicist, Greenbelt, Maryland, 1975-78; Congression 'IF II o .dard Space Flight Center, of Technology Assessment Washin t a e ow, United States Congress Office Arlington, Virginia, 1979-Bl; Natio~~l~~~~~197~s7~; Project ~cientist, BKD, Ry o c1ences~Nahonal Research Council/Naval Research Laboratory R "d Division, Naval Research Laboratory, ~s1~tt es~~ch Associate, Space Science Hulburt Center for Space Research Nav:; R g on,h 1981-83; Consultant, E.D. 1982-; Tutor, St. John's College, Annapoli:~e;;-~2-. a oratory, Washington, D.C., L b' Elizabeth M. Blettner B.A.,_ Stanford University, 1969; graduate stud i E 1· . . . of Wisconsin 1970-71· MA · Ph"! h Y n ng !Sh literature, University 1 osop Y, Pennsylvani St t U · ' ' · ·m · Instructor of philosophy and human·r p' I . a a e mvers1ty, 1978; Richard M. Weaver Fellowship 19~11·e~h ~nn~y ;~1a State University, 1979-80; University, 1985· Tutor St Joh' C '11 . A. m hil?sophy, Pennsylvania State ' ' · ns 0 ege, nnapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974· MA 19 76 PhD Instructor in Political Sci~nce, Dicbns~n College "19s1~~~~'11University o~ Toronto; Annapolis, 1982-. ' ' utor, St. Johns College, Walter Sterling B.A., St. Jo~'s College, 1965; M.A., Pennsylvania State Universi . Pennsylvania State University 1966-68· PhD C d"d ty, ~966, !"structor, America, 1970-74· Editor of St John' clan I ate, Catholic University of ' . s ev1ew an Tutor, St. John's College 1983-. R .. . Michael Blaustein B.A., St. John's College Annapolis 1974 PhD H St · John's Co II ege, Ann' apo1· 1984-. ; . ., arvard University,' 1984· Tutor, ' 1s, ' Thomas May Anita L. Kronsberg B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. �FACtTLTY/c'S 74/ST JOHN'S COLLEGE Judith LA. Seeger Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; lnstrnctor, Assumption CollegE, 1981; Tutor, SL John's College, Annapolis, 1984-. Stewart Umphrey B.A, Senior College of the New School for Social Research, 1966: JVLA, 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976--1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984- Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson FellmN, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. William Pastille A.B. in Music, Brown University, 1976; M.A in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Kevl.n Robert Dungey B.A., University of North Carolina at Chapel Hill, 1972; Ph.D, Stanford University, 1980; Whiting Fellow, 1978-79; NEH Summer Institute, 1985; Assistant Director of Freshman English, Stanford University, 1979-80; Assistant Professor of English, University of Maryland at College Park, 1980-87; Visiting Professor, The Johns Hopkins University, 1983-84; Tutor, St John's College, Annapolis, 1987--. Ann G. !Vlartin RA., Oberlin, 1969; M.A., St. Hugh's College, Oxford, 1971; PhD, U Massachusetts/Amherst, 1979; M.Phil., Middle English Studjes, Somerville College, Oxford, 1981; NEH Summer Seminar, 1984; Assistant Professor of German, Purdue University, 1981-87; Tutor, St. John's College, Annapolis, 1987--. Catherine R. Haigney B.A, 1981, I\/LA., 1983, Ph.l;)., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tb.tor, SL B.A., Harvard University 1966· Cornell U . . Languages and Literatur~s 1970 PhD l~~~er~ty_ 196?-68; Moi\, in Romance Assistant Professor part-time I~d· . mvers1ty of Chicago; Visiling Portuguese, 1984-SS· Resear~h A1ana. tn1vefrs1ty Department of Spanish and I . . ' ssocia e o the Folklo Urnversity, 1984-89· Visiting Assistant p f . - re nstitute, Indiana t C II ' ro essor part-time Univ 't f 1\n a o ege Park Department of Spanish and ers1 yo: _v1aryland ortuguese, 1990; Ti1tor. Sc John's College, Annapolis, 1989-. \J . ' . P ' Cordell D. K. Yee B.A., English, Pomona College 1977· M J J . . Berkeley, 1980; M.A., Chines:, 198l Ph .D ou~nal~sm, U~1ver~ity of California, Madison, 1989; Associate Researcher tt' • t . ., f nCghsh, Umvers1ty of VVisconsinfG h , !IS ory o artography Pr . t D o eograp y, University of Wisconsin-M d" oiec ' _;epartment Annapolis, 1989-. a ison, 1988-89; Tutor, St. College, Andre Barbera B.A. in Music, Wesleyan University 1974 R "d . . Chicago 1978· PhD · M . I ' . ' esi ent Fellow, Newberry m usico ogy: Umversity of North c 1· . . Assistant Professor of Musi'c' C ome11 U mvers1ty 1979-1982· A · ,1980; Visitino ' . . aroma, . <:> of Music, University of Notre Dame, 1987.-19 '. . . . ' . s.sistant Professor N!us1c, St. Mary's Colleg N t D - 89, V1s1tmg Assistant Professor of e, ore ame 1089-1Q90· 1i t ·' ·1· h , Annapolis, 1990"' · · ' u o.r, Jt. o ns • ' ' 0 • 0 ' Kathleen C. Blits B.A., Mount Holyoke College 1968· ~,esearch, 1970-72; M.S. 1985 ' Pho' john's College, Annapolis, 1990- .. ., ~~d u~e 9, _study, New School for Social rnvers1ty of Delaware; fotor, St. Erik Sageng B:"~:' University of Alaska, 1983; M.A., 1985, PhD . . Nanonal Science Foundation Fellow 1983-86· M. 11'' 1989, Pr~nc~ton University; 1983-89; Fulbright Fellow 1987-88, v· . . 'F Ile_ o~ Fellow m Ihe Humanities, · · ' , isitmg e ow m the Sr' c; d' Umvers1ty of Edinburgh 1987_88 . R k f II FI . _i.ence wtu ies Unit, 1989-90· 1htor St Joh ', C 11 , Aoc e e er e low, Umversity of Oklahorna ' ' · ns 0 ege, nnapohs, 1990-, ·· · David Clemenson B.S. (Ma,thematics), Portland State Universit 198 . . . . W1sconsm 1982· MA (H" t fS . y, O, M.S. (Physics), Umvers1t-i1 of ' ' · · IS ory 0 C!ence) U . · f w· (History of Science), Harvard Univer~itu 1991- ~1~ers1Sty oJ ~scan.sin, .1984; PhD 1992UtOr, t. ohns College, 1-\ 1·m0>nn ' '' ' 0 John's College, Annapolis, 1989-. Radoslav Datchev Abraham Schoener Degree in Philosophy University of S ,. 1982 A . Umversity of Sofia '1982-83· 1i t oS1a,J h / . ss1stant Professor of ' ' u ,or, t. o n s College, 1992 _ B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.n Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. Adam ~cJ:n:Hmam BA, Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A, History of Science, Harvard University, 1985; PhD., History of Science, Harvard University, 1989; Tutor, SL John's College, 1989-. Robin Kornman 1970: B.A Indiania University· 1986· MA C . . Colorado Boulder· 1992· A ' . . . ·. omparat1ve Literature, University of ' ' · mencan Council of Learn d s · · R at the Laboratoire d'ethnologie et d . l . e ociehes esearch Fellow X, Nanterre; Ph.D. Dissertation d f e soc1~ ~g1e comp~rati".e at l'Universite de Paris 1993; Member of Nalanda Tra ~ ~~se, rmceton Umvers1ty scheduled for August Texl:s into English and French· ~0~!10n ~~mm1ttee, translating Tibetan Buddhist , ege m1ss10ns Counselor, Naropa Institute, �FACULTY/77 76 /ST JOHN'S COLLEGE . H anities University of Colorado, Boulder, Boulder, 1978-84; adJjuhnc; f~c~i7g~n A~:.polis, '1992-. 1985-86; Tutor, St. o ns 0 - ' . . . cl Nacional del Sur, Argentina, 1973; M.1'.-· Licenciado en Matematica, Um:rers1~a 1983· PhD in Mathematics, Brandeis · ' · · f in Mathematics, Brancle1s U m vers1ty 1985-1986· Assistant Pro f essor o_ University, 1985; Visiting. Sch_ola~986-1992· 1htor, St~ John's College, Annapolis, Mathematics, Texas Tech Umvers1ty, ' Pablo Lejarraga MIT 1992-. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 196"i-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. Theresa M. Mackey k 1979 _BA Johns Hopkins University, .t' . f. Maryland 1992; Lecturer, BA ., University of the State of New Yor '. · . L" t re Umvers1 y o 1980; Ph.D. Comparative iteia ud l991· Adjunct Faculty, English, Georgetown College, Annapolis, 1992-. Philosophy, University of Mar~ anJ University, 1991-1992; Tutor, t. o ns h' Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, VJ'oodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; 11.ito:r, St. John's College, Sante Fe, 1965-. L Ray Davis, Jr. SANTA FE President John Agresto C 11 University; Visiting Lecturer, 197~, ~~ne AB ., 1967 ' Boston College; Ph.D.,_ versity 01 1oronto, Canada' 1971-72; Assist~nt · U 1 Department of Political Economy, rn K College Ohio, 1972-78; FeLow, Professor, Department of Political Sc1encep e_ny~; Directo;, National Humanities . te Professor Department of N ational Humanities Center, 1978-7_9'. . ro]Aec . 1979 82· V1s1tmg ssocia ' . Ce nter, North Carolma,U · - ·t ' Nort h C aroma, 1981·, Assistant Chairman,I 1. .. Political Science, Duke mvers1 y, . .' 1982-85· Acting Chairman, Nat10na National Endowment for the Humamti~s,Ad"unct Professor, The New School for Endowment for the Humarnt1es, 1985-8 ' Clh . n National Endowment for_ ~ l 1988· Deputy airma ' C 1989 Social Research, New or(, .d ' Th Madison Center, Washington, D. ., ; the Humanities, 1985-88; Pres1 ent, e 9p . "den t , St ..John's College, Santa Fe, 198 . res1 Dean of the College in Santa Fe Stephen R Van Luchene 69· M.A., 1971, Ph.D., 1973, University of BA Arizona State Umvers1ty, 19 , f E i· h Notre Dame, 1971-73; · ., · D artment o ng is , D. t Dame· Teaching Assistant, ep . c Adm1·ssions 1979-81, irec or ' F 1973 Director 01 ' St John's College, Santa e, -,Ed c· J982-85· Dean, 1991-. · . · L"b ra1 ucanon . ' The Graduate Institute m 1 e ' Dean R Haggard h f Loyola College 1957-19 BA Reed College, 1955; Instructor iHn Mka_t e~:i~~:~ity 1960-61; Tu~or, St. Johb · ., 11 · Ph"l ophy:' Johns F op ms Assistant Dean, 19 71- 73 · ' Fels Fund Fe ow m 1 os 196 6College, Annapolis, 1961-66, Santa e, ' . . PhD J hns Hopkins University, 19 B.A., St. John's College, Annapolis, }955t Eco.le .de~ Langues Orientales Vivant Hebrew Universit_Y, Jerusalem, 195 ~~7-S9; Tutor, St. John's College, .Annap 1956-57; University of Ch~c~~o, 19 St Mary's College, California, 1968 1961-69, Santa Fe, 1969-; V1s1tmg ~ct~rer, . Biblical Research, Jerusalem, 1971 7 . Robert D. Sacks University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, Umversity of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; 1hmr, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. S. Peterson A.B, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; US. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. P. Miller AB., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; b. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, . Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; '.Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of University of Richmond, 1961-66; Piano Chairman and Member of "Graduate Faculty, College-Conservatory of Music., University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate }1stitute Director, 1988-. . Thomas Harris, Jr. A, Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of · ois; University Fellow, 1955-58, Graduate Teaching Assistant and National nee Foundation Contract Fellow, 1958-59, University of Illinois; Research tructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of sence as Assistant Professor, University of California at Berkeley, 1962-63; tional Science Foundation Consultant for India Project, Lucknow, India, Summer, �78/SI. JOHN'S COLLEGE FACULTY/79 196'.l; Visitmg Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York Unilrersity; Corporate Consultant, Management Science, IBM, Armonk, New York. Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. of Califorma at Santa Cruz 1976- U . - . f D f ' , mvers1ty o Calif e ense Language Institute Monterey, C rt - orma at Santa Cruz, 1967-68· sity, 1971-73; Instructor University ~f Gal om1a, 1968-69; Heidelberg Univer~ Universi't yo f Ca If ornia at Santa Cruz 1967 71 '1i1965 - 67· 'Iieach' ' eorg1a i ' mg A ssistant Fe, 1974-, ' - ; utor, SL John's College, Sant~ Glenn. A. ftelilas EHzabieth S, fogel B.A, Classical Languages, St. Mary's College, California, 1957; Th.L, Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; l'.Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. B.A, Pomona College 1967- M Pr ·1 19 Toni Katz Dre"'"' B. i\.., St. College, Santa Fe, 1970; M.A., Anthropology, University of New Mexico, 1985; Teaching Intern, SL John's College, Santa Fe, 1970-72; Tutor, St. John's College, Santa Fe, 1972-77; Visiting Tutor, SL John's College Graduate institute in Liberal Education, 1978, 1985; Visiting Tutor, St. John's College, Santa Fe, 1985-86; Manuscript Editor and Investigative Journalist, 1982-89; Tutor, St John's Santa Fe, 1989-. 1 B.A, Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963--66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; 1Noodrow 1/lfibon Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. fohr!s College, Santa Fe, 1972-, Assistant, 1969, Yale 'unive~sity· ;~~~he ?ls:h.D., Philosophy, 1973, Teaching Professor of Philosophy; California Stat imer College, 1971-73; Assistant SL John's College, Santa Fe, 1975-, e mvers1ty at Humboldt, 1973-75; Tutor, J'. Lamson Myers B.A, St. John's College 1971 MA U - , , -· ., mvers1ty of North c· St J h , C 1. . o ns ollege, Santa Fe, 1977-· Direc . aroma, 1975; Tutor, Education, 1985-88, ' toi of the Graduate Institute in Liberal James St John's College, Annapolis, 1963-65 BA . , M.A, The New School for Soci'al R ' . h., University of North Carolina 1967G d esearc 1973· Us M ' ' . ra uate Study in Music, University of North Car~ , . . anne Co_rps, 1967-69; !n Philosophy, East Carolina Universit- 197 - . I.ma, 1969; Part-time Instructor :'forth Carolina Wesleyan College, 1:76-7:· ~,Pan-time In,structor in Philosophy, 1979-83, Santa Fe, 1984-, Dean, 1986-199l. utor, St. Johns College, Annapolis, Ih.1chenauer lJA., History, 1967, !VI.A, Anuent Hist , Classics, Brown University: 1980· F d F ory:d, Cornell University, 1969; Ph.D. , ' ' or oun at10n Fell 196 , ' _, ow rn ClassJCs, Brown University: 1969 70 1i ow, 6-68; Umversitv 1980-_ ' - ; utor, St. John's College, Santa F;, Poll David Ed wanl Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. llruce E. Venable RA, ::it. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, SL John's College, Santa Fe, 1973-. David Bofotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88, B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-1990. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University Charlott!! Gray Martin University of Colorado 197?· D h . D eutsc er Akademisch A h "ank_s ipendi um,University: of' Freiburg,h"1972-73·' PhD., Classics- and Comparative University _er ustausc dienst .otud1es, Boston 1979- To F . ~, f Vjsiting Lecturer Colorado' Coll ' ealc9718ng ellow, Boston University, 1975-78r l _, ege, -79· A , t p f ' d orado, Spring, 1980· Tutor St J h ' C 1'1 ssis ant ro essor, University of 0 ege, Santa Fe, 1980-. ' ' · 0 ns Dragan Pesic A~-, Harvard University, 1969; M.S., 1970 PhD r . Da11forth Graduate Fellow 19'9 75 R , . ,, 1975, Stanrord Umversity· Lrnear Accelerator Center 19 0 _ - . L esearch Assist an, an d A ssociate, Stanford ' ; ' ' S 70 75 St. John's College, Santa' Fe 1980~· ~tu~e~, t~nfor~ University, 1976-80; Tutor, ' ' us1cian-m-Res1dence, 1984-, Cary Stickney - , St John's College, Annapolis 1975· MA , Universitaet, Freiberg, W, Germany: lg79. 1i' s' ., Ph,ilosophy, Albert-Ludwigs ' ' utor, t Johns College, Santa Fe, 1980A. Dougherty · ~·''\Yale College, 1974; M.A., Ph.D., Harvard , . in <,_,overnment at Harvard Coll 197 Umvers1ty, 1980; Teaching Fellow 6-78,_ 1979-80; French Government Fellowship, 1978-79; Assistant Pr~lee, 1980-82; Tutor, SL John's Colle e Assor ofl_Pohtical Science, Stonehill College, g ' nnapo Is, 1982-85; Santa Fe, 1985-. �FACULTY/81 SO/ST. JOHN'S COLLEGE Stephen Frederick Houser B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; President's Fellow, University of Virginia, 1987-90; M.A. University of Virginia, 1989; Ph.D., University of Virginia, 1990; T.A., Instructor, Department of Philosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. University, 1979; Co-founder Foundation fo h . Trilobites, 1979; Ph.D., Entoro'o!ogy, Universitr t fe~~drsco_very and Protection of Doctoral Fellow, Linguistics, Harvard Universit~, ~982~~ons~-Madison, 1981; PostMuseum of Comparative Zoology, Ha dU . . 985, Entomology Associate Consultant, Arthur D. Little Inc' C "d nivers1ty, 1982-1985; College, Santa Fe, 1985. ' ., am n ge, MA. 1984-85; Tutor, St. John's rv~r Agribusines~ David Lawrence Levine St. John's College, Santa Fe, 1983-. A.B. St. John's College, Annapolis 1967· MA 1969 State Univer_sity; Woodrow Wil~on F:llo;_, i967-6 ~h.D. 1975, The Pennsylvania 8,. NDEA Fellow (Honorary) 1967-70; University Graduate Fellow Th p Independent Research Centre Uni¥' .te. ennIsylvania State University 1969-70· St d Go th ' ers1 arre nternational p . 19 L ' e e Institut, West Germany 1970-71· Instruc . ' a~s 70; anguage u y, t tor;n Philosophy, University of Maryland, West Germany, 1971· Teaching and Humanities, The Pennsylvania State U . ssrs _ant an Instructor in Philosophy Professor of Philosophy and H ·r niversrty, 1968-69, 1971-75; Assistant Associate Professor of Philosop~myanidreHs, Okl~~oma State University, 1975-80· 1980- 88; FeII owship Research Grant an h umanitres ' Oklaho ma St ate University,' E tF d College, Santa Fe, 1986, 1988-. ' ar ar oun ation, 1984-85; Tutor, St. George H. Aigla Randolph J. Perazzini Katharine S. Mulford B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; f\.ssistant Professor of Political Science, 1975-81, Director of the Division of Liberal'learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Robert Richardson B.A., Park College, 1960; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Woodrow Wilson Fellow, 1960-61; Danforth Fellow, 1961-63; 1967-68; Member of the Faculty, Shimer College, 1965-67, 1975-77; Assistant Professor of Philosophy and Director of the Humanities Program, Cornell College, 1968-70; Visiting Assistant Professor, College of Engineering and Institute for Environmental Studies, University of Wisconsin-Madison, 1970-73; Writer in Residence, Highland Area Arts Council, 1977-79; General Manager, Timber Lake Playhouse, 1979-81; Director of Curriculum and Development, Campbell Center for Historic Preservation Studies, 1981-84; Visiting Tutor, Graduate Institute in Liberal Education, St. John's College, Annapolis, Summer, 1981, Santa Fe, Summer, 1984, 1985; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State A. John'~ B.A., Univ~rsity of Chicago, 1970; M.A., 1971 Ph . . Cornell University· Instructor Corn II U . .' .D., 1975, English Literature f E I" h p· ' ' e niversrty, 1975 1976 A . t p f ' o ng rs ' rttsburgh State University, 1976-79.' I '. ssrs ant ro essor and ~hairman of Humanities Departm:nt 19 - ' nstruc~or m English, 1979-86, Mexico City; Assistant Professor of E' 1·8hl 86,dAmencan School Foundation Int f IU ng rs an Humanif U · d S ' , res, nite tates erna rona niversity, 1980-84 '· Tutor, S t. Joh ns College, Santa Fe, 1986-. Lawrence Cave B. Mas. Oberlin College Conservatory of Mu . 1 1983; Ph.D. in Music Composition Harv sic, _98l;_M.A. Harvard University, College, Santa Fe, 1987-. ' ard University, 1986, Tutor, St. John's Sean D. Collins B.A., Th_omas Aquinas College, 1979; M.A. Laval . . . Foundation Fellow, 1982-84; Teachin A .' Universi~y, 1982; Laval University Laval University, 1986· Tutor St J gh ,ssCistalnlt, Laval University, 1985-87; Ph.D., 0 ege, Santa Fe, 1987-. ' ' · 0 ns Dana Densmore B.A., St. John's College, Annapolis 1965· S ft . Apollo Project, Space Shuttle other,NASA o ware Design and Engineering for Massachusetts Institute of Technology, 1966 %nt~acts, Instrumentation Laboratory, h. - ; esearch Director, Editor, Institute for Freedom of the Pre s Software Technology Demonstra~i~n ;s _m~ton, D.C., 1974_-76; Project Manager, Stark Draper Laboratory, Ca b "d ro~, Computer Science Division, Charles Nixdorf Computer Corp~rati: r~ ge{' 1976-78; Senior Product Planner, Institute, Santa Fe, 1982-87. Tu~o ~tmJgthnon,-M CA, 1979-81; Director, Artemis r, · 0 s ollege, Santa Fe, 1987- Women'~ W Thomas Scally · B.A., St. Mary's College of California 196 . M Boston College, 1971; Assistant Prof~sso/' _.A, _Boston College, 1970; Ph.D., Assistant Professor, St. Mary's Coll f c' l~fniv~rsity of Santa Clara, 1970-71; ege o a i ornia 1971 74 A · t p f . S Ca!iforrna tate University at Humboldt 1975· D ' - ; . ssis ant ro essor, Champlain Regional College Quebec 'c epartment Chairman (Philosophy), ' ' ana a, 1975-1987; Lecturer, Institute for d �82/ST. JOHN'S COLLEGE FACULTY/83 Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1988. University o_f Muenster, West Germany, 1982-86; Acade . of New ~ex1co, Albuquerque, 1985-86; Lecturer in Britishr:1c Exchange, University ESL Curnculum-Developer, Shanxi University: Tai uan p nd ~mencan Literature, 1986-89; Lecturer in Film Analysis North Ch" YF"l ' eoples Republic of China 1989; 1iu tor, S t. Jo h ns College, Santa Fe, 1 ma 1 m and Broad casting Institute,' ' ' · 989 _ George L. Iannacone B.A. St. John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Sally Dunn B.A., St. John's College, Santa Fe 1971· MA Ph"] h . Dame, 1973; Post-masters Doctoral Prog;am .A., . I os~p Y: University of Notre Mexico, 1974-77; Ph.D. Women Studies u'. m~nc~n tud1es, University of New Instructor, Women Studies Program U '. m?tn fraNuate School, 1979; Part-time ' mvers1 y o ew Me . 1 S J h ' t. o ns College, Santa Fe, 1989; Tutor St J h ' C II x1co, 975-81; M.A., ' . o ns o ege, Santa Fe, 1990Margaret Anne Kirby · Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. B.A., University of King's College 1977 . MA D . University, 1979· Commonwealth Sch '1 . t{' fep~rtment of Classics, Dalhousie 1980-82; M.Litt., Faculty of Mode~ a~an e~ or College, Oxford University, Gasthi:irer, Ruprecht-Karls-Universitat Heid Tb age\ 9~~ford. University, 1982; College, University of Toronto 1983-85: PhD e Derg, 2, Jumor Fellow, Massey and Literatures, University of,Toronto l98S· II epart~e1int of Germanic Languages College, 1987-89· Tutor St Joh , c' 11 , Se ow an utor, University of King's ' ' · ns 0 ege, anta Fe, 1990-. Basia C Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D. University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. F Bruce M. Perry B.A.,. Greek, 1973, M.A, Classics, 1975 PhD Cl .· . Washington; Ph.D. Candidate Orient 1St' d" . . ass1_cs, ~983, University of Visiting Tutor, St. John's College, Sa~ta ~e, I~s991;~s, University of Pennsylvania; William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan E. Silver B.A. State University of New York, College at Old Westbury, 1971; M.A. St. John's College, Annapolis, 1976; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Ph.D. Candidate, Graduate Theological Union, in Theology and The Arts, 1987-; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, James P. Forkin B.A_., St . John's College, Santa Fe, 1980· M.S Vi . . Cahforn1a Davis 1986· M A p l·t· 1 s' . ., e~etable Crops, Umvers1ty of ' ' · ., 0 1 1ca c1ence Universi" f c l"f 1986; Tutor, St. John's College, Santa Fe, [y o a 1 ornia Davis, 1990 ~. Danny L Hawley A.~., Physics, University of Chicago 1968· M A Princeton University· National Sci ' F ' d ... , 1970, Ph.D., 1972, Physics, Professor of Physics, Carleton Colleg:n~;72~~; ahon Fel~o_w, 1968-_71; Assistant of Virginia, 1983; National Resource /]1·A., Religious Stud1~s, University of Indian Studies Language Fellow, 19~~g-~~geR e ow, 1982-84; Amencan Institute of Information Systems and Leet U .' e~earch Fellow, 1986; Coordinator ~andidate, History of Religions, ~~~~ersi~1v~~s~ ~f _Yirginia, 1988-89; Ph.D. '~ollege, Santa Fe, 1990-. y irginia, 1990; Tutor, St. John's L frank R Hunt St. John's College Anna l" 1971 7 . C . . kU . . ' po is, - 3, ornell University: 1973-74· BA N ior mvers1ty: 1976· MA 1980 PhD . ' ' · ., ew Editor, Catholi~ Uni~ersity., of A' : .,pl985, Catholic University of America; U . . menca ress 1980-86· Lectu M mvers1ty of Virginia, 1985-86 . Edit ' U . .' rer, arymount p . St. John's College, Santa Fe, 1990-.or, rinceton mvers1ty Press, 1987-89; Tutor, v Gerald P. Proietti ~ Music, State University of New York Colle e F d . ~i_,reek), Ph.D., Political Science, Boston Colle g at r~ ~ma, 1973; M.A., Classics m Classics 1982 D lh · U . . ge, 1982, Killam Postdoctoral Fellow at Oswego: 1982~85~ Leo~s1e nU1v~rs1t~; Adju~ct Assistant Professor, SUNY College , curer, mvers1ty of Wisconsin-Eau Claire ' 1985 - 88; v·IS!.t.mg �84/ST. JOHN'S COLLEGE FACULTY/85 Assistant Professor, University of Dallas, 1988-90; Tutor, St. John's College, Santa Fe, 1990-. PRESIDENTS EMERITI James Cohn Edwin Jules Delattre William M. Dyal, Jr. B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College 1991-. Charles N. fasamuo B.S., Chemistry, Manhattan College, 1965; M.A.R. with distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Postdoctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. Joshua L Kates B.A, St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, PhD., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Bmce K. Sa:whl.H B.A, Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder-Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres B.A, Vassar College, 1963; M.A., Philosophy, New School, 1972; Ph.D., Philosophy, New School, 1980; Adjunct Associate Professor, Philosophy, Long Island University, 1984-91; Adjunct Associate Professor, Journalism, Long Island University, 1986-91; Adjunct Assistant Professor, Continuing Education, New York University, 1989-91; Adjunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, SL Francis College, 1982; Tutor, St. John's College, Sante Fe, 1992-. Michael David Rawn B.S", Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate study in mathematics education, University of New Orleans, 1979-80; Graduate study in mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80: Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, SL John's College, 1993-. TUTORS EMERITI AND RETIRED TUTORS Wiley W. Crawford James L Tolbert Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A. 1931 MA University, 1961; LLD., Camegi; Instit~te . f 0 . . i 1~38l Cambridge University; Litt.D., Oxford 1 6 ec no ogy, 9 7; LH.D., Yale University, 1967. �86/ST. JOHN'S COLLEGE PROFILE/87 OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John T. Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Nancy Buchenauer Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Cynthia Jokela Director of Placement Don Parker Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Conference Center Manager Mary Ann Powers Dean Eva T. H. Brann Vice President for College Advancement Jeffrey A. Bishop Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Assistant Deans Wye Allanbrook Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Barbara Altman Director of Continuing Education John Verdi Director of Financial Aid Caroline Christensen Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace States Represented Alabama . ' ... ' .... Arizona California Colorado Connecticut . . Delaware . . . . . . .. Florida ... Georgia .. ' .. ' ... Hawaii Idaho Illinois ..... ' .. ' Indiana Iowa .. Kansas . ' .. ' .... ' . Kentucky Louisiana Maine Maryland ' Massachuse;t~. Michigan Minnesota Missouri New Hamp~hi·r~. New Jersey .. Number of Students Fall 1992 .. January 1993 l\llen Women ' . ' .. ' ..... Early Entrance Previously Attended Co!lege .. Annapolis Santa Fe 31 32 1 2 6 5 26 11 2 1 3 4 2 1 1 1 3 4 3 2 1 2 2 1 1 2 2 3 26 2 4 3 3 4 2 2 1 8 107 26 75 58 115 27 84 58 8 0 34 1 ~N 92 34 7 47 17-32 0 95 24 15 ot included in this table are 92 students f Annapolis Santa Fe 2 13 82 2 2 2 1 2 2 2 14 6 1 l 17 2 1 2 13 6 1 5 1 1 1 1 3 1 Bulgaria Canada China Czechoslovakia England India Pakistan Russia ' ........ Annapolis Santa Fe 16-50 of School Attended Public .......... Independent Parochial ' .... ' . ' .. New Mexico New York North Carolina Ohio Oklahoma .. Oregon Pennsylv~~i~· . Rhode Island Texas ... ' Utah Vermont Virginia Washington Wisconsin Wyoming District of Coi~~·bi~· 1 3 3 1 l 1 1 l 1 1 Annapolis Santa Fe Receiving Financial Aid 62% 68% Rank in Class• First Fifth .... ' .... First Tenth ... Second Tenth Second Fifth Third Fifth . ' Fourth Fifth Last Fifth 45% 27% 18% 21% 21% 12% 1% 37% 28% 9% 34% 14% 9% 6% National Merit Honors Scholars ....... ' .. Finalists Semi-Finalls·t~ . Commended St~d~~;s 33 2 4 8 19 . or whom rank-in-class is not available. 23 3 7 5 8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1993-1994 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 87 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1993-1994 Date A point or period of time associated with an event in the lifecycle of the resource 1993-1994 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1993-1994 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cce5280e91c6c683802dcf388298809a.pdf d86b1a1b6317205cab265c2e5089d2b9 PDF Text Text Stjohns CDllege STATEMENT OF THE ST. JOHN'S PROGRAM 1994 - 1995 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 178-!; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. The College reserves the right to modify the programs and policies herein stated without notice. �1994~1995 ANNAPOLIS August 30 ............ ....... Senior Registration August 31 ............................. Freshman Registration and Convocation September 1........... .. Sophomore and Junior Registration September 1........... ..... Classes Begin with Seminars October 14-17 ........................ Long Weekend November 23-27. Thanksgiving Recess December 15 . . ... End of First Semester December 16-January 8 ....... Winter Vacation January 9 ......... ... Second Semester Registration January 23 .......... ···"'··· ........ January Freshman Registration February 3-6. ...... ,........ . . Long Weekend March 3-19. .. .. .. .. ... ......... ... Spring Vacation May 19 ................. End of Second Semester May 21....... ..................... Commencement August 25 ............ Sophomore and Senior Registration ... Undergraduate Classes Begin with Seminars August 25 August 25 ................ .... Convocation August 26 .......... Freshman and Junior Registration August 29 .. ...... Graduate Institute Begins October 7-10 .................. Long Weekend November 24-27. ....... Thanksgiving Recess December 15 ......... End of First Semester December 16-January 15 ...... Winter Vacation January 13 ............................... January Freshman Registration January 16 ............................ Second Semester Registration March 11-26 .... . Spring Vacation May 19. ................ End of Second Semester May 21..... ........................ Commencement SUMMER 1995 May 29 ....... . June 19 ................. . August 4 ... . August 10 .............. . ......... January Freshman .. Graduate Institute . January Freshman ,. ....... Graduate Institute Second Semester Summer Session Second Semester Summer Session survIMER 1995 Begins Begins Ends Ends May 29 ... ......... ......... June 19 .................................. August 3 ................................ August 11 ............................... January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction The Curriculum Seminar Preceptorial Tutorials Laboratory Formal Lecture .. St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence and Student life Annapolis Santa Fe Both Campuses Sile Plans of the Campuses Admissions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 6 8 10 11 16 20 22 28 29 30 31 33 34 35 35 37 37 37 38 ........ 43 47 50 54 56 58 60 62 62 63 64 66 Board of Visitors and Governors 67 faculty 68 Officers, Associates and Staff 86 Profile: 1993-1994 Freshman Classes . 87 PHOTO CREDITS -Front Cover: Kitty Leaken! Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �6/ST. JOHN'S COLLEGE St. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subiect through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the ~tutors who offer them. Students may suggest ~· a topic and invite a tutor to study it with th_em. Although many preceptorials study one of the books o_f the semmar list or a theme suggested by the program, some preceptonals may deal wi;h books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL ~uided by a tutor, they proceed at a pace more leisurely than that p:r_m1tted by the seminar. Usually the students' work is completed by the wntmg of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a analysis, often through translation or demonstration, of an important worlc As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Pnmarily, the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying thmgs; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations i:hc.t connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into and by comparing them with each other and with English, the learn something of the nature of languages in general and of their ~wn in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purPose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The THE CURRICULUM/13 year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word mean"to learn." It is regrettable, then, that students should come to dislike rnathernatics or to think of themselves as unmathematicaL It is equally that competent mathematicians are often unaware of the assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not separated from what have come to be called the humanities. \/Vhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it perour modern world, perhaps even defines it. Therefore anyone who rneans to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is but also must have thought about the assumptions that underlie application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name a particularly close connection with the human capacity for learnmg, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully commathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal �THE CURRICULUM/IS 14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbl~ness of imagination and elegance of expression. But wh~le they are pract1cmg the art of mathematics in all its rigor, they are continually encourage~ to reflect on their own activity. Scores of questions, of which the followmg are examples, are raised during the four years: . . ? . Why and how do mathematical proofs carry such conv1ct10n. ;hat is a mathematical system and what are its proper begi~~mgs ~nd en~,s. Wha,~ is the relation of logic to mathematics? What do better and worse, "ugly" and "beautiful" signify in mathematics? Do _mat~ematical symbols constitute a language? Are there "mathematical objects ? How might the discoverer of a particular theorem have come to see it? . By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. . . , The students begin with the Elements of Euclid. Usmg Euclid s organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of ~athemat1c~l objects- its central expression found in the theorJ'. of rat10s -w~1ch is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to. "s~ve the appearances" in the heavens. That the tutorial reads Ptolemy md1cates the difference between the mathematics tutorial at St. John's and the ordinary course m mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the ph1losoph1Cal, poetic and religious readings that are taken up in the first and second yea.rs. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the ge~centnc system which are brilliantly transformed by the Copernican revolut10n. They study Copernicus's transformation of the Ptolemaic theory into helioc~ntric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes mar~s the beginning of modern mathematics. After this they study analytJC geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic arf' in ~en~ral. In the third year calculus is studied both analy~ic~lly 1~ its mod_ern form and geometrically as Newton presented it m his Pnnczpza Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings ~eavenly and earthly motions under one law and replaces a purely geometnc astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe the mathematics and language tutorials of the senior year for part of the second semester with a visual arts tutorial that a close study of classic paintings beginning with Giotto's frescoes with Picasso's Les Demoiselles d'Avignon. THE TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum The study of music at St. John's is not directed toward but toward an understanding of the phenomena of music. anc1ents accorded music a place among the liberal arts because they tmderstood it as one of the essential functions of the mind, associated with !:he mind's to grasp number and measure. The liberal art of music was based them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understandof music through close study of musical theory and analysis of works muskal literature. In the freshman year students meet once a week to the fundamentals of melody and its notation. Demonstration takes singing, and by the second semester the students persorne of the great choral works. In the sophomore year a tutorial rneets three times a week. Besides continuing the singing, the music tutorial cefieds two different but complementary aspects of music. On the one hand related to language, rhetoric and poetry. On the other it is a and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as m notes, a thorough investigation of the diatonic system, a study of th·2 ratios of musical intervals, and a consideration of melody, counter2nd harmony. None of these is done apart from the sounding realrnusic The inventions of Bach, the songs of Schubert, the masses the operas of Mozart and the instrumental works of are the real textbooks. In the second semester at least one mawork is closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments p(!rmit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students workmg tmder the guidance of a tutor, with the help of more advanced students seNittg as assistants. Sections meet two or three times a week. A laboratQ~ sessioi; may be used for exposition and discussion of theory, for ~erunentat10n, or for both, as the progress of the work requires. Occas~ottally a laboratory meeting is reserved for the discussion of a classic other text directly related to the topic at hand; writings of Aristotle, HaNey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Ruther.cl Bohr are among those regularly used in this way. In all the work , labor~tory and in the laboratory manuals written at the College the J't:trpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18/ST. JOHN'S COLLEGE THE CURRICULUM/19 discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss .important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problern of determining atomic weights and in an examination of some consequences of this determination. LABORATORY TOPICS The general topics of study have been chosen from elem~ntary physical and biological science. The sequence of study may be outlmed as follows: THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of b1olog1cal scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calori~etry are taken up, experimentally and in discussion of the relevant theones. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of THIRD YEAR laboratory deals with topics common to a number of the of physics, such as mechanics, optics and electroThroughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, Leibniz, Carnot and Maxwell. The mathematical tools of physics be put to work in the laboratory at the same time that their rigorous is pursued in the mathematics tutoriak As the tools of the calculus become available, the emphasis shifts from a direct, qualitative of force, acceleration, work, energy and potential fields, to their reforr.nulation in terms of and integral; at the same time the concepts serve to illustrate the mathematical ideas. The concepts of rnechanics are to be used to formulate alternative theories of lightand wave - and the success of either theory in accounting for is examined. The fundamental phenomena of electricity are studied observationally and experimentally, and formu.lated m. rnathematical terrnso The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. YEAR ways the work of the senior year is a return to questions the confronted as freshrnen" During the first ten weeks, the senior ,.:n,·orn '"" takes up anew the of atomism - but the ator.n itself has become the of stuclyo by his work with electrical the student can focus on the questions of atomic stability that th<: quantum hypothesis of Bohr and the wave of de Broglie and Schrodinger. Through a sequence of historic papers and related the concepts of particle and wave, and continuity, gain new meaningo the course of thought in Schrodinger's What is the then turns or returns to biological topics, and first to theory of heredity and its development through the and mterpretation by TH" Morgan and his associates. of laboratory studies of bacteria populations are considered of their evolutionary significance, in the papers of and Delbruck Next, fundamental papers leading to ~"0 ~u'~' biology- for instance by Beadle and Tatum, WatJacob and Monod- are studied. �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus m recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" Beall The Fme Arts Quartet IVIadison and the Bill of Rights" Goldwin Aristotle, and Liberal Education" Luchene "The Tears of Odysseus" Stickney "Evolution and Development" J_ T. Benner Eme!'son String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Manha Nussbaum Lies" Eva Brann Good and What Harm Can Psychiatry Do?" -~''""'"" Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Experience and the Mechanisms of Human Vision" l/Villiam Banks "On the Oprning Chord of Wagner's Ring" E!hotr Zuckerman "The Evolution of Behavior in Humans and Dogs" "l\,/Iinds and Brains: Men and Machines" M.ortmier J, Adler "The Parable of Don Quixote" and the Emergence of Philosophy in Ancient India" of Romantic Love: Flaubert's Madame Bovary" �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Anstophanes: Plato Aristotle: Euclid LucreUus: Plutarch. l'~icor.nachus: Lavoisier: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno,_ Gorgias, Republic; Apology, Crito, Phaedo, Symposwm, Parmemdes, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physic< Metaphysics~ Nicomachean Ethics* On Generati~n and Corruption''. The Politics~ Parts of Anzmals, Generation of Animals* Elements On the Nature of Things "Pericles," "AJcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937 it has been under continued review at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Plutarch: Epictetus: Tacitus: Ploti.nus' Dante: Chaucer· Des Pn:z lVIachfavdli, Rabelais: Palesn:ixrn.: Mcntaigr:e: Viete; Bacon, The Bible* De Anima, On Interpretation~ Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals'' Almagest* The Ennrnds* Confessions Proslogium Summa Theologiae* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Second Treatise of Government Locke: Racine: Phedre Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Rousseau: Social Contract, The Origin of Inequality Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Darwin· Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Lincoln: Selected Speeches Philosophicql Fragments, Fear and Trembling Tristan and Isolde Marx Capital~ Political and Economic Manuscripts of 1844 * DostoevskL Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Wilham James: Psychology, Briefer Course Nietzsche: Thus Spake Zarathustra~ Beyond Good and Evil* Freud~ General Introduction to Psychoanalysis Selected Poems Kafka: The Metamorphosis, The Penal Colony Selected Papers Mill1kall The Electron* Conrad: Heart of Darkness Woolf: To the Lighthouse The Dead Flannery O'Connor: Everything That Rises Must Converge Poems Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe; Mendd: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Lucretius Boveri Second Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Cervantes Third Year Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Hegel Kierkegaard Nietzsche William James Ptolemy Apollonius Copernicus Descartes Pascal Viete Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Mendel J. J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell ;~1~ �28/ST. JOHN'S COLLEGE At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a dass are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine THE ACADEMIC ORDER/29 their opinions. The tutors should be ready to supply helpful examples and to "ncourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare to lead language tutorials requiring translations from Sophocles or Racine, The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are inwith a variety of works of such richness that they are continually to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continutheir colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the danger of succumbing to routine performance, they are granted ~ac1uo.uLcu leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a study and exploration of a subject chosen by themselves or the Committee of the faculty. Scholars from other institutions may the group for certain periods. Although the subject under study may net be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. The Instruction Committee is a committee of tutors responsible for advising the n2ans on all matters of instruction. It also advises the President to the faculty. The Committee consists of the Deans and tutors, six elected by the tutors on each campus of the College; the sit with the Instruction Committee ex officio, The Deans preside over the Instruction Committee meetings on their own campus; the members of the Com.mittee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year The full meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 93,000 volumes. In Santa Fe, the collection now numbers over 60,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. ---------------------- A SAMPLE FRESHMAN SCHEDULE, SANTA FE Except for the preceptorials in the junior and senior years and certain x::::_:1::f:!iert1lds of laboratory work for which the upperclassmen may choose their time, the schedule is the same for all students. The language, ematics, and music tutorials each meet for three and a half hours to and a half hours per week. Freshmen, juniors, and seniors spend up hours each week in the laboratory. Two evenings from eight to ten dents attend a seminar. A formal lecture or concert is given once k. Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encourziged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. HNAl ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to of specialized research, but rather a sustained performance in arts . Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the essay is approved by the faculty committee to which it has been ..,s,:wr1"n for reading, the student is examined upon it by the committee an hour-long public examination. No degree is awarded unless both 2nd the oral examination are satisfactory. The senior essay is as a culmination of the student's learning. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 ACADEMIC STANDING Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG SOPHOMORE ENABLING Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the CoHege. The normal probationary period is one semester. Sophomore enabling is a review by the Instruction Committee, with the aavice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are suffitjently prepared for the work of the final two years. In particular, the enabl~ judgment looks to the possibility of the student's writing an acceptable senior essay. LETTER GRADES Students are encouraged not to work for grades but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave th college. student who completes the four-year curriculum satisfactorily is ded the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their first sumcompleting their freshman year, so that they, too, complete a fourrriculum. On the transcript, St. John's seminars, tutorials and labos a~e translated into terms of conventional subjects. The curriculum eqmvalent of approximately one hundred thirty-two semester hours. ld in which careers and work environments are changing rapidly, ~s, broadly-based liberal arts education is recognized increasingly �36/ST. JOHN'S COLLEGE as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: '1l 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; e 20% are in business or business-related occupations; e 13 % are in sciences and engineering; @ 10% are attorneys; e 8.5% are in the visual and performing arts; "' 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree, They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate pro- THE ACADEMIC ORDER/37 gr2sn. It is offered year-round on both the Annapolis and Santa Fe cam- puses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are classes devoted to closer reading of texts. The preceptorial, a class of to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. The Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads 1:0 a Master's degree. Its seminars, tutorials and preceptorials follow the same educational principles as the other degree programs of the college. In the tutorials students choose to study Sanskrit or classical Chinese. The seminar and preceptorials consider the works in English translation. The conduc!lng summer segment is devoted to directed readings and the writing of a substantial essay. The Eastern Classics program is offered only on the Sarita Fe campus. A detailed description and application materials are available from the office of the Graduate Institute in Liberal Education in Santa Fe DIRECTC)RY INFORMATION AND RIGHT TO PRIVACY In with the Family Education Rights and Privacy Act, the College ret.s,ins the right to publish at its discretion the following information about ead·1 student presently or previously attending the College: the student's f\2ff1e, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational ag::ncy or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for· privacy. �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and industry and the sailing and recreational tivities of the Chesapeake Bay; and with liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, College Creek, one block from the State House and across the street the Naval Academy yard. The fifteen buildings include 18th-century homes (now classrooms, offices and a dormitory), 19th-century Victoria structures, and 20th-century buildings designed to complement the olde ones. There are six student dormitories, offering single and double rooms The community of students has governed itself since 1945 with electe officers and delegates representing each dormitory and the off-camp constituency. The Student Polity representatives, called the Delegate Cou cil, meet once a week to hear requests from students for funds, to allocat~ time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express studen opinion on common problems. The Delegate Council also meets wit members of the College administration to discuss matters of mutual conce and maintains a Student Committee on Instruction, which works with t Faculty Instruction Committee on academic matters. A Food Committ works with the dining hall manager to develop satisfactory dishes fort regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium f expression of opinion to the community as a whole. Controversy rang from petty to vital; short stories, poetry and news take up the rest of th 111vo other student publications, The Collegian and Energeia, appear and publish longer and more polished essays and fiction. are welcome to contribute to The Reporter and The St John's the cwo official publications of St. John's. organizations at St. John's are generally informaL Some after year while others spring up and die out as the individual of the community come and go. Many extracurricular activities out of the curriculum as students' interests overflow from ·'"''"" > M r m �40/ST. JOHN'S COLLEGE the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz, Afro-American literature, and selected women writers. Other activities stem from interests independent of the College curriculum, such as gardening, dance, and the martial arts. Computer facilities are provided to students by the College in conjunction with a student organization, the St. John's College Computer Trust. This group maintains a computer room to which students have twentyfour hour access, as well as several individual computer stations in the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included La dolce vita, Wings of Desire, and Saturday Night Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events; the Small Chorus recently presented a concert version of Purcell's Dido and Aeneas. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included the drawings of Henry Moore, Old Master Drawings, and works of the Austrian Secessionists. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. Johr(s students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchu~ arranges rock dances, waltz parties and community gatherings including the Hallo~ ween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offer~ church groups of all denominations, synagogues, concerts, plays, historic RESIDENCE & STUDENT LIFE/41 tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to cities to attend plays and films as well as for individual explorations. The College provides an extensive intramural program that includes con·,petition in soccer, flag football, basketball, volleyball, softball, track, as well as individual tournaments in tennis, badminton, and tennis. Competition between intramural teams is passionate, but goodStudents and tutors also pursue interests in sailing, canoeing, aikido, yoga, weight training, and aerobics. The College also rowing and fencing clubs that compete with other college and teams at local regattas and tournaments. There is also an anmatch with a team from the neighboring United States Naval for the Annapolis Cup. include a gymnasium with racquetball courts and weight playing fields, tennis courts, and a boathouse. �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits the fine arts, museums and opera; and with archaeological and historic3.I research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and ··conveniences of a city of 400,000 people. . The campus of 250 acres lies in the southeast quadrant of the city, ::.two mil<::s from the historic Santa Fe Plaza and the Palace of the Gover1:1nors. Th£ architecture of the Santa Fe campus reflects the territorial style · introduced in the state during the last century. The campus, at an eleva. t.ion of 7,300 feet, overlooks the city and offers superb views of the Ceri-ril!os, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain 'ranges. The campus includes a classroom building, a laboratory, a library, . a student center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/45 is open to the public, has a new show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting and in making jewekv The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art poetry, short stories, and photography from students and faculty alike. lv1usical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on ·campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. SL John's Chorus and the small chorus also give recitals. The College provides numerous keyboard instruments, including two grand pianos and for student practice and performance. Practice rooms are in the Fine Arts Building. Th2 St John's Film Society is organized by students to provide a wide '"''r"'~" of dassic and current films for the College community every SaturnighL Many students are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �46/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 of forest and wilderness areas for hiking and camping. Here the St John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, several cross country ski trails branch off from them< Students may borrow skis, boots and poles from the College, and the St. John's bus provide3 transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurri.cular .classes and discussion groups both on and off campus. Informal d1scuss10ns of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in s~ch languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and stu~e.nts. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. The College supports a Karate Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan,· weightlifting, gymnastics and fencing, but during much of the year these: · activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin-.• ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts~ to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swnn passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square ACTIVITIES The Charter of 1784 established St. Jok-\s College as a non-denominational In its early years there were some ties with the Protestant Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before comAttendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in tmN"n< It is customary for extracurricular Bible classes to be conducted by tutors of the College. FOR STUDENTS Bookstore on each campus has all the books and supplies the need for their classes It also maintains a stock of books related of the program, and books of more general interest. It is "OJ)eratE~d without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. there are smaller, comfortably furnished social rooms in the and elsewhere on the campus. form small communities within the larger college com·:1:•··u:rurn10E·o:. helping the incoming students to make proper use of the sup- other students can give them in their college life. students not living at home are required to live in the coland to take their meals in the college dining hall, unless in writing to and obtain permission from either the Assistant s or Head Resident to live off-campus. does not guarantee housing for married students. Such check with the appropriate Admissions Office about the of housing on campus or in the local community assignment is the responsibility of the Assistant Deans in conwith the Director of Residence. Returning students have the �a 48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 49 privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL "'i''L :_?.~, The dining hall on each campus is operated by a catering service. A ·•'!ft vegetarian menu is availabk Resident students are required to eat in the ~.·.f dining hall. Exemptions for medical reasons are granted only upon ex- amination and recommendation by the College Physician or Assistant f~ Deano ,,i,- CAREER SERVICES The Placement Office on each campus offers offer a wide range of programs and services that include: ., individual career counseling " information and assistance in applying to graduate and professional schools • internship opportunities " assistance with resume-writing and other job search skills "' access to a national alumni career network " prelaw and premedical advising "' on-campus career workshops and meetings with alumni " information and referrals on current career and job opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits, beyond St. John's. STUDENT EMPLOYMENT OHICE An employment service, initiated and run by students under the supervi sion of the Placement Office, locates off-campus jobs. Primarily, it see part-time employment for students during the academic year, but it c also aid students looking for full-time summer employment in the loc community HEALTH SERVICES A Student Health Center on each campus provides a variety of health ser vices for enrolled students. Counseling services are also available on cam pus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certa' rules of residence governing the use of dormitories. These rules have be ,..,.~·••v- upon by t.he. Dean in consultation with students and faculty. Every student is informed of them, and returning upperclassmen are . , .. _.,.,.. ,~~~ of them each fall. The rules differ in certain details on the two though in general they follow the same pattern. academic and intellectual life of the community is inseparable the communal life. The building of a good community requires the to show respect for the individuality of each student. All students to by the rules and regulations promulgated in the Student 1 • v,t1::tnua1 published annually by the College. St. John's assumes that students not only the enacted rules but also the community-accepted behavior. In extreme cases, where these canons are flouted, may require withdrawal of the offending student. College provides a housekeeping staff to care for the dormitories. The ege the rooms periodically and repairs at the expense of the ~ ?r occupants any dormitory room and furniture that have been dbeyond normal wear and tear. Any damage to college property ed to i:he caution fee of the student or students responsible for the College is not responsible for the loss of, or damage to, any 1 1 " " " " " " " ' - " resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 COLLEGE CREEK BOATHOUSE Soccer Field Lower Dormitories Continuing Education/ Fine Arts Office I Peterson Student Center MeemQ Library Admission Offices Upper Dormitories COLLEGE AVENUE I~ �s:~;s L JOHN'S COLI EGE The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College, Those who apply want an education that consists of carefol reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active parin their own education, Education at SL is a common pursuit. Each student has a considerable effect on the life and learning of the community, Most who consider St e;,3mine themselves cardully before applying so that when to themselves and to the College that want of reason and believe they rnn take pleasure in essays, many determine their own apothers e1ilninate themselves as apthat their interests and those of the College do not coinfor the most part, they select themselves Some are rejected, · of course, but a wide of students is accepted each yeac The of the admission process is to determine 'Nhether an applicant bas necessa1y preparation and ability to complete the SL John's program satisfactorily The Admissions Conunittee-, five tutors and Director of Admissions on each campus,_ regards the application as being a question from the applicant: 'Do you think I am ready to profit from the program of studies at SL In the essays, applicants are asked to discuss their reasons for St, and their with books, topics is also suggested, The essays are designed to to give a foll account of themseJv,es, can tell the Committee rnud1 more than statistical records reveaL Next the Committee considers the applicant's academic Previous academic records - the secondary school report if there is one-~ show whether an applicant has the nece~;sarv at St, Letters of reference, particularly those read for indications that the applicant has the i11,atu· and initiative lo succeed in the St, Jo to "objective" test scores, a 1s because of such scores, Cornn1i:::e,,'s du~isions ace rnt influenced by the race, religio, sex, agE, co lm, or national or ethnic origin of an a ' r;; p1•re1.atPd to the 1NQrk of the College, /\DUlISSl UNS/ 53 appl1cz,:t1on asks a minimum of personal data, Need for financial assistance not affect the Committee's decisions on admission. Si. form's has decided to remain a small college in which the students are known to each other, Each carnpus has between 300 and str:dents., The size of each class is limited on each campus, ]\/fost classes are about equally divided between men and wornen, .,. ,,._,"v.,~, enter in late August and January in Santa Fe, in September and In l\nnapolis. Occasionally, there may be a January class on only carnpus I',Jew students are enrolled as freshmen; a fourth or more class have done one, two, or even three years of college These students, despite good records at other colleges, advanced standing to take part in the St. John's program, who enter in January stay on campus the follovving sumto the first yeac They can thus graduate a year earlier than , postponed their entrance until the following fall, The January rn of particular interest to students who come to SL John's from other ges, or vvho have traveled or worked since graduation frorn high school, . ho w!.sh to enter St, John's immediately after the first semester of their ior year of high schooL �S4/ST. JOHN'S COLLEGE ADMISSIONS/SS St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. ~~~em1:~years of _a ore_ign anguage,s two or three years of natural science. requirem~nts ~ncl~de two ~e:J~i~::~;~:~,r~7~ ::;h~~=~~e~7ci and two ta licants have a strong background in academic subjects. Specific foreign_l~nguagehis advi~.edt.as ":~~:ys and secondary school report, eac e work and two letters applicant ~ust i:resent trai;;c:ife~c~~ra~X e~;!~~ional cases certain of the refer~nce, mcludmgb one ~ro d or additional information may be requeste · b a rove helpf reqmrements may e waive ' SAT or ACT test scores are not normally reqmred, ut ~ y p cl . 11 St John's accepts an applicant who is not a secon a 0 ccasiona y, · l"f" d ft f om t h 1 duate Such students must be well qua i ie to pro i r sc oo gra . nd must either submit the results of a nationally reco c?lledgetes n. , ptro(gSr:Tm certificate. A campus visit a nize ' or PSAT) or a. GED h . . cially important m sue cases. under federal law to enroll foreign studen In addition to t e app ica ion. ~CT mter~~~Jo~~s ~;:uthorized St John's College is one college located on two campuses. Alth~ug~ lications must be initiated and completed at one campus or t e oh to either campus constitutes to the On inquiry prospective students receive a statemen o de . . f C ll ro r~ an application for admission and recommen ahon o toob:gc~~pfeted,by schools and references. Applications may be ~ub ted as earl as the second semester of the eleventh gra_de. _Because t e lege all serious applicants, is should submit their application materials to t. e mission . i campus they prefer to attend. Students pl~nm?Jo;!J'ly ~o~!~~fyn~he should refer to the 'section on Fees and Fmanci i an "bl propriate Admissions Office of their intentions as soon as possi ~ ~dmission welco~es ad~ission C~ll~~iass~ J t~ere ~o zpl~ca~io~ ~~fi~:~d Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, t applicants are advised that the earlier their files are completed, the ter their chances of securing positions in the entering class on the cams of their choice. on notification of acceptance, applicants have the option to enroll on er campus. In order to secure a place in the entering class, approved 'cants must ~ubmit a deposit of $250 to the Admissions Office on the us at which their applications were processed, together with a statespecifying the campus they wish to attend. Once the deposit has been 'tted, the campus preference may not be changed except as noted . Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. eposits are accepted on a first-come, first-served basis until the ble positions are filled. Typically, the fall classes fill by the middle y, so while there is ample time to consider offers of admission from · stitutions, the earlier a decision can be reached, the better. January usually fill by the end of December. Students who submit deposits the end of the first week of May (for the fall term) or December the January term) have a significantly higher chance of securing s in the entering classes than those who submit deposits later. he entering class on the applicant's first-choice campus is full when sit is received, the Admissions Office will offer the following opthe deposit may be transferred to the other campus, provided space in that entering class; 2) the deposit may be used to secure a place aiting list or in a subsequent class on the applicant's first-choice 3) the deposit may be returned if neither of the first two options able. IAl AID ge endeavors to meet the full demonstrated need of enrolling questing financial assistance. Of necessity, however, the amount �ADMISSIONS/ 57 56/ST. JOHN'S COLLEGE . . 1 "d il ble for each class is limited. It is essential, therefore, a · "d of fmanciad ai ava 1 for both admission an d f"manc1aI ai ear1y. . that ~n~~c=!~~n~Pfo;' financial aid will be processed fo~ appro_ve? appp f t me first-served basis until the available aid is explicants on a irs -co '. uestin financial assistance should subhausted. _Ther~ff~'.da~phca(F~)~o the ~ollege Scholarship Service (C$S) mit the Fmancia "bl 1 ~;romptly supply the Financial Aid Office with as soon as possi e an . be re uested. Students who comany ad~i~ioFal do_c~m~~t:;;i~c~;~n:~fore ~arch 1 (for fall classes) or plete t eir manc1a ai ar classes) have a significantly higher chance of Sept_e~berl31 Oth(foar1_dJ~~: wKich they qualify than those who complete them rece1vmg a e later. WAITING LIST .. ntering classes are full or the available aid_ is exhausted, a w~1tmg }" ~~ill established in the order in which deposits or. ~omp_leted fman::al aid files from approved applicants are received. Positions m the _enter. d f" · 1 ai"d will then be offered as they become available. mg c1asses an mancia h . . }" t b Ever effort will be made to accommodate those on t e wa1t_mg is y allm~ing them to change their campus preference or to enroll m a subsequent class, as noted above. i: 0 th INTERCAMPUS TRANSFER lled on either campus, students may transfer to t~e other at the academic year, provided their records are m good stand?egmnt~ o ~~~if the Dean's Office of their intentions by the last Thurs1dng a_n Ft bey oyf the previous year. Those students who wish to apply ay m e .ruary · · 1 ai f "d b F b uary . "d f or fmancia1 ai must also file their new fmancia h D orms fyb e r mb th All such transfers are subject to approval y t .e ean~ o . o ca 15. d be restricted if a very large surplus m one direction or the · h · puses an may other could pose problems for staffing, class sizes, or ousmg. 0 n~e e~ro f INQUIRIES Id be addressed to the Director of Adm1ss10ns, st. Joh n's Co1· · . . h I nqumes s ou. r land 21404 (Tel. 410/263-2371 or 1-800-727-9238) lege, AnnapoNhs, MMa y . 87501 (Tel within state 982-3691; out-of-state< or Santa Fe, ew exico · 1-800-331-5232). It is best for those who are considering atten~ing St. John's to see the Col lege for themselves. It is probably wise to get first-hand ~~vance k~~~le~ f college one may be thinking of attending, bu~ it is especia y ~ ? ahny case o f St . John's because of its unique curriculum and teac 1 mt e · M nday methods. d While on campus the visitor may atten a semmar or: o . t 8·00 p m . attend tutorials in mathematics, langua Thurs d ay evenmg a · · ., D" f Ad and music; visit a laboratory; be interviewed by the irector o m sions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most iµiportant part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe . ... TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport not practical. Hourly buses run between Baltimore and Annapolis and e driver will let visitors off near the campus if asked. Buses from shington are less frequent and let passengers off on West Street, about blocks from the College. By car one takes Route 50 from Washington; m Baltimore take Route 2 or I-97. A limousine service from the Albuquerque airport to Santa Fe also available. It is called the "Shuttlejack;' and reservations should be made advance. Greyhound and Continental bus lines pass through Santa Fe. track stops at Lamy, N.M., twenty miles from Santa Fe, and taxi seris available to town (reservations should be made with the taxi serone day in advance). Upon arrival at the bus station or at one of the .. ta Fe hotels, the easiest way to get to the campus is by taxi. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE 6. Financial aid is not automatically renewable; rather, students reapply each year .they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualifie~ applicants h l d not be denied the opportumty to attend S OU . St. John's College because o fl"imit: d f i~ance_s. St. John's therefore maintains a fmanoal aid program to assist eligible students to the greate~t ·.·~"... extent possible within the limits of the ~olleg:s ' Wi"th very few exceptions, financial · r~; resources. . d aid awards are made solely on the basis_ of nee . The following principles underlie St. John's financial adid prt?gral~: A. 1 The primary responsi i ity f or f mancing a college e uca wn ies "b"l" ff .d ~ith the student and the student's parents. !he College can o er ai onl to supplement funds the family provides. . . db 2 fhe ability of a family to meet college expenses IS_determme / . . the family's financial strength in terms of mcome, asse s, assessing . debt_s, an~ fa1:1~l~~e~~ei~ ~~ec~~:!.e.of a grant, loan or part-time 3. Filnancialt aaind wi_Yll be offered to all students as a package which emp oymen f .d )u.· . ....,_ fiJ:l c4omlnbL~:spi~nge~~h~~:ep~~:~;h/~h~t students should contfribf~te to . lf h 1 . th f t component o a mantheir educational expenses,, se -lfehplis e ~r~s of a part-time job and cial aid award. At St. Johns, se - e p consis ~n ;~~~~:~~~~~~~~-of financial aid the ~olle~e offer~ a student may n~t exceed the student's demonstrated financial nee . . The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Free Application for Federal Student Aid/Financial Aid Form (FAFSA/FAF) with the College Scholarship Service in Princeton, New Jersey. St. John's College requires applicants for institutional aid to submit both the FAFSA and FAF. These forms permit applicants or their parents to present a detailed account of the family's financial position. The FAFSA/FAF packet may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The FAFSA/FAF packet serves as an application for the Pell Grant and for all the federal student aid programs described in Section D. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance.If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. . 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Maryland must apply for State Scholarships. 9. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, �60/ST JOHN'S COLLEGE FEES & FlNANCJAL AID; 61 loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. FAFSA/FAF packets should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAFSA/FAF as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time" The FAFSA/FAF packet should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible" Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application by April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline" Awards based on applications completed after the deadline will not be mailed until after April 25" Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. n Funds for financial aid awards from the College are available from the sources listed below" ST JOHN'S GRANTS: Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. FEDERAL PELL GRANT: This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant i's r eqmre d " . . · . FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who ~emonstrate substantial need with priority given to Pell G t · _ . ·b·1· f ran rec1p 1en tSo El 1g1 l ity or the SEOG is limited to $4000 per year. FEDERAL WORK STUDY PROGRAMS· This Fed 1 . era program per. h C 11 mits t e "o ege to give part-time employment to students who need such earnings to pursue their course of study Students m aywork on Iy l a 1m1ted number of hours per week while enrolled and h'l l are in session. · · w 1 e c asses o • • FEDERAL PERKINS LOAN: These loans are made by the Colle e direct! to students usmg funds provided, for the most part by th~ F d ~ Government. The maximum loan is $3,000 for each year ~f undergr:d~:~e study. !'Jo mterest accrues and no payment is required while the bor" rower is enrolled at the College. The interest rate d · So/c Th · . . · · urrng repayment is o. ere rn a prov1s10n for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal. Stafford. l ompro~m bl ena es a student to borrmv directlv from a bank cred't · " dI . . , '' 1 un10n, savmgs an oan assoc1at10n, or other participating lender who is willing to make the educat10nal loan" The maximum amount an undergraduate may borrow is $2,625 for the Freshman year, $3,500 for the Sophomore year, $5,500 for the Junior year, and $5 , 500 for the Sen10r year. N o " . . mterest accrues and no payment is required whi"le th b · f JI · e orrower is a u -time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is variable with a maximum. rate of 8.253. The rate through 6/30/94 is 6.223. Unsubs1d1zed Stafford Loans are available to student h d · l d s w o o not meet th t· e manc1a nee criteria for the subsidized Staff cl U b ·d· d 1 or program. nsu s1 1ze oans have an origination fee of 6 5 01 d b h · · ·10 an orrowers are c arged mterest during in-school, grace and deferment periods. FoEDEdRA~·PLUS LOAN: Unsubsidized federal loans are available without Lgar to mancial need to the parents of dependent students. The maxi~uml annual PLUS loan is the student's total estimated cost of educaclOn ess fmancial assistance. PLUS Loans have a 501 or· · t. f 10 9' t f f igma 10n ee a ouaran ee ee o up to 33, and a variable interest rate with a ca 'of 103. Interest accrues from the date of disbursement for all PLUS Lo~ns". �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1994-95 STUDENT BUDGET* FALL FRESHMEN JANUARY FRESHMEN *Fees are subject to change without notice. iThe allowance for transportation varies with the distance between the student's home Veterans and Social Security recipients qualified to receiv~ educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for . classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. and the College. >Undetermined at time of publication. REFUND POLICY BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester ~nd Decembe~ 1 for the second semester. Those who may wish to pay m monthly installments should inquire of the Treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $200 on the fees for the following .year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a ~l~ce in the class. If the deposit is not paid, he may have to be placed on a wa1tmg list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that a~ard cancelled. T~e deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a ne"". d~pos.it t~ secure his place in a subsequent class. If there should be any d1ff1culties m making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit; which is subject to charges for labor~tory break.age, d.ama~e to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must ~ring the balance (after damage assessments, if any) up to the full $100 at reg1~tra­ tion each semester. If unused, it is refunded on request at the end ot the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late regist~a­ tion for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library. If a Freshman who is the recipient of Title IV Federal Financial Assistance withdraws during the first semester, a refund of tuition, room, board, and fees will be made on a pro-rata basis as required by the Higher Education Amendments of 1992. A pro-rata refund is defined as a refund to students of not less than that portion of the tuition, room, board and fees equal to the portion of the enrollment period of attendance, rounded downward to the nearest 10% of that period, minus any unpaid charges and a 5% administrative fee. If applicable, refunds will be made to students only after refund payments are first made to federal, state, and institutional funds. Refunds to federal aid programs will be made to the programs in this order: 1. Outstanding balances on Part B, D, & E Loans 2. PELL 3. SEOG 4. Other Title IV Programs Refunds for all returning students and for first semester freshmen who are not recipients of Federal aid are made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Federal Pell Grant Program, the Federal Supplemental Educational Opportunity Grant Program, the Federal Perkins Loan Program and the Federal Family Education Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro-rata basis. �64/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/65 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of fuII or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enroIIed for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. REGULAR STUDENTS . VETERANS/DEPENDENTS . d . Act of 1980 require that each postProvisions _of ~he _HigherkE uc~~i~~e information concerning the criteria secondary mstitution ma e avai a · · f St John's Col- i~r:~~!~J~~t~~=~~;;~~~~~:~c ~r~;~~~:~~~; ;:~~::ss0[0 r ~e.cipients of fe~eral1y-funded (Title IV) financial assistance ar~ :~ef~~~:;-a semester In order to be making satisfactory progress, a d th t next a student must be permitted to e~t~r the next semes+~isanermi:sion is tn~t~yn~~~d~!:~ ~~pc~~~~~a~~o~~:~:\ommJtee al~ semeste1r must of the 1 norma Y gran e . " The Don Rag Committee student's tutors, , the "D?n Rag Com~~tt~~- am and approves its quality assesses a student~:-vor~ ~h~l 6::~ ~~!t t~e sfudent be permitted to enter before recommen This 0assessment is conducted in the student's presence . the next semester. mg_ ~=~l :!:~~~rI~:t:~~!~;~ Committ~e . advic~ ~~~:~~;;~: ~; in common At the end of the Sophomore Year, the .with the od tf e of the student's work during the first t"".'o years an e er not the ~tudent wi~l be al;o::~ :~t~o;:~~~ho has not satisfactorily comUn er some ;ucums a e allowed to repeat the work in order to t eligible for financial assistance pleted a semesters work mday b remain at the College. Stu ents are no . k (federal or institutional) while the_Y are repeatmg wor s~mester with the Sometimes students are permitted to_ ~nter a n~w course of the requirement that they meet special_ conditions ~:n~~:Qeand is deemed semester. In these cases, a student is ~ot repeati g ines that the conto be making satisfactory progress u~!i~~~~~i~a~'i7~~:i:ot been met, the ditions have not b~en m_et. Whhien t t" Committee decides what furDean, in consultation with t e nstruc ion ' ther determination is to be made of the case. In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enroIIed student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J,, and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR L Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modem Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RlESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945_ HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Sociei·y, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Leaming Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc, 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; Tlze Begi11ni11g of the St. Johns Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Chairman Mr. Stephen L. Feinberg Vice Chairmen Mrs. Harriet Higgins Warren Mrs. Julia M. Wilkinson Secretary lv!r. Warren Winiarski Mr. Thomas M. Carnes San Francisco, CA Mr. Ray C Cave New York, NY Mr. Gerald D. Cohen New York, NY Mr_ James E. Connor Dallas, TX Mr. Gregory D_ Curtis Pittsburgh, PA MEMBERS EMERITI Mr_ Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A. Nelson ~/!rs. Duane Peterson Hon. Adolph W Schmidt flirs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. John L. Williams Mr. Vernon E. Derr Boulder, CO Mr. Charles M. Diker New York, NY Mrs. Lovejoy R. Duryea New York, NY Mr. Stephen L. Feinberg El Paso, TX Mr. James H. Frame Oneonta, NY MEIVH!ERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. William Barclay Allen East Lansing, MI Miss M. Brownell Anderson Washington, DC Mr. J. BurchenaJ Ault Santa Fe, NM Mr Richard E. Berkowitz Atlanta, GA Ms. Sharon Bishop Reston, VA Mrs. Sandra Brock Annapolis, MD Mr. l\ficola Caiola New York, NY Mr. Donald J_ Maciver, Jr. Colorado Springs, CO Mr. John Mack Ringoes, NJ Mr. Peter S. McGhee Boston, MA Mr. Charles Miller Houston, TX Mrs. Lucille G. Murchison Dallas, TX Mr. John E. Robson San Francisco, CA Mrs. Joyce Rumsfeld Chicago, IL Mr. John C Schweitzer Austin, TX Mr. Jeremy Shamos Denver, CO Mr. Thomas P Geyer Morristown, NJ Mr_ Marvin Sloves New York, NY Mrs. Marsha Sloan Glazer Seattle, WA Mr Theodore H Smyth Santa Barbara, CA Mrs. Anna E. Greenberg Annapolis, MD Mr. Warren Spector New York, NY Mr. Stewart Ii. Gree,,field Westport, CT Mr. ]. I. Staley Wichita Falls, TX Mr. Allan P Hoffman Lawrence, NY Irwin Hoffman, MD. Santa Fe, NM Mr. A Scott Kelso Houston, TX Ms. Barbara L. Lauer Laramie, WY Miss Barbara H. Leonard Oberlin, OH Dr. Herbert I. London NewYork,NY Mr. Carl A TenHoopen Annapolis, MD Mr. William R. Tilles Rockville, MD Mrs. Harriet Higgins Warren London, England Mrs. Julia M_ Wilkinson Austin, TX Mr_ Warren Winiarski Napa, CA Mr. Jonathan Zavin New York, NY �FACULTY/69 68/ST. JOHN'S COLLEGE Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. ANN APO US Beate Ruhm von Oppen President Christopher B, Nelson . . B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. B.A., St. John's College, Santa Fe, 1970, St. John's Collef, A~n';{oh~t~:e6~f6{i~ JD University of Utah College of Law, 1973, Adm1tte to t e ar, C t· 1: .,_ 1973 ND Illinois Seventh Circuit Court of Appeals, U.S. Supreme ou;' ~nots,_ t J,973 and P~rtner 1979 Schiff Hardin & Waite, Chicago; Co-Foun er sdsopoa e'. . 1 ]~79-91 and Pre~ident: 1987-91, Kovar Nelson Brittain Sledz & Moran rmctpa , . L d S · ry Relations ris, Chicago; Instructor in Management Labor aw an_ p up~rv~soSt John's Col~ 1981-87, Aurora University Management Center, Illmms, rest en ' · 7s lege, 1991-. Dean of the College in Annapolis Eva T.H. Brann . Robert B. Williamson . B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. B kl n Colle e 1950; M.A., 1951, Ph.D. 1956, Yale Umvers_1ty; Fellow ~f~he ;~~ri!an Numi!~atic Society, Summer, 1952; Fellow of the Amencan School of Classical Studies at Athens, 1952-53; Member of the staff of the Amencan Agora · Ah s·bl Fallow of Phi Beta Kappa; Instructor m Archeology, ESxcavfattdonUs at t "tensla9s561 5e7y Member Tnstitute for Advanced Study, Princeton, tan or mvers1 y, - , ' · 1 Ed t" d 1958-59· Member, U.S. Advisory Commission for Internat1ona uca ~~ndi~~n Cultural' Affairs, 1975-77; Tutor, St. John's College, Annapolis, _195~-C ter for E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson Internat10na en .. in Scholars, 1976-77; Arnold Visitin_g Professor, Whitman Col~ge'. 19[i~~~·f ~~:~la~ Scholar in Honors Education, Umvers1ty of Delaware, 1984 86, Fe d . C tional Endowment for the Humanities,_1987-88;_Member, Maryland A v1s~7 o~r;:,s mittee of the United States Commission on C1v1l Rights, 1988-, Dean, · J Samuel S. Kutler RA., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, rv!athematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. EHiot Zuckerman College, Annapolis, 1990-. Edward Malcolm Wyatt . ., BA 1953 MA 1956 University of Virginia; Fulbright Fellow at Umvers1te de · ., ' · ., ' · f V" · · 1955 58· Tutor St Nanc (France), 1953-54; Instructor, University o irgmta,_ - ' ' . · John';'College, Annapolis, 1958-, Assis_tant Dean, 1984-85, D!fector, Graduate Institute in Liberal Education, Annapolis, 1989-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M;A., Universite Laval, Quebec, 1953; PhD Cornell University 1960; Tutor, St. Johns College, Annapolis, 1959-p64, fSanta · ., ' . ' f A d . Aff · s 1971-74 and Associate ro essor Fe, 1964-71; Vice-President or ca em1c air , . '. S John's Coif Ph"] h 1971-76 Saint Mary's College of Cahforma; Tutor, t. 1 fege, 1976-. On leave 1983-85 as dean of lege, Kentucky State University; Dean, St. Johns College, An P ' ~~~?r 0)is, fou~ding ~; i:i~: {~~~~l~i6~ Laurence Berns . BA 1950 :Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts,~as~c P~o~ram of Liberal Education for Adults, University of Chicago, 1956~51' ut~t~ hn' C lie e Annapolis 1960- Andrew W. Mellon Tutorship, 1972-, ssoc1 ~~.;f~ss;r 0~ P~ilosophy, R_~sary College (Leav_e hof ~b;;nc~~~~6 Efi~~;t 'i~~~~:~~;: . Clare Hall, Cambridge Urnvers1ty, 1971-72, Ric ar 1980-. BA, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71; National Endowment for the Humanities Chair, 1992-94. am Joseph P. Cohen BA, St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. �70/ST. JOHN'S COLLEGE FACULTY/71 Geoffrey Comber Diploma in Education, University of London, 1953; ~.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 19~8_-?l; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; V1s1tmg Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, _Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Gra?uate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Educat10n, 1968-74, 1975-76 Director of Summer Program, 1974, 1976, Associate Director, The Graduat~ Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut· Part-time Instructor in English, University of Connecticut, 1957-62; Instructor i~ English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard_ University. ~;.:clotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; V1s1tmg Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theologic~l Se_minary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard D1vm1ty School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, An_napo~1s, 1_965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschd1enst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; ~taatsex­ amen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, _Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsm; Tutor, St. John's College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow ~-ilson Fellow, Harvard University, 1960-61; National Aeronautics and ~pac~ Admm1stration Fellow, 1963-65; Lecturer in Political Science, Roosevelt Umv~rs1ty, 1965; Lecturer in Liberal Arts University of Chicago, 1965-66; Instructor m Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's C?llege, Annapo_lis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washmgton Umvers1ty, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87;_ Assistant De~n, 1987-90, 1992-; Visiting Professor, University of North Carolma, Chapel Hill, January-May, 1989; National Endowment for the Humanities Fellowship for College Teachers, 1990-91, American Council of Learned Societies Fellowship, 1990-91; Ernest Bloch Professor and Lecturer, University of California, Berkeley, 1994-95. John F. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. David L. Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Ma. Bar, 1981-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Joe Sachs B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. �FACULTY/73 72/ST. JOHN'S COLLEGE John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992- Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Haumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of Cahforma_, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. Michael G. Oink ~arvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, 1 h.D. 1986,_ Philosophy, The Catholic University of America; Teaching Assistant, The Catholic Umversity of America, 1978-80; Tutor, St. John's College Santa Fe 1980-84, Annapolis, 1984-. ' ' James Howard Beall Active duty, US Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S.., _Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophys1c1st, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, '.lmted States Congress Office of Technology Assessment, United States Congress, Washmgton, D.C., 1978-79;_ Project Sci_entlst, BKD, Arlington, Virginia, 197981, Nat10nal Academy of Sc1ences/Nat!onal Research Council/Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, ~lava! Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, i..o.O. Hulburt Center for Sp~ce Research, Naval Research Laboratory, Washington, D.C., 1983-, Tutor, St. Johns College, Annapohs, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. Peter Kalkavage Elizabeth M. Blettner B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. B~A.,_ Stanford University, 1969; graduate study in English literature, University or Wisconsm, 1970-71; M.A. m Philosophy, Pennsylvania State University, 1978; Instructor of philosophy and humanities, Pennsylvania State University, 1979-80; Richard_ M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State Umversity, 1985; Tutor, St. John's College, Annapolis, 1982-. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College Annapolis, 1982-. ' Walter Sterling ~.A, St. John's College,_ 1965; M.A., Pennsylvania State University, 1966; Instructor, 1.ennsylvama State Umversity 1966-68; Ph.D. Candidate, Catholic University of 1-\menca, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blaustein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. �FACULTY/75 74/ST. JOHN'S COLLEGE Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Cordell D. K Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of Californi Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsi~~ Madison, 1989; Associate Rese.archer, History of Cartography Project, Department of Geography, Umvers1ty of Wisconsin-Madison, 1988-89; Tutor, St. John's College Annapolis, 1989-. ' Andre Barbera B.A. in Music, Wesle~an University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. m Musicology, University of North Carolina, 1980; Visiting Assistant Profossor of Music, Cornell University, 1979-1982; Assistant Professor of Music, Umvers1ty of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College ~~~w~. , Kathleen C. Blits Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. William Pastille A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. B.A., Mount Holyoke College, 1968; graduate study, New School for Social 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. Johns College, Annapolis, 1990-. Rese~rch, Erik Sageng B.A., Uni~ersity of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; Nat10nal oClence Foundation Fellow, 1983-86; Mellon Fellow in the Humanities 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit' University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma' 1989-90; Tutor, St. John's College, Annapolis, 1990-. ' Radoslav Datchev Degree i.n Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, Umvers1ty of Sofia, 1982-83; Tutor, St. John's College, Annapolis, 1992-. Abraham Schoener B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma., Inter-University Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. SANTA FE Adam Schulman President B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Judith LA. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. John Agresto AB., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, Nat10nal Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Poht1cal Science, Duke University, North Carolina, 1981; Assistant Chairman, Nat10nal Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. �FACULTY/77 76/ST. JOHN'S COLLEGE Dean of the College in Santa Fe Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-196~; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., Histo_ry and Philosophy of Science, University of Indiana, 196~; N.~.E.~. F~llowsh1p, University of Indiana, 1962-65; Ph.D., University of Cahforma, R1vers1de, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Roger S. Peterson AB., Harvard College, 1953; AM., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. �FACULTY/79 78/ST JOHN'S COLLEGE Bmce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. David Bolotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; _Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapohs, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-1990. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Edward Cary Stickney B.A, S_t. John's_ College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Umvers1taet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty B.A, Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. Stephen Frederick Houser B.A, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; President's Fellow, University of Virginia, 1987-90; M.A. University of Virginia, 1989; Ph.D., University of Virginia, 1990; TA., Instructor, Department of Philosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. Elizabeth S. Engel B.A, Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Katharine S, Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Lynda Lamson Myers B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A, University of North Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time ln~tructor m Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. Johns College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991. frank N. Pagano AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Leaming, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Jorge H, Aigla B.A, History, 1967, M.A., Ancient History, Cornell University, 1969;. Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1991-. Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. Charlotte Gray Martin John E Cornell Nancy Dunning Buchenauer B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. B.A, 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University �FACULTY/81 80/ST. JOHN'S COLLEGE of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Robert Richardson B.A., Park College, 1960; Woodrow Wilson Fellow, Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado_ State University, 1979; Co-founder, Foundation for the Rediscovery and Protect10n of Trilobites, 1979; Ph.D., Entomology, University of W1sconsm-Mad1son, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Assooate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agnbusmes,s Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. Johns California State University at Humboldt, 1975; Department Chairman (Philosoph ) Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute Social Theory, York University, Toronto, Canada and Perugia, Italy: 1980-1984· Visiting Tutor, St. John's College, Santa Fe, 1987-1988. ' ' fa; George L. Iannacone B.A. SL John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale Umvers1ty, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor m Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks College, Santa Fe, 1985. B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McA.uliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. David Lawrence Levine Basia C. Miller A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow _(Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State Urnvers1ty 1969-70; Independent Research, Centre Universitaire International, Pans 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor m Philosophy, Umvers1ty of Maryland, West Germany, 1971; Teaching Assistant and Instructor m Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State Umvers1ty, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. Randolph J. Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell University; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor m English, 1979~86, and Chairman of Humanities Department, 1981-86, Amencan School Foundation, Mexico City; Assistant Professor of English and Humanities, United States International University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D. University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate, Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan E. Silver Lawrence Cave B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. in Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. Sean D. Collins B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974~77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. �FACULTY/83 82/ST. JOHN'S COLLEGE Krishnan Venkatesh A c t b l C mbrid e University, 1982; M. ., an a ., B.A., English, Magd~lene Co_l ege,. a n ~hakes eare), English Departme~t, 1985; Wissenschafthcher M1tarbeiter (0982-86· A~ademic Exchange, University University of Muenster, West Germany,Lel .' Bri"tish and American Literature, . of New Mexico, Alb uquerque, 1985-86· cturer m uan People's Republic of Ch"ma,· . : .t ,-, · Shanxi Umversi y, <alY , . ESL Curricu1um-D eve1oper, . N h China Film and Broadcasting Institute, . 1986-89· Lecturer in Film Analysis, ort 1989; T~tor, St. John's College, Santa Fe, 1989- Sally Dunn . MA Philosophy, University of Notre B.A., St. John's College, Santa Fe, 1971, . A~erican Studies, University of New Dame, 1973; Post-masters Doctoral PrdogramU,. Graduate School 1979; Part-time , M A 4 77 Ph D Women Stu ies, mon · ., . University of New Mexico, 1975-81; · ., Mexico, 197 - ; St John's College, Santa Fe, 1990-. Instructor, Women Studies Progr~~T, t St. John's College, Santa Fe, 198 , u or, . . lh · . . . , 7· M.A., Department of Classics, Da ousie B.A., Umvers1ty of Kmgs ColleYeh ~~ '1 Hertford College, Oxford University, University, 1979; Commonw~; tMo~e~narlanguages, Oxford University, 1982; 1980-82; M.Litt., Faculty . Yt Heidelberg 1982; Junior Fellow, Massey Gasthorer, Ruprecht-Karls-Umversi a '.PhD De ~rtment of Germanic Languages College, University ~f To.ronto, 1983-8\98S· Fello~ and Tutor, University of King's and Literatures, University of Toro~t~ ll , S ta Fe 1990-. College, 1987-89; Tutor, St. Johns o ege, an , Charles N. Fasanaro B.S., Chemistry, Manhattan College, 1965; M.A.R. with distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Postdoctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to •he Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. Joshua L. Kates B.A., St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Margaret Anne Kirby Bruce K. Sawhill B.A., Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder - Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres Bruce M. Perry u · ·t f A Classics, 1975, Ph.D. Classics, ~983, mvers1 y ·o. B.A., Greek, 1973, M. , . l S cl" 1985 University of Pennsylvania, Washington; Ph.D. Candidate, Onenta tu ies, , Visiting Tutor, St. John's College, Santa Fe, 1990-. James P. Forkin . · f 80· M S Vegetable Crops, Umvers1ty o B.A., St. John'~ College, SaAntapFe1')91 Scie~c: University of California Davis, California Davis, 1986; M. ., 0 1 ica ' 1986; Tutor, St. John's College, Santa Fe, 1990-. B.A., Vassar College, 1963; M.A., Philosophy, New School, 1972; Ph.D., Philosophy, New School, 1980; Adjunct Associate Professor, Philosophy, Long Island University, 1984-91; Adjunct Associate Professor, Journalism, Long Island University, 1986-91; Adjunct Assistant Professor, Continuing Education, New York University, 1989-91; Adjunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, St. Francis College, 1982; Tutor, St. John's College, Sante Fe, 1992-. Michael David Rawn . 4 BA New l" 1971 73 . Cornell University, 1973-7 ; · ., St. John's Co~lege, Annapo is, PhD 1985 Catholic University of America; York University, 1976; M.A., 1980 , : "p ' 19 80-86· Lecturer Marymount Editor, Catholi: ~~iversity o6f· EdA~enc;rin::~~~ Universi~y Press, 1987-89; Tutor, University of Virginia, 1985-8 ' 1 or, St. John's College, Santa Fe, 1990-. B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate study in mathematics education, University of New Orleans, 1979-80; Graduate study in mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80: Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. Gerald P. Proietti . Victoria Mora Frank R. Hunt · . rk Colle e at Fredonia, 1973; M.A., Classics B.A., Music, State Umvers1ty of New Yo C ll g 1982· Killam Postdoctoral Fellow (Greek), Ph.D., Political s:1enc~, B~st~n dou~~teAssist~nt Professor, SUNY College in Classics, 1982, Dalhousie Umvers1t~, A flW. ·n-Eau Claire 1985-88; Visiting Umvers1ty o iscons1 ' 85 Le t at Oswego, 1982- ; c_ urer: f D ll 1988-90· Tutor, St. John's College, Santa Assistant Professor, University o a as, ' Fe, 1990-. James Cohn PhD F lb . ht Scholar Germany 1981-82; . . B.A., Dartmouth College,hl9U81;_ u ./1g f Chicago l990· Tutor St. John's College ' ' ' · Committee on Social Thoug t, mversi Y 0 1991-. B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-1988; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. Barry E. Goldfarb B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., Johns Hopkins University, 1986; Visiting Lecturer, �FACULTY/85 84/ST. JOHN'S COLLEGE University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. Julie Reahard B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991. Teaching fellow, Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, Boulder, 1987-1988; Instructor, College of General Studies, University of Pennsylvania, 1988-1989. Graduate work, Literary Theory, University of Pennsylvania, 1988-1991; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-1993; Tutor, St. John's College, Santa Fe, 1993-. TUTORS EMERITI AND RETIRED TUTORS Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A., 193_1, M.A., 1938, Cambridge University; Litt.D., Oxford Umvers1ty, 1961; LLD., Carnegie Institute of Technology, 1967· LH . D ., vale U mvers1·ty, 196 7. · , 1. �PROFILE/87 86/ST. JOHN'S COLLEGE OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President Christopher B. Nelson Dean Eva T. H. Brann Vice President for College Advancement SANTA FE President John T. Agresto Dean Stephen R. Van Luchene Jeffrey A. Bishop Vice President for College Advancement Jeffrey D. Morgan Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Treasurer Bryan E. Valentine Director of Graduate Institute Nancy Buchenauer Assistant Deans Wye Allanbrook Jonathan Tuck Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Karen Holland Director of Continuing Education John Verdi Director of Financial Aid Caroline Christensen Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace Director of Alumni Activities Cynthia Jokela Director of Placement Jennifer Chenoweth Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Annapolis States Represented . Alabama Alaska .. Arizona ..... California Colorado .. Connecticut Delaware ... Florida .. Georgia Hawaii Idaho ..... . Illinois .. Kansas .. Kentucky. Louisiana .. Maine Maryland ..... . Massachusetts .... Michigan .. Minnesota Missouri .. Nebraska .... New Hampshire New Jersey .. New Mexico ... Santa Fe 30 2 38 1 9 5 1 4 5 16 9 5 1 1 5 2 2 1 1 4 5 4 1 2 1 4 4 3 3 2 4 3 1 2 18 Annapolis Early Entrance .. Previously Attended College. Range of Ages .. Veterans. 122 32 88 66 124 21 81 64 7 3 36 33 16-44 15-34 2 4 1 3 2 J 15 1 5 2 4 Annapolis 98 28 10 Santa Fe Receiving Financial Aid 66% 68% Rank in Class'' First Fifth .. First Tenth ..... Second Tenth Second Fifth .. Third Fifth . Fourth Fifth ..................... Last Fifth .. 44% 28% 16% 30% 11% 10% 5% 44% 28% 16% 28% 15% 13% 6% 42 33 5 3 10 24 2 2 7 22 National Merit Honors . 5 Kind of School Attended Public . . . ..... ... .... .... .... .... 102 Independent .. 45 Parochial .. 7 5 Australia Belgium. Bulgaria Canada .. India ... Israel . Malaysia. Russia.. ................ . South Korea . Santa Fe Number of Students Fall 1993. January 1994 Men ... ........................ Women .. Santa Fe 2 23 5 2 6 Annapolis New York .. 10 North Carolina .. 1 Ohio ························· 5 Oklahoma Oregon. Pennsylvania .......... ... ...... 19 South Carolina . 2 Tennessee .......... .... ... ... . .. Texas ............ . Utah Vermont. Virginia. 19 Washington ... 2 West Virginia .. Wisconsin .. 2 District of Col~~bl·; .. 4 Scholars Finalists ........ Semi-Finalists .................. Commended Students ... Director of Conferences and Symposia Mary Ann Powers ''Not included in this table are 104 students for whom rank-·m-c1ass is not available. . . � Stjohns CDllege STATEMENT OF THE ST. JOHN'S PROGRAM 1994 - 1995 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 178-!; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. It does not discriminate on the basis of race, religion, color, sex, age, national or ethnic origin, or against the handicapped. The College reserves the right to modify the programs and policies herein stated without notice. �1994~1995 ANNAPOLIS August 30 ............ ....... Senior Registration August 31 ............................. Freshman Registration and Convocation September 1........... .. Sophomore and Junior Registration September 1........... ..... Classes Begin with Seminars October 14-17 ........................ Long Weekend November 23-27. Thanksgiving Recess December 15 . . ... End of First Semester December 16-January 8 ....... Winter Vacation January 9 ......... ... Second Semester Registration January 23 .......... ···"'··· ........ January Freshman Registration February 3-6. ...... ,........ . . Long Weekend March 3-19. .. .. .. .. ... ......... ... Spring Vacation May 19 ................. End of Second Semester May 21....... ..................... Commencement August 25 ............ Sophomore and Senior Registration ... Undergraduate Classes Begin with Seminars August 25 August 25 ................ .... Convocation August 26 .......... Freshman and Junior Registration August 29 .. ...... Graduate Institute Begins October 7-10 .................. Long Weekend November 24-27. ....... Thanksgiving Recess December 15 ......... End of First Semester December 16-January 15 ...... Winter Vacation January 13 ............................... January Freshman Registration January 16 ............................ Second Semester Registration March 11-26 .... . Spring Vacation May 19. ................ End of Second Semester May 21..... ........................ Commencement SUMMER 1995 May 29 ....... . June 19 ................. . August 4 ... . August 10 .............. . ......... January Freshman .. Graduate Institute . January Freshman ,. ....... Graduate Institute Second Semester Summer Session Second Semester Summer Session survIMER 1995 Begins Begins Ends Ends May 29 ... ......... ......... June 19 .................................. August 3 ................................ August 11 ............................... January Freshman Graduate Institute January Freshman Graduate Institute Second Semester Begins Summer Session Begins Second Semester Ends Summer Session Ends �Introduction The Curriculum Seminar Preceptorial Tutorials Laboratory Formal Lecture .. St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy Residence and Student life Annapolis Santa Fe Both Campuses Sile Plans of the Campuses Admissions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 6 8 10 11 16 20 22 28 29 30 31 33 34 35 35 37 37 37 38 ........ 43 47 50 54 56 58 60 62 62 63 64 66 Board of Visitors and Governors 67 faculty 68 Officers, Associates and Staff 86 Profile: 1993-1994 Freshman Classes . 87 PHOTO CREDITS -Front Cover: Kitty Leaken! Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom). �6/ST. JOHN'S COLLEGE St. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And, while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals. �8/ST. JOHN'S COLLEGE The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument- an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, THE CURRICULUM/9 or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subiect through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the ~tutors who offer them. Students may suggest ~· a topic and invite a tutor to study it with th_em. Although many preceptorials study one of the books o_f the semmar list or a theme suggested by the program, some preceptonals may deal wi;h books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL ~uided by a tutor, they proceed at a pace more leisurely than that p:r_m1tted by the seminar. Usually the students' work is completed by the wntmg of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutoriaL In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a analysis, often through translation or demonstration, of an important worlc As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Pnmarily, the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying thmgs; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations i:hc.t connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into and by comparing them with each other and with English, the learn something of the nature of languages in general and of their ~wn in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purPose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The THE CURRICULUM/13 year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word mean"to learn." It is regrettable, then, that students should come to dislike rnathernatics or to think of themselves as unmathematicaL It is equally that competent mathematicians are often unaware of the assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not separated from what have come to be called the humanities. \/Vhen mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one which provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it perour modern world, perhaps even defines it. Therefore anyone who rneans to criticize or reform, to resist or cooperate with this world not only must have some familiarity with the mathematical methods by which it is but also must have thought about the assumptions that underlie application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name a particularly close connection with the human capacity for learnmg, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection students study artfully commathematical treatises, demonstrate propositions at the blackboard and solve problems. By doing this over four years they learn a good deal �THE CURRICULUM/IS 14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimbl~ness of imagination and elegance of expression. But wh~le they are pract1cmg the art of mathematics in all its rigor, they are continually encourage~ to reflect on their own activity. Scores of questions, of which the followmg are examples, are raised during the four years: . . ? . Why and how do mathematical proofs carry such conv1ct10n. ;hat is a mathematical system and what are its proper begi~~mgs ~nd en~,s. Wha,~ is the relation of logic to mathematics? What do better and worse, "ugly" and "beautiful" signify in mathematics? Do _mat~ematical symbols constitute a language? Are there "mathematical objects ? How might the discoverer of a particular theorem have come to see it? . By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. . . , The students begin with the Elements of Euclid. Usmg Euclid s organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of ~athemat1c~l objects- its central expression found in the theorJ'. of rat10s -w~1ch is buried under the foundations of modern mathematics. After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to. "s~ve the appearances" in the heavens. That the tutorial reads Ptolemy md1cates the difference between the mathematics tutorial at St. John's and the ordinary course m mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the ph1losoph1Cal, poetic and religious readings that are taken up in the first and second yea.rs. In the second year the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the ge~centnc system which are brilliantly transformed by the Copernican revolut10n. They study Copernicus's transformation of the Ptolemaic theory into helioc~ntric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes mar~s the beginning of modern mathematics. After this they study analytJC geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic arf' in ~en~ral. In the third year calculus is studied both analy~ic~lly 1~ its mod_ern form and geometrically as Newton presented it m his Pnnczpza Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings ~eavenly and earthly motions under one law and replaces a purely geometnc astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year the reading of Lobachevski's approach to non- Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe the mathematics and language tutorials of the senior year for part of the second semester with a visual arts tutorial that a close study of classic paintings beginning with Giotto's frescoes with Picasso's Les Demoiselles d'Avignon. THE TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum The study of music at St. John's is not directed toward but toward an understanding of the phenomena of music. anc1ents accorded music a place among the liberal arts because they tmderstood it as one of the essential functions of the mind, associated with !:he mind's to grasp number and measure. The liberal art of music was based them on the ratios among whole numbers. In particular, the music program at St. John's aims at the understandof music through close study of musical theory and analysis of works muskal literature. In the freshman year students meet once a week to the fundamentals of melody and its notation. Demonstration takes singing, and by the second semester the students persorne of the great choral works. In the sophomore year a tutorial rneets three times a week. Besides continuing the singing, the music tutorial cefieds two different but complementary aspects of music. On the one hand related to language, rhetoric and poetry. On the other it is a and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as m notes, a thorough investigation of the diatonic system, a study of th·2 ratios of musical intervals, and a consideration of melody, counter2nd harmony. None of these is done apart from the sounding realrnusic The inventions of Bach, the songs of Schubert, the masses the operas of Mozart and the instrumental works of are the real textbooks. In the second semester at least one mawork is closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments p(!rmit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students workmg tmder the guidance of a tutor, with the help of more advanced students seNittg as assistants. Sections meet two or three times a week. A laboratQ~ sessioi; may be used for exposition and discussion of theory, for ~erunentat10n, or for both, as the progress of the work requires. Occas~ottally a laboratory meeting is reserved for the discussion of a classic other text directly related to the topic at hand; writings of Aristotle, HaNey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Ruther.cl Bohr are among those regularly used in this way. In all the work , labor~tory and in the laboratory manuals written at the College the J't:trpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18/ST. JOHN'S COLLEGE THE CURRICULUM/19 discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss .important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problern of determining atomic weights and in an examination of some consequences of this determination. LABORATORY TOPICS The general topics of study have been chosen from elem~ntary physical and biological science. The sequence of study may be outlmed as follows: THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of b1olog1cal scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the non-living, in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calori~etry are taken up, experimentally and in discussion of the relevant theones. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of THIRD YEAR laboratory deals with topics common to a number of the of physics, such as mechanics, optics and electroThroughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, Leibniz, Carnot and Maxwell. The mathematical tools of physics be put to work in the laboratory at the same time that their rigorous is pursued in the mathematics tutoriak As the tools of the calculus become available, the emphasis shifts from a direct, qualitative of force, acceleration, work, energy and potential fields, to their reforr.nulation in terms of and integral; at the same time the concepts serve to illustrate the mathematical ideas. The concepts of rnechanics are to be used to formulate alternative theories of lightand wave - and the success of either theory in accounting for is examined. The fundamental phenomena of electricity are studied observationally and experimentally, and formu.lated m. rnathematical terrnso The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. YEAR ways the work of the senior year is a return to questions the confronted as freshrnen" During the first ten weeks, the senior ,.:n,·orn '"" takes up anew the of atomism - but the ator.n itself has become the of stuclyo by his work with electrical the student can focus on the questions of atomic stability that th<: quantum hypothesis of Bohr and the wave of de Broglie and Schrodinger. Through a sequence of historic papers and related the concepts of particle and wave, and continuity, gain new meaningo the course of thought in Schrodinger's What is the then turns or returns to biological topics, and first to theory of heredity and its development through the and mterpretation by TH" Morgan and his associates. of laboratory studies of bacteria populations are considered of their evolutionary significance, in the papers of and Delbruck Next, fundamental papers leading to ~"0 ~u'~' biology- for instance by Beadle and Tatum, WatJacob and Monod- are studied. �20/ST. JOHN'S COLLEGE THE CURRICULUM/21 LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. The list below provides some examples of lectures and concerts given on one or the other campus m recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" Beall The Fme Arts Quartet IVIadison and the Bill of Rights" Goldwin Aristotle, and Liberal Education" Luchene "The Tears of Odysseus" Stickney "Evolution and Development" J_ T. Benner Eme!'son String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Manha Nussbaum Lies" Eva Brann Good and What Harm Can Psychiatry Do?" -~''""'"" Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Experience and the Mechanisms of Human Vision" l/Villiam Banks "On the Oprning Chord of Wagner's Ring" E!hotr Zuckerman "The Evolution of Behavior in Humans and Dogs" "l\,/Iinds and Brains: Men and Machines" M.ortmier J, Adler "The Parable of Don Quixote" and the Emergence of Philosophy in Ancient India" of Romantic Love: Flaubert's Madame Bovary" �22/ST. JOHN'S COLLEGE THE CURRICULUM/23 FRESHMAN YEAR Homer: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Anstophanes: Plato Aristotle: Euclid LucreUus: Plutarch. l'~icor.nachus: Lavoisier: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno,_ Gorgias, Republic; Apology, Crito, Phaedo, Symposwm, Parmemdes, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physic< Metaphysics~ Nicomachean Ethics* On Generati~n and Corruption''. The Politics~ Parts of Anzmals, Generation of Animals* Elements On the Nature of Things "Pericles," "AJcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937 it has been under continued review at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Aristotle: Plutarch: Epictetus: Tacitus: Ploti.nus' Dante: Chaucer· Des Pn:z lVIachfavdli, Rabelais: Palesn:ixrn.: Mcntaigr:e: Viete; Bacon, The Bible* De Anima, On Interpretation~ Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals'' Almagest* The Ennrnds* Confessions Proslogium Summa Theologiae* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians~ Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Paradise Lost* Milton: La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Second Treatise of Government Locke: Racine: Phedre Principia Mathematica* Newton: Epitome IV Kepler: Monadology, Discourse on Metaphysics, What is Nature?, Leibnitz: Essay on Dynamics Gulliver's Travels Swift: Principles of Human Knowledge Berkeley: Treatise of Human Nature* Hume: Rousseau: Social Contract, The Origin of Inequality Wealth of Nations* Adam Smith: Critique of Pure Reason~ Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Don Giovanni Mozart: Pride and Prejudice, Emma Jane Austen: Hamilton, Jay The Federalist* and Madison: Billy Budd, Benito Cereno Melville: Essay on the Theory of Numbers Dedekind: Fielding: Tom Jones Democracy in America* Tocqueville: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Darwin· Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Theory of Parallels* Democracy in America* Lincoln: Selected Speeches Philosophicql Fragments, Fear and Trembling Tristan and Isolde Marx Capital~ Political and Economic Manuscripts of 1844 * DostoevskL Brothers Karamazov War and Peace The Adventures of Huckleberry Finn Wilham James: Psychology, Briefer Course Nietzsche: Thus Spake Zarathustra~ Beyond Good and Evil* Freud~ General Introduction to Psychoanalysis Selected Poems Kafka: The Metamorphosis, The Penal Colony Selected Papers Mill1kall The Electron* Conrad: Heart of Darkness Woolf: To the Lighthouse The Dead Flannery O'Connor: Everything That Rises Must Converge Poems Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe; Mendd: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Wollaston Gay-Lussac Proust Lavoisier Cannizzaro Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Lucretius Boveri Second Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Cervantes Third Year Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Hegel Kierkegaard Nietzsche William James Ptolemy Apollonius Copernicus Descartes Pascal Viete Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Faraday Lobachevski Lorenz Rutherford Minkowski Bernard Davisson de Broglie Mendel J. J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell ;~1~ �28/ST. JOHN'S COLLEGE At St. John's the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a dass are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine THE ACADEMIC ORDER/29 their opinions. The tutors should be ready to supply helpful examples and to "ncourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare to lead language tutorials requiring translations from Sophocles or Racine, The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are inwith a variety of works of such richness that they are continually to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continutheir colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the danger of succumbing to routine performance, they are granted ~ac1uo.uLcu leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a study and exploration of a subject chosen by themselves or the Committee of the faculty. Scholars from other institutions may the group for certain periods. Although the subject under study may net be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. The Instruction Committee is a committee of tutors responsible for advising the n2ans on all matters of instruction. It also advises the President to the faculty. The Committee consists of the Deans and tutors, six elected by the tutors on each campus of the College; the sit with the Instruction Committee ex officio, The Deans preside over the Instruction Committee meetings on their own campus; the members of the Com.mittee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year The full meets annually, alternating between the two campuses, and the Dean at the host campus presides at those annual meetings. �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 93,000 volumes. In Santa Fe, the collection now numbers over 60,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America;' as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facility in 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. ---------------------- A SAMPLE FRESHMAN SCHEDULE, SANTA FE Except for the preceptorials in the junior and senior years and certain x::::_:1::f:!iert1lds of laboratory work for which the upperclassmen may choose their time, the schedule is the same for all students. The language, ematics, and music tutorials each meet for three and a half hours to and a half hours per week. Freshmen, juniors, and seniors spend up hours each week in the laboratory. Two evenings from eight to ten dents attend a seminar. A formal lecture or concert is given once k. Sixteen to nineteen hours per week are spent in regular classes. year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encourziged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. FRENCH READING EXAMINATION During their junior year, students must pass an examination to demonstrate a reading knowledge of the French language. HNAl ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to of specialized research, but rather a sustained performance in arts . Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the essay is approved by the faculty committee to which it has been ..,s,:wr1"n for reading, the student is examined upon it by the committee an hour-long public examination. No degree is awarded unless both 2nd the oral examination are satisfactory. The senior essay is as a culmination of the student's learning. �34/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/35 ACADEMIC STANDING Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG SOPHOMORE ENABLING Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the CoHege. The normal probationary period is one semester. Sophomore enabling is a review by the Instruction Committee, with the aavice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are suffitjently prepared for the work of the final two years. In particular, the enabl~ judgment looks to the possibility of the student's writing an acceptable senior essay. LETTER GRADES Students are encouraged not to work for grades but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave th college. student who completes the four-year curriculum satisfactorily is ded the degree of Bachelor of Arts. Students who enter in the January graduate in three and one-half years, but they spend their first sumcompleting their freshman year, so that they, too, complete a fourrriculum. On the transcript, St. John's seminars, tutorials and labos a~e translated into terms of conventional subjects. The curriculum eqmvalent of approximately one hundred thirty-two semester hours. ld in which careers and work environments are changing rapidly, ~s, broadly-based liberal arts education is recognized increasingly �36/ST. JOHN'S COLLEGE as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: '1l 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; e 20% are in business or business-related occupations; e 13 % are in sciences and engineering; @ 10% are attorneys; e 8.5% are in the visual and performing arts; "' 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree, They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate pro- THE ACADEMIC ORDER/37 gr2sn. It is offered year-round on both the Annapolis and Santa Fe cam- puses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are classes devoted to closer reading of texts. The preceptorial, a class of to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. The Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads 1:0 a Master's degree. Its seminars, tutorials and preceptorials follow the same educational principles as the other degree programs of the college. In the tutorials students choose to study Sanskrit or classical Chinese. The seminar and preceptorials consider the works in English translation. The conduc!lng summer segment is devoted to directed readings and the writing of a substantial essay. The Eastern Classics program is offered only on the Sarita Fe campus. A detailed description and application materials are available from the office of the Graduate Institute in Liberal Education in Santa Fe DIRECTC)RY INFORMATION AND RIGHT TO PRIVACY In with the Family Education Rights and Privacy Act, the College ret.s,ins the right to publish at its discretion the following information about ead·1 student presently or previously attending the College: the student's f\2ff1e, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational ag::ncy or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to publish such directory information. Students have a right to inform the College within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for· privacy. �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and industry and the sailing and recreational tivities of the Chesapeake Bay; and with liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, College Creek, one block from the State House and across the street the Naval Academy yard. The fifteen buildings include 18th-century homes (now classrooms, offices and a dormitory), 19th-century Victoria structures, and 20th-century buildings designed to complement the olde ones. There are six student dormitories, offering single and double rooms The community of students has governed itself since 1945 with electe officers and delegates representing each dormitory and the off-camp constituency. The Student Polity representatives, called the Delegate Cou cil, meet once a week to hear requests from students for funds, to allocat~ time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express studen opinion on common problems. The Delegate Council also meets wit members of the College administration to discuss matters of mutual conce and maintains a Student Committee on Instruction, which works with t Faculty Instruction Committee on academic matters. A Food Committ works with the dining hall manager to develop satisfactory dishes fort regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium f expression of opinion to the community as a whole. Controversy rang from petty to vital; short stories, poetry and news take up the rest of th 111vo other student publications, The Collegian and Energeia, appear and publish longer and more polished essays and fiction. are welcome to contribute to The Reporter and The St John's the cwo official publications of St. John's. organizations at St. John's are generally informaL Some after year while others spring up and die out as the individual of the community come and go. Many extracurricular activities out of the curriculum as students' interests overflow from ·'"''"" > M r m �40/ST. JOHN'S COLLEGE the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz, Afro-American literature, and selected women writers. Other activities stem from interests independent of the College curriculum, such as gardening, dance, and the martial arts. Computer facilities are provided to students by the College in conjunction with a student organization, the St. John's College Computer Trust. This group maintains a computer room to which students have twentyfour hour access, as well as several individual computer stations in the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included La dolce vita, Wings of Desire, and Saturday Night Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events; the Small Chorus recently presented a concert version of Purcell's Dido and Aeneas. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to develop specific skills. The College's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included the drawings of Henry Moore, Old Master Drawings, and works of the Austrian Secessionists. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. Johr(s students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Society of Bacchu~ arranges rock dances, waltz parties and community gatherings including the Hallo~ ween Masked Ball, Christmas Party, Mid-Winter Ball and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a year. A festival in the spring, Reality Weekend, begins with student skits and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offer~ church groups of all denominations, synagogues, concerts, plays, historic RESIDENCE & STUDENT LIFE/41 tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to cities to attend plays and films as well as for individual explorations. The College provides an extensive intramural program that includes con·,petition in soccer, flag football, basketball, volleyball, softball, track, as well as individual tournaments in tennis, badminton, and tennis. Competition between intramural teams is passionate, but goodStudents and tutors also pursue interests in sailing, canoeing, aikido, yoga, weight training, and aerobics. The College also rowing and fencing clubs that compete with other college and teams at local regattas and tournaments. There is also an anmatch with a team from the neighboring United States Naval for the Annapolis Cup. include a gymnasium with racquetball courts and weight playing fields, tennis courts, and a boathouse. �RESIDENCE & STUDENT LIFE/ 43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits the fine arts, museums and opera; and with archaeological and historic3.I research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and ··conveniences of a city of 400,000 people. . The campus of 250 acres lies in the southeast quadrant of the city, ::.two mil<::s from the historic Santa Fe Plaza and the Palace of the Gover1:1nors. Th£ architecture of the Santa Fe campus reflects the territorial style · introduced in the state during the last century. The campus, at an eleva. t.ion of 7,300 feet, overlooks the city and offers superb views of the Ceri-ril!os, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain 'ranges. The campus includes a classroom building, a laboratory, a library, . a student center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to 18 students and serves as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modern dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which RESIDENCE & STUDENT LIFE/45 is open to the public, has a new show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting and in making jewekv The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art poetry, short stories, and photography from students and faculty alike. lv1usical performances of many kinds are given by students through the Collegium Musicum. Formed in order to stimulate musical activity on ·campus, the association provides members of the College community with an opportunity to perform before a small, receptive audience. Through this organization students and faculty who play instruments or who sing find teachers and fellow musicians with whom to study or perform. SL John's Chorus and the small chorus also give recitals. The College provides numerous keyboard instruments, including two grand pianos and for student practice and performance. Practice rooms are in the Fine Arts Building. Th2 St John's Film Society is organized by students to provide a wide '"''r"'~" of dassic and current films for the College community every SaturnighL Many students are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary counseling, working at the local health food co-op or in other �46/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/47 of forest and wilderness areas for hiking and camping. Here the St John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, several cross country ski trails branch off from them< Students may borrow skis, boots and poles from the College, and the St. John's bus provide3 transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurri.cular .classes and discussion groups both on and off campus. Informal d1scuss10ns of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in s~ch languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and stu~e.nts. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. The College supports a Karate Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan,· weightlifting, gymnastics and fencing, but during much of the year these: · activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badmin-.• ton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts~ to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swnn passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square ACTIVITIES The Charter of 1784 established St. Jok-\s College as a non-denominational In its early years there were some ties with the Protestant Church, but these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before comAttendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in tmN"n< It is customary for extracurricular Bible classes to be conducted by tutors of the College. FOR STUDENTS Bookstore on each campus has all the books and supplies the need for their classes It also maintains a stock of books related of the program, and books of more general interest. It is "OJ)eratE~d without profit. As supports for an active social life, the College provides on each cama coffee shop and a junior common room for the use of all students. there are smaller, comfortably furnished social rooms in the and elsewhere on the campus. form small communities within the larger college com·:1:•··u:rurn10E·o:. helping the incoming students to make proper use of the sup- other students can give them in their college life. students not living at home are required to live in the coland to take their meals in the college dining hall, unless in writing to and obtain permission from either the Assistant s or Head Resident to live off-campus. does not guarantee housing for married students. Such check with the appropriate Admissions Office about the of housing on campus or in the local community assignment is the responsibility of the Assistant Deans in conwith the Director of Residence. Returning students have the �a 48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 49 privilege of drawing for rooms before they leave for the summer vacation. In Annapolis students are not permitted to remain in residence during winter or spring vacation. In Santa Fe students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL "'i''L :_?.~, The dining hall on each campus is operated by a catering service. A ·•'!ft vegetarian menu is availabk Resident students are required to eat in the ~.·.f dining hall. Exemptions for medical reasons are granted only upon ex- amination and recommendation by the College Physician or Assistant f~ Deano ,,i,- CAREER SERVICES The Placement Office on each campus offers offer a wide range of programs and services that include: ., individual career counseling " information and assistance in applying to graduate and professional schools • internship opportunities " assistance with resume-writing and other job search skills "' access to a national alumni career network " prelaw and premedical advising "' on-campus career workshops and meetings with alumni " information and referrals on current career and job opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits, beyond St. John's. STUDENT EMPLOYMENT OHICE An employment service, initiated and run by students under the supervi sion of the Placement Office, locates off-campus jobs. Primarily, it see part-time employment for students during the academic year, but it c also aid students looking for full-time summer employment in the loc community HEALTH SERVICES A Student Health Center on each campus provides a variety of health ser vices for enrolled students. Counseling services are also available on cam pus. These services are free of charge or low-cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certa' rules of residence governing the use of dormitories. These rules have be ,..,.~·••v- upon by t.he. Dean in consultation with students and faculty. Every student is informed of them, and returning upperclassmen are . , .. _.,.,.. ,~~~ of them each fall. The rules differ in certain details on the two though in general they follow the same pattern. academic and intellectual life of the community is inseparable the communal life. The building of a good community requires the to show respect for the individuality of each student. All students to by the rules and regulations promulgated in the Student 1 • v,t1::tnua1 published annually by the College. St. John's assumes that students not only the enacted rules but also the community-accepted behavior. In extreme cases, where these canons are flouted, may require withdrawal of the offending student. College provides a housekeeping staff to care for the dormitories. The ege the rooms periodically and repairs at the expense of the ~ ?r occupants any dormitory room and furniture that have been dbeyond normal wear and tear. Any damage to college property ed to i:he caution fee of the student or students responsible for the College is not responsible for the loss of, or damage to, any 1 1 " " " " " " " ' - " resulting from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 COLLEGE CREEK BOATHOUSE Soccer Field Lower Dormitories Continuing Education/ Fine Arts Office I Peterson Student Center MeemQ Library Admission Offices Upper Dormitories COLLEGE AVENUE I~ �s:~;s L JOHN'S COLI EGE The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College, Those who apply want an education that consists of carefol reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active parin their own education, Education at SL is a common pursuit. Each student has a considerable effect on the life and learning of the community, Most who consider St e;,3mine themselves cardully before applying so that when to themselves and to the College that want of reason and believe they rnn take pleasure in essays, many determine their own apothers e1ilninate themselves as apthat their interests and those of the College do not coinfor the most part, they select themselves Some are rejected, · of course, but a wide of students is accepted each yeac The of the admission process is to determine 'Nhether an applicant bas necessa1y preparation and ability to complete the SL John's program satisfactorily The Admissions Conunittee-, five tutors and Director of Admissions on each campus,_ regards the application as being a question from the applicant: 'Do you think I am ready to profit from the program of studies at SL In the essays, applicants are asked to discuss their reasons for St, and their with books, topics is also suggested, The essays are designed to to give a foll account of themseJv,es, can tell the Committee rnud1 more than statistical records reveaL Next the Committee considers the applicant's academic Previous academic records - the secondary school report if there is one-~ show whether an applicant has the nece~;sarv at St, Letters of reference, particularly those read for indications that the applicant has the i11,atu· and initiative lo succeed in the St, Jo to "objective" test scores, a 1s because of such scores, Cornn1i:::e,,'s du~isions ace rnt influenced by the race, religio, sex, agE, co lm, or national or ethnic origin of an a ' r;; p1•re1.atPd to the 1NQrk of the College, /\DUlISSl UNS/ 53 appl1cz,:t1on asks a minimum of personal data, Need for financial assistance not affect the Committee's decisions on admission. Si. form's has decided to remain a small college in which the students are known to each other, Each carnpus has between 300 and str:dents., The size of each class is limited on each campus, ]\/fost classes are about equally divided between men and wornen, .,. ,,._,"v.,~, enter in late August and January in Santa Fe, in September and In l\nnapolis. Occasionally, there may be a January class on only carnpus I',Jew students are enrolled as freshmen; a fourth or more class have done one, two, or even three years of college These students, despite good records at other colleges, advanced standing to take part in the St. John's program, who enter in January stay on campus the follovving sumto the first yeac They can thus graduate a year earlier than , postponed their entrance until the following fall, The January rn of particular interest to students who come to SL John's from other ges, or vvho have traveled or worked since graduation frorn high school, . ho w!.sh to enter St, John's immediately after the first semester of their ior year of high schooL �S4/ST. JOHN'S COLLEGE ADMISSIONS/SS St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. ~~~em1:~years of _a ore_ign anguage,s two or three years of natural science. requirem~nts ~ncl~de two ~e:J~i~::~;~:~,r~7~ ::;h~~=~~e~7ci and two ta licants have a strong background in academic subjects. Specific foreign_l~nguagehis advi~.edt.as ":~~:ys and secondary school report, eac e work and two letters applicant ~ust i:resent trai;;c:ife~c~~ra~X e~;!~~ional cases certain of the refer~nce, mcludmgb one ~ro d or additional information may be requeste · b a rove helpf reqmrements may e waive ' SAT or ACT test scores are not normally reqmred, ut ~ y p cl . 11 St John's accepts an applicant who is not a secon a 0 ccasiona y, · l"f" d ft f om t h 1 duate Such students must be well qua i ie to pro i r sc oo gra . nd must either submit the results of a nationally reco c?lledgetes n. , ptro(gSr:Tm certificate. A campus visit a nize ' or PSAT) or a. GED h . . cially important m sue cases. under federal law to enroll foreign studen In addition to t e app ica ion. ~CT mter~~~Jo~~s ~;:uthorized St John's College is one college located on two campuses. Alth~ug~ lications must be initiated and completed at one campus or t e oh to either campus constitutes to the On inquiry prospective students receive a statemen o de . . f C ll ro r~ an application for admission and recommen ahon o toob:gc~~pfeted,by schools and references. Applications may be ~ub ted as earl as the second semester of the eleventh gra_de. _Because t e lege all serious applicants, is should submit their application materials to t. e mission . i campus they prefer to attend. Students pl~nm?Jo;!J'ly ~o~!~~fyn~he should refer to the 'section on Fees and Fmanci i an "bl propriate Admissions Office of their intentions as soon as possi ~ ~dmission welco~es ad~ission C~ll~~iass~ J t~ere ~o zpl~ca~io~ ~~fi~:~d Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, t applicants are advised that the earlier their files are completed, the ter their chances of securing positions in the entering class on the cams of their choice. on notification of acceptance, applicants have the option to enroll on er campus. In order to secure a place in the entering class, approved 'cants must ~ubmit a deposit of $250 to the Admissions Office on the us at which their applications were processed, together with a statespecifying the campus they wish to attend. Once the deposit has been 'tted, the campus preference may not be changed except as noted . Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. eposits are accepted on a first-come, first-served basis until the ble positions are filled. Typically, the fall classes fill by the middle y, so while there is ample time to consider offers of admission from · stitutions, the earlier a decision can be reached, the better. January usually fill by the end of December. Students who submit deposits the end of the first week of May (for the fall term) or December the January term) have a significantly higher chance of securing s in the entering classes than those who submit deposits later. he entering class on the applicant's first-choice campus is full when sit is received, the Admissions Office will offer the following opthe deposit may be transferred to the other campus, provided space in that entering class; 2) the deposit may be used to secure a place aiting list or in a subsequent class on the applicant's first-choice 3) the deposit may be returned if neither of the first two options able. IAl AID ge endeavors to meet the full demonstrated need of enrolling questing financial assistance. Of necessity, however, the amount �ADMISSIONS/ 57 56/ST. JOHN'S COLLEGE . . 1 "d il ble for each class is limited. It is essential, therefore, a · "d of fmanciad ai ava 1 for both admission an d f"manc1aI ai ear1y. . that ~n~~c=!~~n~Pfo;' financial aid will be processed fo~ appro_ve? appp f t me first-served basis until the available aid is explicants on a irs -co '. uestin financial assistance should subhausted. _Ther~ff~'.da~phca(F~)~o the ~ollege Scholarship Service (C$S) mit the Fmancia "bl 1 ~;romptly supply the Financial Aid Office with as soon as possi e an . be re uested. Students who comany ad~i~ioFal do_c~m~~t:;;i~c~;~n:~fore ~arch 1 (for fall classes) or plete t eir manc1a ai ar classes) have a significantly higher chance of Sept_e~berl31 Oth(foar1_dJ~~: wKich they qualify than those who complete them rece1vmg a e later. WAITING LIST .. ntering classes are full or the available aid_ is exhausted, a w~1tmg }" ~~ill established in the order in which deposits or. ~omp_leted fman::al aid files from approved applicants are received. Positions m the _enter. d f" · 1 ai"d will then be offered as they become available. mg c1asses an mancia h . . }" t b Ever effort will be made to accommodate those on t e wa1t_mg is y allm~ing them to change their campus preference or to enroll m a subsequent class, as noted above. i: 0 th INTERCAMPUS TRANSFER lled on either campus, students may transfer to t~e other at the academic year, provided their records are m good stand?egmnt~ o ~~~if the Dean's Office of their intentions by the last Thurs1dng a_n Ft bey oyf the previous year. Those students who wish to apply ay m e .ruary · · 1 ai f "d b F b uary . "d f or fmancia1 ai must also file their new fmancia h D orms fyb e r mb th All such transfers are subject to approval y t .e ean~ o . o ca 15. d be restricted if a very large surplus m one direction or the · h · puses an may other could pose problems for staffing, class sizes, or ousmg. 0 n~e e~ro f INQUIRIES Id be addressed to the Director of Adm1ss10ns, st. Joh n's Co1· · . . h I nqumes s ou. r land 21404 (Tel. 410/263-2371 or 1-800-727-9238) lege, AnnapoNhs, MMa y . 87501 (Tel within state 982-3691; out-of-state< or Santa Fe, ew exico · 1-800-331-5232). It is best for those who are considering atten~ing St. John's to see the Col lege for themselves. It is probably wise to get first-hand ~~vance k~~~le~ f college one may be thinking of attending, bu~ it is especia y ~ ? ahny case o f St . John's because of its unique curriculum and teac 1 mt e · M nday methods. d While on campus the visitor may atten a semmar or: o . t 8·00 p m . attend tutorials in mathematics, langua Thurs d ay evenmg a · · ., D" f Ad and music; visit a laboratory; be interviewed by the irector o m sions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most iµiportant part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings can usually be located in inexpensive paperback editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the College. Visitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go to the Admissions Office. On weekends and any day after 5:00 p.m. visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe . ... TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport not practical. Hourly buses run between Baltimore and Annapolis and e driver will let visitors off near the campus if asked. Buses from shington are less frequent and let passengers off on West Street, about blocks from the College. By car one takes Route 50 from Washington; m Baltimore take Route 2 or I-97. A limousine service from the Albuquerque airport to Santa Fe also available. It is called the "Shuttlejack;' and reservations should be made advance. Greyhound and Continental bus lines pass through Santa Fe. track stops at Lamy, N.M., twenty miles from Santa Fe, and taxi seris available to town (reservations should be made with the taxi serone day in advance). Upon arrival at the bus station or at one of the .. ta Fe hotels, the easiest way to get to the campus is by taxi. �FEES & FINANCIAL AID/59 58/ST. JOHN'S COLLEGE 6. Financial aid is not automatically renewable; rather, students reapply each year .they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 64). 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. The College believes that qualifie~ applicants h l d not be denied the opportumty to attend S OU . St. John's College because o fl"imit: d f i~ance_s. St. John's therefore maintains a fmanoal aid program to assist eligible students to the greate~t ·.·~"... extent possible within the limits of the ~olleg:s ' Wi"th very few exceptions, financial · r~; resources. . d aid awards are made solely on the basis_ of nee . The following principles underlie St. John's financial adid prt?gral~: A. 1 The primary responsi i ity f or f mancing a college e uca wn ies "b"l" ff .d ~ith the student and the student's parents. !he College can o er ai onl to supplement funds the family provides. . . db 2 fhe ability of a family to meet college expenses IS_determme / . . the family's financial strength in terms of mcome, asse s, assessing . debt_s, an~ fa1:1~l~~e~~ei~ ~~ec~~:!.e.of a grant, loan or part-time 3. Filnancialt aaind wi_Yll be offered to all students as a package which emp oymen f .d )u.· . ....,_ fiJ:l c4omlnbL~:spi~nge~~h~~:ep~~:~;h/~h~t students should contfribf~te to . lf h 1 . th f t component o a mantheir educational expenses,, se -lfehplis e ~r~s of a part-time job and cial aid award. At St. Johns, se - e p consis ~n ;~~~~:~~~~~~~~-of financial aid the ~olle~e offer~ a student may n~t exceed the student's demonstrated financial nee . . The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Free Application for Federal Student Aid/Financial Aid Form (FAFSA/FAF) with the College Scholarship Service in Princeton, New Jersey. St. John's College requires applicants for institutional aid to submit both the FAFSA and FAF. These forms permit applicants or their parents to present a detailed account of the family's financial position. The FAFSA/FAF packet may be obtained from either secondary schools or the Financial Aid Office at St. John's. 3. Candidates for financial aid from the College must establish their eligibility for the Pell Grant, a Federal program described in Section D below. The FAFSA/FAF packet serves as an application for the Pell Grant and for all the federal student aid programs described in Section D. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. 4. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6. All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance.If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. . 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 8. Residents of Maryland must apply for State Scholarships. 9. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, �60/ST JOHN'S COLLEGE FEES & FlNANCJAL AID; 61 loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. FAFSA/FAF packets should be filed with the College Scholarship Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted. Those who wish to enter in January should submit the FAFSA/FAF as early as possible in the preceding year. Likewise, the St. John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time" The FAFSA/FAF packet should be completed and filed with the College Scholarship Service on January 2 or as soon thereafter as possible" Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application by April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline" Awards based on applications completed after the deadline will not be mailed until after April 25" Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. n Funds for financial aid awards from the College are available from the sources listed below" ST JOHN'S GRANTS: Funds for St. John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. FEDERAL PELL GRANT: This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant i's r eqmre d " . . · . FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who ~emonstrate substantial need with priority given to Pell G t · _ . ·b·1· f ran rec1p 1en tSo El 1g1 l ity or the SEOG is limited to $4000 per year. FEDERAL WORK STUDY PROGRAMS· This Fed 1 . era program per. h C 11 mits t e "o ege to give part-time employment to students who need such earnings to pursue their course of study Students m aywork on Iy l a 1m1ted number of hours per week while enrolled and h'l l are in session. · · w 1 e c asses o • • FEDERAL PERKINS LOAN: These loans are made by the Colle e direct! to students usmg funds provided, for the most part by th~ F d ~ Government. The maximum loan is $3,000 for each year ~f undergr:d~:~e study. !'Jo mterest accrues and no payment is required while the bor" rower is enrolled at the College. The interest rate d · So/c Th · . . · · urrng repayment is o. ere rn a prov1s10n for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal. Stafford. l ompro~m bl ena es a student to borrmv directlv from a bank cred't · " dI . . , '' 1 un10n, savmgs an oan assoc1at10n, or other participating lender who is willing to make the educat10nal loan" The maximum amount an undergraduate may borrow is $2,625 for the Freshman year, $3,500 for the Sophomore year, $5,500 for the Junior year, and $5 , 500 for the Sen10r year. N o " . . mterest accrues and no payment is required whi"le th b · f JI · e orrower is a u -time student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is variable with a maximum. rate of 8.253. The rate through 6/30/94 is 6.223. Unsubs1d1zed Stafford Loans are available to student h d · l d s w o o not meet th t· e manc1a nee criteria for the subsidized Staff cl U b ·d· d 1 or program. nsu s1 1ze oans have an origination fee of 6 5 01 d b h · · ·10 an orrowers are c arged mterest during in-school, grace and deferment periods. FoEDEdRA~·PLUS LOAN: Unsubsidized federal loans are available without Lgar to mancial need to the parents of dependent students. The maxi~uml annual PLUS loan is the student's total estimated cost of educaclOn ess fmancial assistance. PLUS Loans have a 501 or· · t. f 10 9' t f f igma 10n ee a ouaran ee ee o up to 33, and a variable interest rate with a ca 'of 103. Interest accrues from the date of disbursement for all PLUS Lo~ns". �FEES & FINANCIAL AID/63 62/ST. JOHN'S COLLEGE 1994-95 STUDENT BUDGET* FALL FRESHMEN JANUARY FRESHMEN *Fees are subject to change without notice. iThe allowance for transportation varies with the distance between the student's home Veterans and Social Security recipients qualified to receiv~ educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for . classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. and the College. >Undetermined at time of publication. REFUND POLICY BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester ~nd Decembe~ 1 for the second semester. Those who may wish to pay m monthly installments should inquire of the Treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $200 on the fees for the following .year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a ~l~ce in the class. If the deposit is not paid, he may have to be placed on a wa1tmg list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that a~ard cancelled. T~e deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a ne"". d~pos.it t~ secure his place in a subsequent class. If there should be any d1ff1culties m making this deposit, the student should contact the College Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit; which is subject to charges for labor~tory break.age, d.ama~e to or loss of college property and other minor mishaps. This fee is paid once at the beginning of the Freshman Year, but each student must ~ring the balance (after damage assessments, if any) up to the full $100 at reg1~tra­ tion each semester. If unused, it is refunded on request at the end ot the academic year or when a student leaves the College. Each graduating senior must pay a Commencement Fee of $25 at the beginning of the second semester of the Senior Year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late regist~a­ tion for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library. If a Freshman who is the recipient of Title IV Federal Financial Assistance withdraws during the first semester, a refund of tuition, room, board, and fees will be made on a pro-rata basis as required by the Higher Education Amendments of 1992. A pro-rata refund is defined as a refund to students of not less than that portion of the tuition, room, board and fees equal to the portion of the enrollment period of attendance, rounded downward to the nearest 10% of that period, minus any unpaid charges and a 5% administrative fee. If applicable, refunds will be made to students only after refund payments are first made to federal, state, and institutional funds. Refunds to federal aid programs will be made to the programs in this order: 1. Outstanding balances on Part B, D, & E Loans 2. PELL 3. SEOG 4. Other Title IV Programs Refunds for all returning students and for first semester freshmen who are not recipients of Federal aid are made according to the following schedule: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week: 20% The sixth week and thereafter: no refund Refer to the student manual on each campus for refund policies on room and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state funds as the Federal Pell Grant Program, the Federal Supplemental Educational Opportunity Grant Program, the Federal Perkins Loan Program and the Federal Family Education Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their financial aid exceeds monies due the College will receive those refunds in accordance with a schedule of payments determined by the Financial Aid Director on each campus. Refunds for substantiated medical reasons will be on a pro-rata basis. �64/ST. JOHN'S COLLEGE FEES & FINANCIAL AID/65 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of fuII or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enroIIed for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. REGULAR STUDENTS . VETERANS/DEPENDENTS . d . Act of 1980 require that each postProvisions _of ~he _HigherkE uc~~i~~e information concerning the criteria secondary mstitution ma e avai a · · f St John's Col- i~r:~~!~J~~t~~=~~;;~~~~~:~c ~r~;~~~:~~~; ;:~~::ss0[0 r ~e.cipients of fe~eral1y-funded (Title IV) financial assistance ar~ :~ef~~~:;-a semester In order to be making satisfactory progress, a d th t next a student must be permitted to e~t~r the next semes+~isanermi:sion is tn~t~yn~~~d~!:~ ~~pc~~~~~a~~o~~:~:\ommJtee al~ semeste1r must of the 1 norma Y gran e . " The Don Rag Committee student's tutors, , the "D?n Rag Com~~tt~~- am and approves its quality assesses a student~:-vor~ ~h~l 6::~ ~~!t t~e sfudent be permitted to enter before recommen This 0assessment is conducted in the student's presence . the next semester. mg_ ~=~l :!:~~~rI~:t:~~!~;~ Committ~e . advic~ ~~~:~~;;~: ~; in common At the end of the Sophomore Year, the .with the od tf e of the student's work during the first t"".'o years an e er not the ~tudent wi~l be al;o::~ :~t~o;:~~~ho has not satisfactorily comUn er some ;ucums a e allowed to repeat the work in order to t eligible for financial assistance pleted a semesters work mday b remain at the College. Stu ents are no . k (federal or institutional) while the_Y are repeatmg wor s~mester with the Sometimes students are permitted to_ ~nter a n~w course of the requirement that they meet special_ conditions ~:n~~:Qeand is deemed semester. In these cases, a student is ~ot repeati g ines that the conto be making satisfactory progress u~!i~~~~~i~a~'i7~~:i:ot been met, the ditions have not b~en m_et. Whhien t t" Committee decides what furDean, in consultation with t e nstruc ion ' ther determination is to be made of the case. In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA. counseling psychologist. 3. VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enroIIed student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. �66/ST. JOHN'S COLLEGE BOARD/67 BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J,, and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN, JACQUES: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTHUR L Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa California, 1970. DARKEY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. John's College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modem Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RlESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945_ HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Sociei·y, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Leaming Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc, 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; Tlze Begi11ni11g of the St. Johns Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. OFFICERS Chairman Mr. Stephen L. Feinberg Vice Chairmen Mrs. Harriet Higgins Warren Mrs. Julia M. Wilkinson Secretary lv!r. Warren Winiarski Mr. Thomas M. Carnes San Francisco, CA Mr. Ray C Cave New York, NY Mr. Gerald D. Cohen New York, NY Mr_ James E. Connor Dallas, TX Mr. Gregory D_ Curtis Pittsburgh, PA MEMBERS EMERITI Mr_ Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A. Nelson ~/!rs. Duane Peterson Hon. Adolph W Schmidt flirs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. John L. Williams Mr. Vernon E. Derr Boulder, CO Mr. Charles M. Diker New York, NY Mrs. Lovejoy R. Duryea New York, NY Mr. Stephen L. Feinberg El Paso, TX Mr. James H. Frame Oneonta, NY MEIVH!ERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. William Barclay Allen East Lansing, MI Miss M. Brownell Anderson Washington, DC Mr. J. BurchenaJ Ault Santa Fe, NM Mr Richard E. Berkowitz Atlanta, GA Ms. Sharon Bishop Reston, VA Mrs. Sandra Brock Annapolis, MD Mr. l\ficola Caiola New York, NY Mr. Donald J_ Maciver, Jr. Colorado Springs, CO Mr. John Mack Ringoes, NJ Mr. Peter S. McGhee Boston, MA Mr. Charles Miller Houston, TX Mrs. Lucille G. Murchison Dallas, TX Mr. John E. Robson San Francisco, CA Mrs. Joyce Rumsfeld Chicago, IL Mr. John C Schweitzer Austin, TX Mr. Jeremy Shamos Denver, CO Mr. Thomas P Geyer Morristown, NJ Mr_ Marvin Sloves New York, NY Mrs. Marsha Sloan Glazer Seattle, WA Mr Theodore H Smyth Santa Barbara, CA Mrs. Anna E. Greenberg Annapolis, MD Mr. Warren Spector New York, NY Mr. Stewart Ii. Gree,,field Westport, CT Mr. ]. I. Staley Wichita Falls, TX Mr. Allan P Hoffman Lawrence, NY Irwin Hoffman, MD. Santa Fe, NM Mr. A Scott Kelso Houston, TX Ms. Barbara L. Lauer Laramie, WY Miss Barbara H. Leonard Oberlin, OH Dr. Herbert I. London NewYork,NY Mr. Carl A TenHoopen Annapolis, MD Mr. William R. Tilles Rockville, MD Mrs. Harriet Higgins Warren London, England Mrs. Julia M_ Wilkinson Austin, TX Mr_ Warren Winiarski Napa, CA Mr. Jonathan Zavin New York, NY �FACULTY/69 68/ST. JOHN'S COLLEGE Michael S. Littleton B.S., 1954, B.A., 1955, University of Maryland; B.D., Hartford Seminary Foundation, 1960; S.T.M., Union Theological Seminary, 1967; United States Navy, 1955-57; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. ANN APO US Beate Ruhm von Oppen President Christopher B, Nelson . . B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. B.A., St. John's College, Santa Fe, 1970, St. John's Collef, A~n';{oh~t~:e6~f6{i~ JD University of Utah College of Law, 1973, Adm1tte to t e ar, C t· 1: .,_ 1973 ND Illinois Seventh Circuit Court of Appeals, U.S. Supreme ou;' ~nots,_ t J,973 and P~rtner 1979 Schiff Hardin & Waite, Chicago; Co-Foun er sdsopoa e'. . 1 ]~79-91 and Pre~ident: 1987-91, Kovar Nelson Brittain Sledz & Moran rmctpa , . L d S · ry Relations ris, Chicago; Instructor in Management Labor aw an_ p up~rv~soSt John's Col~ 1981-87, Aurora University Management Center, Illmms, rest en ' · 7s lege, 1991-. Dean of the College in Annapolis Eva T.H. Brann . Robert B. Williamson . B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. B kl n Colle e 1950; M.A., 1951, Ph.D. 1956, Yale Umvers_1ty; Fellow ~f~he ;~~ri!an Numi!~atic Society, Summer, 1952; Fellow of the Amencan School of Classical Studies at Athens, 1952-53; Member of the staff of the Amencan Agora · Ah s·bl Fallow of Phi Beta Kappa; Instructor m Archeology, ESxcavfattdonUs at t "tensla9s561 5e7y Member Tnstitute for Advanced Study, Princeton, tan or mvers1 y, - , ' · 1 Ed t" d 1958-59· Member, U.S. Advisory Commission for Internat1ona uca ~~ndi~~n Cultural' Affairs, 1975-77; Tutor, St. John's College, Annapolis, _195~-C ter for E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson Internat10na en .. in Scholars, 1976-77; Arnold Visitin_g Professor, Whitman Col~ge'. 19[i~~~·f ~~:~la~ Scholar in Honors Education, Umvers1ty of Delaware, 1984 86, Fe d . C tional Endowment for the Humanities,_1987-88;_Member, Maryland A v1s~7 o~r;:,s mittee of the United States Commission on C1v1l Rights, 1988-, Dean, · J Samuel S. Kutler RA., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, rv!athematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. EHiot Zuckerman College, Annapolis, 1990-. Edward Malcolm Wyatt . ., BA 1953 MA 1956 University of Virginia; Fulbright Fellow at Umvers1te de · ., ' · ., ' · f V" · · 1955 58· Tutor St Nanc (France), 1953-54; Instructor, University o irgmta,_ - ' ' . · John';'College, Annapolis, 1958-, Assis_tant Dean, 1984-85, D!fector, Graduate Institute in Liberal Education, Annapolis, 1989-. Thomas J. Slakey B.A., St. Mary's College, California, 1952; M;A., Universite Laval, Quebec, 1953; PhD Cornell University 1960; Tutor, St. Johns College, Annapolis, 1959-p64, fSanta · ., ' . ' f A d . Aff · s 1971-74 and Associate ro essor Fe, 1964-71; Vice-President or ca em1c air , . '. S John's Coif Ph"] h 1971-76 Saint Mary's College of Cahforma; Tutor, t. 1 fege, 1976-. On leave 1983-85 as dean of lege, Kentucky State University; Dean, St. Johns College, An P ' ~~~?r 0)is, fou~ding ~; i:i~: {~~~~l~i6~ Laurence Berns . BA 1950 :Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts,~as~c P~o~ram of Liberal Education for Adults, University of Chicago, 1956~51' ut~t~ hn' C lie e Annapolis 1960- Andrew W. Mellon Tutorship, 1972-, ssoc1 ~~.;f~ss;r 0~ P~ilosophy, R_~sary College (Leav_e hof ~b;;nc~~~~6 Efi~~;t 'i~~~~:~~;: . Clare Hall, Cambridge Urnvers1ty, 1971-72, Ric ar 1980-. BA, 1952, M.A., 1955, Ph.D., 1962, Columbia University; B.A., 1954, M.A., 1959, Cambridge University; Kellett Fellow in the Humanities, Clare College, Cambridge, 1952-54; Duryea Fellow in Modern European History, 1954-55, Lecturer in History, 1956-61, Columbia University; Lecturer in History and Music, The New School for Social Research, 1960-61; Tutor, St. John's College, Annapolis, 1961-, Director, The Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W. Mellon Tutorship, 1974-; Associate of Clare Hall, Cambridge University, 1970-71; National Endowment for the Humanities Chair, 1992-94. am Joseph P. Cohen BA, St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. �70/ST. JOHN'S COLLEGE FACULTY/71 Geoffrey Comber Diploma in Education, University of London, 1953; ~.R.C.M., Royal College of Music, 1954; M.A., Ohio State University, 1957; Fulbright Scholar, 1955; Instructor in Music and Graduate Studies in Philosophy, Ohio State University, 19~8_-?l; Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; V1s1tmg Professor, University of Waterloo, Ontario, 1964; Tutor, St. John's College, _Annapolis, 1965-, Assistant Dean, 1970-74, Assistant Director, The Gra?uate Institute of Liberal Education, Santa Fe, 1970-74; Director of Adult Educat10n, 1968-74, 1975-76 Director of Summer Program, 1974, 1976, Associate Director, The Graduat~ Institute in Liberal Education, Annapolis, 1977-80, Director, The Graduate Institute in Liberal Education, Annapolis, 1983-86. George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut· Part-time Instructor in English, University of Connecticut, 1957-62; Instructor i~ English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. Howard J. Fisher B.A., University of Rochester, 1965; Technician, Harvard_ University. ~;.:clotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; V1s1tmg Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. Benjamin Charles Milner, Jr. B.A., Emory University, 1949; B.D. Columbia Theologic~l Se_minary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard D1vm1ty School, 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, An_napo~1s, 1_965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute m Liberal Education, Annapolis, 1980-83. Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschd1enst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; ~taatsex­ amen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. Nicholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, _Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsm; Tutor, St. John's College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow ~-ilson Fellow, Harvard University, 1960-61; National Aeronautics and ~pac~ Admm1stration Fellow, 1963-65; Lecturer in Political Science, Roosevelt Umv~rs1ty, 1965; Lecturer in Liberal Arts University of Chicago, 1965-66; Instructor m Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's C?llege, Annapo_lis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washmgton Umvers1ty, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87;_ Assistant De~n, 1987-90, 1992-; Visiting Professor, University of North Carolma, Chapel Hill, January-May, 1989; National Endowment for the Humanities Fellowship for College Teachers, 1990-91, American Council of Learned Societies Fellowship, 1990-91; Ernest Bloch Professor and Lecturer, University of California, Berkeley, 1994-95. John F. White B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. Leo F. Raditsa B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Deborah Schwartz Renaut B.A., St. John's College, Annapolis, 1968; M.A., Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. David L. Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D. Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Ma. Bar, 1981-. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Joe Sachs B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. �FACULTY/73 72/ST. JOHN'S COLLEGE John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992- Chaninah Maschler B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.C.N.Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976, Tutor, St. John's College, Annapolis, 1976-. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. Mera J. Haumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of Cahforma_, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. Michael G. Oink ~arvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, 1 h.D. 1986,_ Philosophy, The Catholic University of America; Teaching Assistant, The Catholic Umversity of America, 1978-80; Tutor, St. John's College Santa Fe 1980-84, Annapolis, 1984-. ' ' James Howard Beall Active duty, US Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S.., _Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophys1c1st, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, '.lmted States Congress Office of Technology Assessment, United States Congress, Washmgton, D.C., 1978-79;_ Project Sci_entlst, BKD, Arlington, Virginia, 197981, Nat10nal Academy of Sc1ences/Nat!onal Research Council/Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, ~lava! Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, i..o.O. Hulburt Center for Sp~ce Research, Naval Research Laboratory, Washington, D.C., 1983-, Tutor, St. Johns College, Annapohs, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. Peter Kalkavage Elizabeth M. Blettner B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. B~A.,_ Stanford University, 1969; graduate study in English literature, University or Wisconsm, 1970-71; M.A. m Philosophy, Pennsylvania State University, 1978; Instructor of philosophy and humanities, Pennsylvania State University, 1979-80; Richard_ M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State Umversity, 1985; Tutor, St. John's College, Annapolis, 1982-. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. William Jon Lenkowski B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College Annapolis, 1982-. ' Walter Sterling ~.A, St. John's College,_ 1965; M.A., Pennsylvania State University, 1966; Instructor, 1.ennsylvama State Umversity 1966-68; Ph.D. Candidate, Catholic University of 1-\menca, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blaustein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. �FACULTY/75 74/ST. JOHN'S COLLEGE Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Cordell D. K Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of Californi Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsi~~ Madison, 1989; Associate Rese.archer, History of Cartography Project, Department of Geography, Umvers1ty of Wisconsin-Madison, 1988-89; Tutor, St. John's College Annapolis, 1989-. ' Andre Barbera B.A. in Music, Wesle~an University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. m Musicology, University of North Carolina, 1980; Visiting Assistant Profossor of Music, Cornell University, 1979-1982; Assistant Professor of Music, Umvers1ty of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College ~~~w~. , Kathleen C. Blits Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985-present; Tutor, St. John's College, 1985-. William Pastille A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. B.A., Mount Holyoke College, 1968; graduate study, New School for Social 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. Johns College, Annapolis, 1990-. Rese~rch, Erik Sageng B.A., Uni~ersity of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; Nat10nal oClence Foundation Fellow, 1983-86; Mellon Fellow in the Humanities 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit' University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma' 1989-90; Tutor, St. John's College, Annapolis, 1990-. ' Radoslav Datchev Degree i.n Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, Umvers1ty of Sofia, 1982-83; Tutor, St. John's College, Annapolis, 1992-. Abraham Schoener B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma., Inter-University Centre, Dubrovnik, 1985; Ph.D. Candidate, University of Toronto, 1984-89; Tutor, St. John's College, 1989-. SANTA FE Adam Schulman President B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Judith LA. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. John Agresto AB., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, Nat10nal Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Poht1cal Science, Duke University, North Carolina, 1981; Assistant Chairman, Nat10nal Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. �FACULTY/77 76/ST. JOHN'S COLLEGE Dean of the College in Santa Fe Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-. Dean R. Haggard B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-196~; Fels Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, St. Johns College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. Robert D. Sacks B.A., St. John's College, Annapolis, 1954; Ph.D., Johns Hopkins University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. John S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, Assistant Dean, 1970-72. Don B. Cook AB., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. E. Ray Davis, Jr. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., Histo_ry and Philosophy of Science, University of Indiana, 196~; N.~.E.~. F~llowsh1p, University of Indiana, 1962-65; Ph.D., University of Cahforma, R1vers1de, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81. Roger S. Peterson AB., Harvard College, 1953; AM., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, Santa Fe, 1966-. Ralph Swentzell B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. Timothy P. Miller A.B., Harvard University, 1948; B. Mus., 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Harris, Jr. B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68, Visiting Professor, Summer, 1969, New York University; Corporate Consultant, Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, St. John's College, Santa Fe, 1968-; Associate Professor, University of Maryland, 1964-68; Visiting Professor, University of California at Santa Cruz, 1985-86, 1988. Glenn A. Freitas B.A., Classical Languages, St. Mary's College, California, 1957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66; Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-, Assistant Dean, 1976-77, 1982-84. Philip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's College, Santa Fe, 1972-. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. �FACULTY/79 78/ST JOHN'S COLLEGE Bmce E. Venable B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Tutor, St. John's College, Santa Fe, 1973-. David Bolotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; _Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapohs, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Georgia S. Knight B.S., Philosophy, 1970, M.A., English, 1972; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-1990. Kent H. Taylor B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Edward Cary Stickney B.A, S_t. John's_ College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Umvers1taet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-. Janet A. Dougherty B.A, Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. Stephen Frederick Houser B.A, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; President's Fellow, University of Virginia, 1987-90; M.A. University of Virginia, 1989; Ph.D., University of Virginia, 1990; TA., Instructor, Department of Philosophy, University of Virginia, 1989-90; President, University of Virginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. Elizabeth S. Engel B.A, Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. Katharine S, Mulford BUS., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Lynda Lamson Myers B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Anthony James Carey St. John's College, Annapolis, 1963-65; B.A, University of North Carolina, 1967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time ln~tructor m Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. Johns College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991. frank N. Pagano AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Leaming, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Jorge H, Aigla B.A, History, 1967, M.A., Ancient History, Cornell University, 1969;. Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1991-. Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. Charlotte Gray Martin John E Cornell Nancy Dunning Buchenauer B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. B.A, 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University �FACULTY/81 80/ST. JOHN'S COLLEGE of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Robert Richardson B.A., Park College, 1960; Woodrow Wilson Fellow, Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985-. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado_ State University, 1979; Co-founder, Foundation for the Rediscovery and Protect10n of Trilobites, 1979; Ph.D., Entomology, University of W1sconsm-Mad1son, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Assooate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agnbusmes,s Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. Johns California State University at Humboldt, 1975; Department Chairman (Philosoph ) Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute Social Theory, York University, Toronto, Canada and Perugia, Italy: 1980-1984· Visiting Tutor, St. John's College, Santa Fe, 1987-1988. ' ' fa; George L. Iannacone B.A. SL John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale Umvers1ty, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor m Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks College, Santa Fe, 1985. B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McA.uliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. David Lawrence Levine Basia C. Miller A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow _(Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State Urnvers1ty 1969-70; Independent Research, Centre Universitaire International, Pans 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor m Philosophy, Umvers1ty of Maryland, West Germany, 1971; Teaching Assistant and Instructor m Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State Umvers1ty, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. Randolph J. Perazzini B.A., University of Chicago, 1970; M.A., 1971, Ph.D., 1975, English Literature, Cornell University; Instructor, Cornell University, 1975-1976; Assistant Professor of English, Pittsburgh State University, 1976-79; Instructor m English, 1979~86, and Chairman of Humanities Department, 1981-86, Amencan School Foundation, Mexico City; Assistant Professor of English and Humanities, United States International University, 1980-84; Tutor, St. John's College, Santa Fe, 1986-. B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D. University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate, Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer, 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer, 1990; Tutor, St. John's College, Santa Fe, 1989-. Joan E. Silver Lawrence Cave B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. in Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. Sean D. Collins B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974~77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer, 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. W.J. Torrance Kirby B.A., Classics, University of King's College, 1977; M.A., Classics, Dalhousie University, 1980; D. Phil., Modern History, Oxford University, 1987; Commonwealth Scholar, Christ Church, Oxford, 1981-84; Tutor and Fellow, University of King's College, 1984-89; Lecturer in Classics, Acadia University, 1988-89; Tutor, St. John's College, Santa Fe, 1989-. �FACULTY/83 82/ST. JOHN'S COLLEGE Krishnan Venkatesh A c t b l C mbrid e University, 1982; M. ., an a ., B.A., English, Magd~lene Co_l ege,. a n ~hakes eare), English Departme~t, 1985; Wissenschafthcher M1tarbeiter (0982-86· A~ademic Exchange, University University of Muenster, West Germany,Lel .' Bri"tish and American Literature, . of New Mexico, Alb uquerque, 1985-86· cturer m uan People's Republic of Ch"ma,· . : .t ,-, · Shanxi Umversi y, <alY , . ESL Curricu1um-D eve1oper, . N h China Film and Broadcasting Institute, . 1986-89· Lecturer in Film Analysis, ort 1989; T~tor, St. John's College, Santa Fe, 1989- Sally Dunn . MA Philosophy, University of Notre B.A., St. John's College, Santa Fe, 1971, . A~erican Studies, University of New Dame, 1973; Post-masters Doctoral PrdogramU,. Graduate School 1979; Part-time , M A 4 77 Ph D Women Stu ies, mon · ., . University of New Mexico, 1975-81; · ., Mexico, 197 - ; St John's College, Santa Fe, 1990-. Instructor, Women Studies Progr~~T, t St. John's College, Santa Fe, 198 , u or, . . lh · . . . , 7· M.A., Department of Classics, Da ousie B.A., Umvers1ty of Kmgs ColleYeh ~~ '1 Hertford College, Oxford University, University, 1979; Commonw~; tMo~e~narlanguages, Oxford University, 1982; 1980-82; M.Litt., Faculty . Yt Heidelberg 1982; Junior Fellow, Massey Gasthorer, Ruprecht-Karls-Umversi a '.PhD De ~rtment of Germanic Languages College, University ~f To.ronto, 1983-8\98S· Fello~ and Tutor, University of King's and Literatures, University of Toro~t~ ll , S ta Fe 1990-. College, 1987-89; Tutor, St. Johns o ege, an , Charles N. Fasanaro B.S., Chemistry, Manhattan College, 1965; M.A.R. with distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Postdoctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to •he Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. Joshua L. Kates B.A., St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Margaret Anne Kirby Bruce K. Sawhill B.A., Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder - Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres Bruce M. Perry u · ·t f A Classics, 1975, Ph.D. Classics, ~983, mvers1 y ·o. B.A., Greek, 1973, M. , . l S cl" 1985 University of Pennsylvania, Washington; Ph.D. Candidate, Onenta tu ies, , Visiting Tutor, St. John's College, Santa Fe, 1990-. James P. Forkin . · f 80· M S Vegetable Crops, Umvers1ty o B.A., St. John'~ College, SaAntapFe1')91 Scie~c: University of California Davis, California Davis, 1986; M. ., 0 1 ica ' 1986; Tutor, St. John's College, Santa Fe, 1990-. B.A., Vassar College, 1963; M.A., Philosophy, New School, 1972; Ph.D., Philosophy, New School, 1980; Adjunct Associate Professor, Philosophy, Long Island University, 1984-91; Adjunct Associate Professor, Journalism, Long Island University, 1986-91; Adjunct Assistant Professor, Continuing Education, New York University, 1989-91; Adjunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, St. Francis College, 1982; Tutor, St. John's College, Sante Fe, 1992-. Michael David Rawn . 4 BA New l" 1971 73 . Cornell University, 1973-7 ; · ., St. John's Co~lege, Annapo is, PhD 1985 Catholic University of America; York University, 1976; M.A., 1980 , : "p ' 19 80-86· Lecturer Marymount Editor, Catholi: ~~iversity o6f· EdA~enc;rin::~~~ Universi~y Press, 1987-89; Tutor, University of Virginia, 1985-8 ' 1 or, St. John's College, Santa Fe, 1990-. B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate study in mathematics education, University of New Orleans, 1979-80; Graduate study in mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80: Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. Gerald P. Proietti . Victoria Mora Frank R. Hunt · . rk Colle e at Fredonia, 1973; M.A., Classics B.A., Music, State Umvers1ty of New Yo C ll g 1982· Killam Postdoctoral Fellow (Greek), Ph.D., Political s:1enc~, B~st~n dou~~teAssist~nt Professor, SUNY College in Classics, 1982, Dalhousie Umvers1t~, A flW. ·n-Eau Claire 1985-88; Visiting Umvers1ty o iscons1 ' 85 Le t at Oswego, 1982- ; c_ urer: f D ll 1988-90· Tutor, St. John's College, Santa Assistant Professor, University o a as, ' Fe, 1990-. James Cohn PhD F lb . ht Scholar Germany 1981-82; . . B.A., Dartmouth College,hl9U81;_ u ./1g f Chicago l990· Tutor St. John's College ' ' ' · Committee on Social Thoug t, mversi Y 0 1991-. B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-1988; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. Barry E. Goldfarb B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., Johns Hopkins University, 1986; Visiting Lecturer, �FACULTY/85 84/ST. JOHN'S COLLEGE University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. Julie Reahard B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991. Teaching fellow, Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, Boulder, 1987-1988; Instructor, College of General Studies, University of Pennsylvania, 1988-1989. Graduate work, Literary Theory, University of Pennsylvania, 1988-1991; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-1993; Tutor, St. John's College, Santa Fe, 1993-. TUTORS EMERITI AND RETIRED TUTORS Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow HONORARY FELLOW Paul Mellon B.A., Yale University, 1929; B.A., 193_1, M.A., 1938, Cambridge University; Litt.D., Oxford Umvers1ty, 1961; LLD., Carnegie Institute of Technology, 1967· LH . D ., vale U mvers1·ty, 196 7. · , 1. �PROFILE/87 86/ST. JOHN'S COLLEGE OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President Christopher B. Nelson Dean Eva T. H. Brann Vice President for College Advancement SANTA FE President John T. Agresto Dean Stephen R. Van Luchene Jeffrey A. Bishop Vice President for College Advancement Jeffrey D. Morgan Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Treasurer Bryan E. Valentine Director of Graduate Institute Nancy Buchenauer Assistant Deans Wye Allanbrook Jonathan Tuck Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Karen Holland Director of Continuing Education John Verdi Director of Financial Aid Caroline Christensen Librarian Kathryn Kinzer Director of Information Services Nancy Osius Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace Director of Alumni Activities Cynthia Jokela Director of Placement Jennifer Chenoweth Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Annapolis States Represented . Alabama Alaska .. Arizona ..... California Colorado .. Connecticut Delaware ... Florida .. Georgia Hawaii Idaho ..... . Illinois .. Kansas .. Kentucky. Louisiana .. Maine Maryland ..... . Massachusetts .... Michigan .. Minnesota Missouri .. Nebraska .... New Hampshire New Jersey .. New Mexico ... Santa Fe 30 2 38 1 9 5 1 4 5 16 9 5 1 1 5 2 2 1 1 4 5 4 1 2 1 4 4 3 3 2 4 3 1 2 18 Annapolis Early Entrance .. Previously Attended College. Range of Ages .. Veterans. 122 32 88 66 124 21 81 64 7 3 36 33 16-44 15-34 2 4 1 3 2 J 15 1 5 2 4 Annapolis 98 28 10 Santa Fe Receiving Financial Aid 66% 68% Rank in Class'' First Fifth .. First Tenth ..... Second Tenth Second Fifth .. Third Fifth . Fourth Fifth ..................... Last Fifth .. 44% 28% 16% 30% 11% 10% 5% 44% 28% 16% 28% 15% 13% 6% 42 33 5 3 10 24 2 2 7 22 National Merit Honors . 5 Kind of School Attended Public . . . ..... ... .... .... .... .... 102 Independent .. 45 Parochial .. 7 5 Australia Belgium. Bulgaria Canada .. India ... Israel . Malaysia. Russia.. ................ . South Korea . Santa Fe Number of Students Fall 1993. January 1994 Men ... ........................ Women .. Santa Fe 2 23 5 2 6 Annapolis New York .. 10 North Carolina .. 1 Ohio ························· 5 Oklahoma Oregon. Pennsylvania .......... ... ...... 19 South Carolina . 2 Tennessee .......... .... ... ... . .. Texas ............ . Utah Vermont. Virginia. 19 Washington ... 2 West Virginia .. Wisconsin .. 2 District of Col~~bl·; .. 4 Scholars Finalists ........ Semi-Finalists .................. Commended Students ... Director of Conferences and Symposia Mary Ann Powers ''Not included in this table are 104 students for whom rank-·m-c1ass is not available. . . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1994-1995 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 87 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1994-1995 Date A point or period of time associated with an event in the lifecycle of the resource 1994-1995 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1994-1995 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7bcc091bd42df98914f5d5fa2c4df81d.pdf 420363e7ae68f99eece6421a71a8bc89 PDF Text Text StJohn's cnllege STATEMENT OF THE ST. JOHN'S PROGRAM 1995 - 1996 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The College reserves the right to modify the programs and policies herein stated without notice. ��6 Introduction The Cuniculum Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Acad€mic Standing Degree of Bachelor of Arts Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy 8 10 11 16 20 22 28 29 30 31 33 35 35 37 37 37 ~.esid-enc~ and Student Life f\nnapolis Santa Fe Both Campuses Site Plans of the Campuses 38 43 47 50 P,..drr1issions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 54 56 58 60 62 62 63 64 66 B0ard of Visitors and Governors 67 68 OHic"'rs, Associates and StaH 86 Profile: 1994-1995 Freshman Classes .. 87 PI-JOTO CREDITS Fro11t Cover: Kitty Lcakcn/J\irardo Tro111hetta. Back Cover: Keith Harvey (Top). Lisn Lm.D (Bottoni) �6/ST JOHN'S COLLEGE St John's College is a community dedicated to liberal education, Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas, are intelligently and critically apprecia; tive of their common heritage and conscious of their social and moral obligaiions, They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens, St John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes and pictures - because express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed, These books are the most important teachers, They are both timeless and they illuminate the persisting questions of human existence, and directly on the problems we face today Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. change our minds, move our hearts, and touch our spirits, The books to us in more than one way, In raising the persisting human questions, they lend themselves to different interpretations that re;real a variety of independent and yet complementary meanings, And, while seekmg the truth, they please us as works of art with a clarity and a that reflect their intrinsic intelligibility, They are, therefore, propgreat, whether they are epic poems or political treatises, and whether their matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other, They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation, This conversation, however, is unavoidably one-sided, The great books can repeat what they have to say, without furnishing the clarificawe desire. To remedy this defect is the goal of the SL John's a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it It is presupposed that the students are willing to submit their to one another's questions. The demands of the individual and t~-iose of the group are in continuous interplay, setting limits within which the rnoves with the utmost possible freedom, The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poe1n or the validity of an argument, On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward, The students bring to the seminar the assumptions they have derived from their experience in the contemporary world, Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the oi its historical manifestations, Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives, Most of the teaching at SL John's takes the form of a discussion, The conversational methods of the seminar are carried over into the tutorials As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings, St. John's seeks to restore the true meaning of a liberal arts education, The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding, Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy-- the arts of mathematics, In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating, There are many ways to develop these arts, The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis, Whatever methods are used, all serve the same end: to invite the students to think freely for themselves these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arnving at a proper chmce. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable, They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom, Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths, Under their discipline they can acquire the habit of listening to reason, A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals, �8/ST. JOHN'S COLLEGE THE CURRICULUM/9 The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members ' or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. the students' vvork is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful an~lysis, often through translation or demonstration, of an imwork. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn obout a particular subject which they may later teach. Vvriting assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in boi:h the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of lang;iage skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may of as a present-day restoration of the traditional studies of grammar, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of things; to the varied connotations and ambiguities of terms; to the metaphors, analogies and images; and to the logical relations th<ct connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into and comparing them with each other and with English, the students learn something of the nature of languages in general and of their O\Nn in particulaL During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language, They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be and persuasive. In the beginning the emphasis is on the forms of words, the gran1matical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar, Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation, Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits" This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary, Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first, The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poetso The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French texL The aim here is economical progress toward facility in the reading of simple FrendL Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models" In the second semester a play is read - Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a wholeo It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year, The year ends with analysis and discussion of modern British and American such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. TUTORIAL ]\/lathematics is a vital part of education; that this is true or ought to be the word itself, for it is derived from a Greek word mean'' to learn'.' It is regrettable, then, that students should come to dislike rnathematics or to think of themselves as unmathematicaL It is equally that competent mathematicians are often unaware of the assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not from what have come to be called the humanities. VVhen rnathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at SL John's, mathematics becomes not only the most readily learnable liberal art but also one which access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modem even defines it, Therefore anyone who means to cnticize or reform, to resist or cooperate with this world not only must have some with the mathematical methods by which it is but also must have thought about the assumptions that m1derlie their applicat10no It is the task of the mathematics tutorial and the to help students to think about what it means to ccunt and measure things in the universe. The second main reason for studying mathematics concerns the rnathematics tutorial nwre specifically. Since mathematics has, as its name a close connection with the human capacity for learnis especially useful in helping students to think about what it means to come to knovv something. prepare themselves for such reflection students study artfully comrnathematical demonstrate propositions at the blackboard and solve problems, doing this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimblen.ess of imagination and elegance of expression. But while they are practicing the art of mathematics in all its they are continually enco~raged to reflect on their own Scores of questions, of which the iollowmg are examples, are raised . the four years: . .. 7 . . Why and how do i·nathema~1cal proofs carry such. conv1ct10n. v;hat is a mathematical system. and whaL are its proper begmnmgs and ends. What 15 the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in ,~athematics7 Do mat;;ematical syn;bols constitute a language? Are there mathematical ob1ects ? How m1ghc the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical - its central found in the theory of ratios -which is buried under the of modern mathematicso After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the of "hypotheses" constructed to "save the appearances" in the That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. and the ordinary course in rnathematicso presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. ~ In the second year the students continue the study of Ptolemy, with emphasis those difficulties and complexities of the geocentric system which are transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus an understanding of as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica, This is followed by an examination of Dedekind's theory of real numbers, the endeavor to a rigorous arithmetical foundation for the calculuso The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and motions under one law and replaces a purely geometric astronomy with a "dynamic" in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the of the philosophical outlook of the modern worldo In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/IS Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe the mathernahcs and language tutorials of the senior year for part of the second semester with a visual arts tutorial that a close study of classic paintings beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d'Avignon. One of the aims of St. John's program has been to restore music as a liberal &.rt to the curriculurrL The study of music at St. John's is not directed tuward but toward an understanding of the phenomena of music ancients accorded music a place among the liberal arts because they understood it as one of the ressential functions of the mind, associated with to grasp number and measure. The liberal art of music them on the ratios among whole numbers. In the music program at St. John's aims at the understandof music through close study of musical theory and analysis of works of musical literatureo In the freshman year students meet once a week to the fundamentals of and its notationo Demonstration takes singing, and the second semester the students persome great choral works. In the sophomore year a tutorial rrieets diree times a week. Besides continuing the singing, the music tutorial reflects two different but aspects of music. On the one hand related to language, rhetoric and On the other it is a and self-sufficient art, which has its roots in nature, The 1,vork of the tutorial includes an investigation of rhythm in words as well a::; m notes, a thorough investigation of the diatonic system, a study cf the ratios of musical and a consideration of melody, counterI\lone of these is done apart from the sounding realmusic. The inventions of Bach, the songs of Schubert, the masses the of Mozart and the instrumental works of Beethoven are the texi:bookso In the second semester at least one mawcrk is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of th.e laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM/19 18/ST JOHN'S COLLEGE c'.iscrete particles" The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atornic-molecular theory Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination" 1st 3rd Ye~r TOPICS The general topics of study have been chosen from elementary physical and biological ~cienceo The sequence of study may be outlined as follows: THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists" Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world" The freshman laboratory next turns to the non-living, in a search for fundamental lawso Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories" These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of THIRD YEAR The third-year laboratory deals with topics common to a number of the tr2,ditional divisions of physics, such as mechanics, optics and electroThroughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and MaxwelL The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous devdopment is pursued in the mathematics tutorials. As the tools of the '-''"'°"·'uw become available, the emphasis shifts from a direct, qualitative r1"'''"n'nr11nn of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the concepts serve to illustrate the mathematical ideas" The concepts mechanics are to be used to formulate alternative theories of lightand wave - and the success of either theory in accounting for phenomena is examined" The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms" The final and culminating topic of the year is lVIa:xwell's derivation of an electromagnetic theory of lighL THE FOURTH YEAR In mz1ny ways the work of the senior year is a return to questions the students first confronted as freshmen" During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical the student can focus on the questions of atomic stability that to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scienlific papers and related experiments, the concepts of particle and wave, of disGeteness and continuity, gain new meaning" the course of thought in Schrodinger's What is Life?, the sernot faboratory then turns or returns to biological topics, and first to to Mendel's theory of heredity and its development through the and interpretation by TH. Morgan and his associates. results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of and of Luria and Delbrucko Next, fundamental papers leading to molecular biology- for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. �THE CURRICULUM/21 20/ST JOHN'S COLLEGE ANO The curriculum as described so far calls for student participation at every active of the work. On Friday evenings, a form of instruction occurs. The formal lecture is the occasion when the students have an opto listen steadily and The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently are members of the SL faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to questioning by the students, with the faculty parturns into a seminaL Thus the formal lecture serves two purposes: it inculcates in the students the habit of listenand the exposition of a subject they may not be familiar them an in the discussion to exercise their skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the of what they have learned. The range a variety of subjects. Sometirnes the students are confronted vvith opposing views on a given Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes vvithin the framework of the program. The list below provides some examples of lectures and concerts given on one m the other campus in recent years: 'The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" J~1;,es Q Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet Madison and the Bill of Rights" Gold win Aristotle, and Liberal Education" Van Luchene 'Th2 Tears of Odysseus" Carey Stickney "Evolution and Development" J Bonner Emerson String Quartet Reason, and Recantation in Plato's Phaedrus" Eva Brann "What Good and What Harm Can Psychiatry Do?" Lederer "Bottioo:lli's Prima Vera: Anatomy of a Masterpiece" Paul Experience and the Mechanisms of Human Vision" \Nilharn Banks "On the Opening Chord of Wagner's Ring' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Coppinger "lvfmds and Brains: Men and Machines" Mortimer J Adler Infinitesimals" "The Parable of Don Quixote" Joe Sachs and the Emergence of Philosophy in Ancient India" "The M·eaning of Romantic Love: Flaubert's Madame Bovary" RE Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �THE CURRICULUIVl/23 22/ST. JOHN'S COLLEGE FRESHMAN Ho1ner: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato Anstotle: Euclid Lucretius: Plutarch: Nicomachus: LavoisierEssays Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories'' Clouds Meno, Gorgias, Republic; Apology, Crii'o, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals~ Generation of Animals'' Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937 it has been under continued review at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Asistotle. Apollonius: Plutarch· Ep1ctetus' Tacitus, Ptolemy: Plotinus. A.ugust1ne: f\nselrn° Dante: ,_haucer: Des Prez: lVIachiavelli: Copernicus: Luther, Rabelais Palestrina: Montaigne: Viete Bacon: The Bible* De Anima, On Interpretation*, Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologiae* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum'' Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maxim es* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason~ Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: 'The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Lobachevsky: Theory of Parallels* Tocqueville: Democracy in America* Lincoln: Selected Speeches Kierkegaard: Philosophical Fragments, Fear and Trembling Wagner: Tristan and Isolde Marx: Capital~ Political and Economic Manuscripts of 1844 * Dostoevski: Brothers Karamazov Tolstoy: War and Peace Mark Twain: The Adventures of Huckleberry Finn William James: Psychology, Briefer Course Nietzsche: Thus Spake Zarathustra ~ Beyond Good and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: Hegel: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature Homer First Year Aeschylus Sophocles Euripides Philosophy and Theology Plato Aristotle Lucretius History and Social Science Herodotus Thucydides Plutarch Virgil Dante Chaucer Rabelais Shakespeare Donne Marve Ii Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Aristophanes Second Year Mathematics and Natural Science Aristotle Epictetus Plotinus Plutarch Tacitus Machiavelli Music Woll as ton Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Ptolemy Apollonius Copernicus Descartes Marcus Aurelius The Bible Augustine Pascal Viete Anselm Thomas Aquinas Luther Montaigne Bacon Cervantes Third Year Descartes Locke Milton Swift Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Rousseau Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Hegel Kierkegaard Nietzsche William James Adam Smith U. 5. Constitution Hamilton, Madison, jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Rutherford Minkowski Bernard de Broglie Wagner~ Mendel J. J. Thomson ;( Bohr '.'.;; Millikan ~! Schrodinger Davisson DaIVVin Faraday Lobachevski Lorenz ~i, Freud Einstein Heisenberg Whitehead Maxwell �28/ST JOHN'S COLLEGE THE ACADEMIC ORDER/29 d oiThe tutors should be ready to supply helpful examples and u1, __ 1 , £ h , £' • to encourage students to examme the ,01 t eir ~1rst :tten~prs In summary, the role of the tutors is to quesLIOn, LO hslen, to might take the form of translation, experimenta, - - ,,o--torn"tration or but first of all the tutor will call on noi~-/ LLU rre to try to themselves, __ i In order that conversations at St, John's will not be limited to what inside a single it is essential that St. John's tutors reto acquire increased understanding in those parts of that are outside their field of post-graduate training, For extutors with advanced degrees in mathematics would prepare to lead language tutorials requiring translations from Sophocles of this for students is that they are under. the or Ranne, The of active learners who will not parry their far-rangmg quest10ns that these matters are handled in another department, There The of this for tutors is that they are inof works of such richness that they are continually of them, Some tutors do find tn:ne to '.Write articles and but their first duty is to prepare themselves to teach the St. John's program This preparation is necessarily demanding because no full-tin1e tiitor is confined to a single part of the program, They me and have to be, members of a seminar and of either two - ' of one tutorial a section, and they are continu'"''"u'u'"' their and learning from then'1, Tt i:; that tutors have time to probe more deeply into the foundations and wider contexts of vvhat is studied at St John's than the for classes allows, In order to avoid staleness and the ever present danger of succumbing l:o routine performance, they are granted sabb~tical leaves to allow for leisure and serious Between sabbatical are set up, Leaders of such groups are someteaching duties, The groups engage of a subject chosen by themselves or Instruction Committee the faculty Scholars from other institutions for certain Although the subject under study rele,ted St John's curriculum, the work of the for teaching and learning at St John's ,:J At St. John's the teaching members of the faculty are called tutors, The title professor is avoided to signify that rt is not the chief role of the tutors to expound doctrmes in their field of expertise enterprise is a carried out in small groups with persons at different stages of learning working together All participants m a class are expected to prepare for their discussion studying the text that is the teacher of the class - it might be Plato or l'Jewton or Jane Austen or one of the other authors who wrote from the high point of their learning, What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectt,al and imaginative powers of their students, Next, they must be listeners, able to determine the difficulties of their students and to them to reformulate their observations and examine - The Insrruction Cmnmittee is a committee of tutors responsible for advising the Deans on all matters of instruction, It also advises the President on to the The Cornn1ittee consists of the Deans and tutors, six elected the tutors on each campus of the College; the Presiderts sit with the Instruction Committee ex officio, The Deans preside over the Instruction Committee meetings on their own campus; the members cf the Con1mittee on each campus constitute the Instruction Committee for thcit campus and meet regularly throughout the year, The full meets alternating between the two campuses, and the Dean at the host campus presides at those annual meetings, �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all ~he st~dents of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 93,000 volumes. In Santa Fe, the collection now numbers over 60,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in " as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facilin 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. for the preceptorials in the junior and senior years and certain laboratory work for which the upperclassmen may choose their own the schedule is the same for all students. The language, mather.natics, and music tutorials each meet for three and a half hours to four and a half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings from eight to ten all students attend a seminar. A formal lecture or concert is given once a week Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 EXAMINATIONS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and ;11tformally on the texts they have read or the paper they have written and 0~ their critical and interpretive opinions. It is not the principal aim of examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. ore the second semester of their sophomore year, students must pass examination in elementary algebra and trigonometry. E FINAL ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to piece of specialized research, but rather a sustained performance in liberal arts. Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the l essay is approved by the faculty committee to which it has been ed for reading, the student is examined upon it by the committee hour-long public examination. No degree is awarded unless both say and the oral examination are satisfactory. The senior essay is rded as a culmination of the student's learning. se St. John's classes are small and intimate, and because students par- te actively, tutors are aware of their students' progress from day to The tutors' appraisals of a student are based on the student's total nnance as a member of the tutorials and seminar. �34/ST. JOHN'S COLLEGE It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary, The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and ·given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a fouryear curriculum. On the transcript, St. John's seminars, tutorials and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. AND In a world in which careers and work environments are changing rapidly, a rigorous, broadly-based liberal arts education is recognized incre~singl! as perhaps the best long-term career preparation. Research studies m business and the professions and recent national commission reports. have. re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral �36/ST JOHN'S COLLEGE THE ACADEMIC OH.DER/37 comrnunications skills, and the ability to adapt to diverse and changing circumstances. St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alurrmi have the following statistics: 21% of St John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; 20% are in business or business-related occupations; 13 % are in sciences and engineering; 0 10% are attorney§; "' 8.5 % are in the visual and performing arts; 01 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75 % of St. John's graduates pursue formal education beyond the baccalaureate level, with dose to 30% of each graduating class pursustudies at leading universities across the country. St. John's consistently score substantially above the national averages on the Graduate Record Examination (GR.E) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. Tutors who have completed two years of teaching at St. John's may receive a degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. The Graduate Inocitute in Liberal Education is an interdisciplinary ·e program based on the same principles as the undergraduate prog~arn It is offered year-round on both the Annapolis and Santa Fe cam- puses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held m the evenmgs. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are classes devoted to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem m depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students vvho have previous graduate credit may be eligible for the degree after three segments . The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or P.O Box 2800, Annapolis, 21404-2800. The Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads to a Master's degree. Its seminars, tutorials and preceptorials follow the same educational principles as the other degree programs of the college. In the tutorials students choose to study Sanskrit or classical Chinese. The semmar and preceptorials consider the works in English translation. The concludmg summer segment is devoted to directed readings and the writ· ing of a substantial essay. The Eastern Classics program is offered only on the Santa Fe campus. A detailed description and application materials are available from the office of the Graduate Institute in Liberal Education in f""fe'.r°\nv INFORMATION AND RIGHT TO PRIVACY with the Family Education Rights and Privacy Act, the Colretains the right to publish at its discretion the following information each student presently or previously attending the College: the stunar.ne, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of degrees and awards received, and the most previous educaagency or institution attended by the student. As required by the the College will provide public notice annually of its intention to such directory information. Students have a right to inform the "'""·ti'- wi•:hin a reasonable period of time that any or all of this directory should be withheld. The College will respect any such request �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support to make them available. Such activities in Annapolis are sponsored by the Director of Student Activities and by the Student Polity. In Fe they are organized by the Student Activities Office (SAO), which responsible for providing instruction and equipment. Since its founding as King William's School 1696, St. John's has been situated in the-~··~"'"~· seaport town of Annapolis, capital of the of Maryland. Its population of 50,000 is occupied principally with the government the State and of Anne Arundel County; the training of midshipmen at the United Naval Academy; with the fish, crab and industry and the sailing and recreational tivities of the Chesapeake Bay; and with liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, College Creek, one block from the State House and across the street fro the Naval Academy yard. The fifteen buildings include 18th-century histori homes (now classrooms, offices and a dormitory), 19th-century Victoria structures, and 20th-century buildings designed to complement the olde ones. There are six student dormitories, offering single and double rooms The community of students has governed itself since 1945 with electe officers and delegates representing each dormitory and the off-campu constituency. The Student Polity representatives, called the Delegate Coun cil, meet once a week to hear requests from students for funds, to allocat time and use of facilities such as the student kitchen, to remind student of their responsibilities to the College community, and to express studen opinion on common problems. The Delegate Council also meets wit members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with th Faculty Instruction Committee on academic matters. A Food Committe works with the dining hall manager to develop satisfactory dishes for th regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for; expression of opinion to the community as a whole. Controversy rangd from petty to vital; short stories, poetry and news take up the rest of the ~pace. T"Vvo other student publications, The Collegian and Energeia, £appear •·Jess and publish longer and more polished essays and nctior1;. Students are also welcome to contribute to The Reporter and The St. Johns ;Review, the two official publications of St. John's. £ organizations at St. John's are gei:erally in1ormaL S~m~ year afti:r year while others spnng up and die out a.s the md1v1<:',ua. .m,<>rr1ht>1ro of the community come and go. Many ,e~t=acurncular acti~mes out of the curriculum as students m,erests overflow aom �40/ST. JOHN'S COLLEGE the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz, Afro-American literature, and selected women writers. Other activities stem from interests independent of the College curriculum, such as gardening, dance, and the martial arts. Computer facilities are provided to students by the College in conjunction with a student organization, the St. John's College Computer Trust. This group maintains a computer room to which students have twentyfour hour access, as well as several individual computer stations in the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend the student film club presents foreign and domesti films-the classics of cinema art. The selection is eclectic: recent screen ings have included La dolce vita, Wings of Desire, and Saturday Nigh Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrument ensembles train new members and perform at College events; the Sma Chorus recently presented a concert version of Purcell's Dido and Aenea The College provides practice rooms and pianos and a music library scores and recordings. Private study can be easily arranged on campus in town. Individual artistic expression needs a time for training and a pla to work. Permanent facilities such as the art studio, ceramic studio, woo working shop, photography darkroom and stage floor provide places develop specific skills. The College's Mitchell Art Gallery specializes inc culating exhibitions by artists of major stature. Recent shows have inclu ed the drawings of Henry Moore, Old Master Drawings, and works the Austrian Secessionists. Lectures and discussions are scheduled durin each show. An exhibit in the spring displays work by members of the co lege community. There are periodic trips to galleries and museums · Washington and Baltimore; transportation is free of charge for St. Joh students. Various artists teaching in their fields of specialization cond classes in drawing, painting, sculpture, and pottery throughout the ye Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tuto meet informally, come in several varieties. The Society of Bacchus arran rock dances, waltz parties and community gatherings including the Hall ween Masked Ball, Christmas Party, Mid-Winter Ball and the Spri Cotillion. Vigorous square dances and quiet jazz parties occur once or a year. A festival in the spring, Reality Weekend, begins with student s and parodies and, after a parade up Main Street, provides a full day picnicking and athletic competition. There are Sunday concerts at the College, and the Political For invites lecturers to speak on weekday evenings. Annapolis itself off church groups of all denominations, synagogues, concerts, plays, histo RESIDENCE & STUDENT LIFE/ 41 tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films as well as for individual explorations. The College provides an extensive intramural program that includes competition in soccer, flag football, basketball, volleyball, softball, track, as well as individual tournaments in tennis, badminton, and e tennis. Competition between intramural teams is passionate, but goodred. Students and tutors also pursue interests in sailing, canoeing, king, aikido, yoga, weight training, and aerobics. The College also ive rowing and fencing clubs that compete with other college and ity teams at local regattas and tournaments. There is also an anroquet match with a team from the neighboring United States Naval my, for the Annapolis Cup. Facilities include a gymnasium with racquetball courts and weight , playing fields, tennis courts, and a boathouse. �RESIDENCE & STUDENT LIFE/43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits m the fine arts, museums and opera; and with archaeological and research. Scientists in nearby Los Alamos do research in nuclear and related fields. Neighboring institutions of higher education the Institute of American Indian Arts, the College of Santa Fe, Santa Comrnunity College, and the University of New Mexico in AlbuquerSixty miles to the south, Albuquerque provides the attractions and ~,.,._,,,_,~o of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the GoverThe architecture of the Santa Fe campus reflects the territorial style in the state during the last century. The campus, at an elevaof feet, overlooks the city and offers superb views of the Ceros, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to students and serves as a smaller community of friends within the '--c'u''"'"· ~'~·· More than half the rooms are singles. The others are designed in of two or three rooms to provide each student with the privacy of his quarters and at the same time close companionship with a fellow The head resident helps students arrange to live in dormitories with who share similar opinions about smoking, music and so on in a area. Students in Santa Fe find it effective to work out problems and on an individual basis with administration and faculty, as well as the machinery of a formal student government, since both the size of College and the form of the program are conducive to informal and n11rPrhl'.·,~ •• communication. There are permanent student representatives to the cial Aid Committee, Campus Planning Committee and the Board of V1s:1tors: .••!;.'r and Governors. Students also belong to advisory committees which con cern chemselves with such things as Friday night lectures or the food service Santa Fe students and faculty have initiated a wide variety of extracur ricular activities including the artistic, the academic and the athletic Ar tistic expression is encouraged by extracurricular classes in drawing, paint· ing, photography, pottery, weaving, ballet and modern dance. The a studio in the Fine Arts Building, the darkroom and the pottery studio pro vide appropriate settings for these activities. The College's art gallery, whic RESIDENCE & STUDENT LIFE/45 is open to the public, has a nevlf show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for ::ir111P'w-.rn,prir in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alikeo Musical performances of many kinds are given by students through Collegiu~ Musicum. Formed in order to stimulate musical activity on the association provides members of the College community with opportunity to perform before a small, receptive audience. Through students and faculty who play instruments or who sing teachers and fellow musicians with whom to study or perform. Chorus and the small chorus also give recitak The College ::tumerous keyboard instruments, including two grand pianos and for student practice and performance. Practice rooms are m the Fine Arts Building. The St . John's Film Society is organized by students to provide a wide :':)V0.T'1Ptv of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary rnunseling, working at the local health food co-op or in other �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 47 miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent fro~ campus in the event of a searc~ or ~escue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basm (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. The College supports a Karate-Do that has gained a high rep tation over many years. There are indoor facilities for judo, tai chi chua weightlifting, gymnastics and fencing, but during much of the year the activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball te competes with different city and college teams. Santa Fe has five municipa swimming pools in which St. John's students can purchase yearly swi passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of squa . ''';J.{ELIGIOUS ACTIVITIES • Jhe Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant .. Episcopal Church, but these no longer exist. While the C~llege schedules no formal religious services, there is a baccalaureate service before com':roencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS {';('he College Bookstore on each campus has all the books and supplies the · dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is perated without profit. As supports for an active social life, the College provides on each camus a coffee shop and a junior common room for the use of all students. addition, there are smaller, comfortably furnished social rooms in the ormitories and elsewhere on the campus. ORMITORIES e dormitories form small communities within the larger college comunities, helping the incoming students to make proper use of the suprt that other students can give them in their college life. Unmarried students not living at home are required to live in the coldormitories and to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant ns or Head Resident to live off-campus. The College does not guarantee housing for married students. Such ents should check with the appropriate Admissions Office about the 'lability of housing on campus or in the local community. Room assignment is the responsibility of the Assistant Deans in connction with the Director of Residence. Returning students have the �RESIDENCE & STUDENT LIFE/49 48.IST. JOHN'S COLLEGE for rooms before they leave for the summer vacation. students are not permitted to remain in residence durvacation. In Santa Fe students are not permitted to winter vacation. They may remain spring a small fee is -;;_rz.ccttion, HALL The dining hall on each campus is a catering service. A vegetarian menu is available. Resident students are required to eat in the ha1L Exemptions for medical reasons are granted upon examination and recommendation by the or Assistant Dean. CAREER The Placement Office on each campus offers offer a wide range of programs and services that include: individual career and profesinformation and assistance m to sional schools Ill internship nr.,-;cw>''"'' "' assistance and other search skills access to a national alumni career netvvork "' prelaw and advising on-campus career and with alumni " information and referrals on current career and job SL John's remains committed to providing assistance to students and alumni as they make transition to activities and pursuits St. STUDENT An employment service, initiated and run by students under the supervision of the Placement Office, locates off-campus ]Obs, Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. decided upon by the Dean in consultation 'With students and student is informed of and returning of them each fall. Th,2 rules diff:cT in certain though in general they follow the same pattern The academic and intellectual life of the is cmnmunal life . The of a good to show respect for the of each student. abide the rules and annually the College. '3t. John's assumes that studff1ls will not only the enacted rules but also the tanor,s of decent behavior. In extreme cases, Nhere these cs,nons are H·J~-"~~-, the withdrawal of the studenL HEALTH A Student Health Center on each campus a variety of health services for enrolled students, Counseling services are also available on campus. These services are free of or low-cost ~"' '~'-'' ,~ of each student make necessary certain the use of dormitories. These rules have been staff to care for the dormitories. The and ai: the expense the furniture that have b·::er; to the caution fee of the The College is not property resulting from �RESIDENCE & STUDENT L!FE/51 50 /ST JOHN'S COLLEGE u ~~LI------=-1 COLLEGE CREEK BOATHOUSE Soccer Field I CCI (.) I c J ' L...- - - - - <U BS N 2 Lower Dormitories El 0 0 c .E Cll 0 TENNIS COURTS I I IGLEHART HALL (GYMNASIUll_A) Peterson s1.udent Center \ MeemQ Library Fine Arts Building Admission Offices~ Weigle. Hall . ) Upper Dormitories I I I Ctr /I rS? 0 '\(· �ADMISSIONS/ 53 52/ST JOHN'S COlLEGE The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at SL John's is a common pursuit. Each student has a considerable> effect on the life and learning of the community. Most who consider St. examine themselves carefully before applying so that when are to themselves and to the College that they want in the life of reason and believe they can take pleasure in their application essays, many determine their own apas St John's students; others eliminate themselves as apchat their interests and those of the College do not coinfor rnost part, they select themselves. Some are rejected, of rn1:rse, but a wide variety of students is accepted each year. 1he purpose of the admission process is to determine whether an avhas the necessary preparation and ability to complete the St. Johds program satisfactorily. The Admissions Committee -five tutors and the Director of .Admissions on each campus - regards the application as bea from the applicant: "Do you think I am ready to profit from the of studies at St. John's?" In es~ays, applicants are asked to discuss their previous educa. reasons [or choosing St. John's, and their experience with books. A nuntber of topics is also suggested. The essays are designed to enable to give a full account of themselves. They can tell the Cornmittee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement Previous academic records - the secondary school report and . if there is one - show whether an applicant has the habits ·. at St. John's. Letters of reference, particularly those of read for indications that the applicant has the matuenergy and initiative to succeed in the St. John's attaches little importance to "objective" test scores, and no is accepted or rejected because of such scores. Con1rnittee's decisions are not influenced by the race relioion · se><, a.ge, handicaps or national or ethnic origin of a~ ap: <:Jr any other factors unrelated to the work of the College. The 1 application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. SL John's has decided to remain a small college in which the students and faciJ.lty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. I\/Iost freshrr:an classes are about equally divided between men and women Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a class on one campus. New students are enrolled only as freshmen; a or more each entering class have done one, two, or even three years of elsewhere. These students, despite good records at other colleges, their advanced standing to take part in the St. John's program, who enter in January stay on campus the surnto complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January is of particular interest to students who come to St. John's from other '"v·"""''°'' or who have traveled or worked since graduation from high 1Nish to enter St. John's immediately after the first semester of their year of high school. �54/ST. JOHN'S COLLEGE ADMJSSIOJ\JS/55 SL John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. OEADUNES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered .but applicants are advised that the earlier their files are completed, th~ greater their chances of securing positions in the entering class on the campus of their choice. Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested, SAT or ACT test scores are not normally required, but may prove helpfu Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the> college program and must either submit the results of a nationally recog-~ nized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and' interview are especially important in such cases. · St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although a plications must be initiated and completed at one campus or the othe admission to either campus constitutes admission to the College as a whol On inquiry, prospective students receive a statement of the St. Joh ; College program, an application for admission and recommendation for to be completed by schools and references. Applications may be submi ted as early as the second semester of the eleventh grade. Because the Cp lege welcomes all serious applicants, there is no application fee. Stude should submit their application materials to the Admissions Office on campus they prefer to attend. Students planning to apply for financial should refer to the section on Fees and Financial Aid and notify the propriate Admissions Office of their intentions as soon as possible. Upon n'.)tification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the '<:rampus at which their applications were processed, together with a statespecifying the campus they wish to attend. Once the deposit has been the campus preference may not be changed except as noted Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. are accepted on a first-come, first-served basis until the positions are filled. Typically, the fall classes fill by the middle May, so while there is ample time to consider offers of admission from the earlier a decision can be reached, the better. January .tlasses fill by the end of December. Students who submit deposits fore the end of the first week of May (for the fall term) or December (for the January term) have a significantly higher chance of securing itions in the entering classes than those who submit deposits later. If thee entering class on the applicant's first-choice campus is full when deposit is received, the Admissions Office will offer the following op_s: 1) the deposit may be transferred to the other campus, provided space ins in that entering class; 2) the deposit may be used to secure a place the list or in a subsequent class on the applicant's first-choice pus; 3) deposit may be returned if neither of the first two options College endeavors to meet the full demonstrated need of enrolling nts requesting financial assistance. Of necessity, however, the amount �56/ST JOHN'S COLLEGE of Hn2ncial aid available for each class is lirmted, It is essential, therefore, that candidates for both admission and financial aid early, for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted, Therefore, applicants requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid Profile form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested, Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later, UST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received, Positions in the entering classes and financial aid will then be offered as they become available, Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above, INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15, All such transfers are subject to approval by the Deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing, Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (TeL 410/263-2371or1-800-727-9238) or Santa Fe, New Mexico 87501 (TeL within state 982-3691; out-of-state 1-800-331-5232), It 1s best for those who are considering attending St. John's to see the Colfor themselves, It is probably wise to get first-hand advance knovvledge any college one may be thinking of attending, but it is especially wise rn the case of SL John's because of its unique curriculum and teaching methods, While on campus the visitor may attend a seminar on Monday or evening at 8:00 p,m,; attend tutorials in mathematics, language, \ and music; visit a laboratory; be interviewed by the Director of Admis- . ADMISSIONS/ 57 sions, a member of the admissions staff, or a tutor; attend the weekly forwith SL John's students and lecture (Friday night); talk tutors; visit the library and explore the historic town of Anor Santa attend a movie, play, art or concert; or watch participating in the sports program, Since the seminar, the most important part of the program, meets on and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the carnpus and from Sunday to VVednesday or from Wednesday to ozl the Santa Fe campus. If travel arrangements make these time penods the visitor may telephone the Admissions Office for The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visiL Those planning to visit should (1-800-727-9238 for Anor 1-800-331-5232 for Santa Fe) or write the Admissions Office the dates (and alternates) they have selected, It is also necessary the Admissions Office to know the approximate time of arrivaL When the reservation is confirmed by or the visitor will be told th'? seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible, The expense for visitors is transportation, They will be a room in a dormitory and meals in the dining hall without charge, St students dress informally for but more for semiHar and formal lecture, The seminar readings can in editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are by the College, Visitors arriving weekdays between 9:00 a,m, and 5:00 p,m. should gc to the Admissions Office, On weekends and any day after 5:00 p,m, vis1lors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe, The Baltimore-Washington International Airport is located twenty miles from An airport limousine goes to and from Annapolis; visitors are ;;;,dvised to check schedules in advance, Bus service from the airport is net Hourly buses run between Baltimore and and the driver vvill let visitors off near the campus if asked, Buses from are less frequent and let passengers off on \Vest Street, about six blocks from the College, car one takes Route 50 from Washington; frorn Ei:iltimore take Route 2 or I-97, limousine service from the Albuquerque airport to Santa Fe also is avaiiabl<:'. It is called the "Shuttlejack;' and reservations should be made m advanc2 Greyhound and Continental bus lines pass through Santa Fe, Amt?ack stops at Lamy, twenty miles from Santa Fe, and taxi seravailable to town (reservations should be made with the taxi serin advance), Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �FEES & FINANCIAL AID/59 58 ;sT. JOHN'S COLLEGE 6. Financial aid is not automatically renewable; rather, students reapply ·2ach year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. A The College believes that qualified applicants h ld not be denied the opportunity to attend S OU . St. John's College because o f i·im1te d f"mance_s. St John's therefore maintains a fmancial aid pr~gram to assist eligible students to the greate~t extent possible within the limits ~f the ~allege sl . W1·}h very few except10ns, fmancia resources. ' · f d aid awards are made solely on the basis o nee . . . l d r St John's financial aid program: The following pnnop esb1:1~t .e~~~ fi~ancing a college education lies 1. ·~~~:1t:~:~tr=~~ot~s~ w1 1 . . f s~~dent's parents. The College can offer aid d th family provides. ~n¥h:o a~~hf/~e~~~~l; to ~ee: c~lgl~;ei~xre;:seso~s i~~~~,i::~e~:, assessing the family s nnancia s re debts, and family membe_rs mh c~llege. f a grant loan or part-time F · l ·d ay be m t e iorm o ' . h 3. mancia a1 dm ·11 be oaered to all students as a package whic 11 employmen1. an w1 .d combines one or more forms of a~ ~t students should contribute to 4. In keeping \/lnth the ph1los~f~ylch_ thP first component of a finanthelir edducatiodnaAl texS~enJ~~~:e s;lf~h~l; co~sists of-a part-time job and c1a a1 awar . · ' an educational loa~. f f. . l aid the College offers a student may 5 The total amoum o mancia . . d . . ' not excee d the st'1dent's demonstrated financial nee . -' L The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid Form (in 1995-96) or Financial Aid Profile (in 1996-97). These forms be obtained from either secondary schools or the Financial Aid at St. John's. 3 Candidates for financial aid from the College nrnst establish their eligibility for the Pell Grant, a Federal program described in Section D below. The FAFSA serves as an application for the Pell Grant and for all the federal student aid programs described in Section D. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. Li_ As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6..All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal prograr.ns. 8. Residents of Maryland must apply for State Scholarships. 9 An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which �60/ST JOHN'S COLLEGE FEES & FINANCIAL AID/61 they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Likewise, the St John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application by April L Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 25. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. n Funds for financial aid awards from the College are available from the sources listed below ST. JOHN'S GRANTS: Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. FEDERAL PELL GRANT: This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family, No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL GRANT: The College awards SEOG's to incoming freshmen and ;oiled students each year. The grants are awarded to students demonstrate substantial need with priority given to Pell G t · _ , 'b'l' f ran reop ien ts. El igi i 1ty or the SEOG is limited to $4000 per year. FEDERAL WORK STUDY PROGRAMS· This Fed I , h C I , , . era program permits t e , o lege to give part-time employment to students who need such earnmgs to pursue their course of study. Students may work only a limited number of hours per week while enrolled and w h'1 e c1 , , I asses are m sess10n. FEDERAL PERKINS LOAN: These loans are made by the College directly to students usmg funds provided, for the most part, by the Federal Government The maxrmum loan is $3,000 for each year of undergraduate study ~o mterest accrues and no payment is required while the borrower is enrolled at th.e College. The interest rate during repayment is 5%. There .1s a prov1s10n for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford loan program enables a student to borrow directly from a bank, credit union, savings and loan assoc1~t10n, or other participating lender who is willing to make the educanonal loan. The maximum amount an undergraduate may borrow is $2,625 for the Freshman year, $3,500 for the Sophomore year, $5,500 for the Junior year, and $5,500 for the Senior year. No ~nterest accrues and no payment is required while the borrower is a rull-t1me student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is variable with a maxnnum rate of 8.25%. The rate through 6/30/95 is 7.43%. Unsubsidized Stafford Loans are available to students who d t meet th,e ~inancial need criteria for the subsidized Stafford prog~ai:. Unsubs1d1zed loans have an origination fee of 6 , 5 01 an d b orrowers , 10 are charged mterest during in-school, grace and deferment periods. FEDERAL.PLUS LOAN: Unsubsidized federal loans are available without regard to fmancial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less fmancial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to 1 %, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS Loans. �62 1ST JOHN'S COLLEGE FEES & FINANCIAL AID/63 STUDENT BUDGET 1 SANTA FE CAMPUS ANNAPOLIS CAMPUS Tuition Tuit10n $18,630 5"890 21'5 5f995 275 200 2QO 800 800 600' i Fees are subject to change ivi~lwut n~)t~ce> h the distance bet\A.reen the student's hmne and 2Thc allowance for transportation vanes V\ il , the College. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on :>uLte1v1u1e;, to be determined and published each year. REFUND POLICY . _. . h emester. The charges are for tuition and fees JS done prc10r topef~~st ~emester and December 1 due and payable in full by August lh1or th~ . h to pay in monthly inh d ester Those w o may wis l for t e secon sem . . o f t·h e Treasur1::1 about the tuition payment p an ostallments should mqmre . bl S" CollegP students and parc.nts. . ... ava1la e to L . _ _ ~ ._ d nts faculty and physical faoht1es Since deterrn.mat1ons affectmg r~ e b '. ning of each academic year, rnust be made well in advance_lo ht. eh e~1~ning students will register in "] t know m fi,_pn w IC re'u i . f -rne mus . £ there ore A depocit ot. $200 on t h e rees f o r rhe following year JS h . - "hv d in for sop ornores, due on or before' e secon ,_ r "-h· guarantees a student a place 15 and semors. Paymen' or ' b on a waiting r · . ,_ ha may have to e h d m the class. If t e -eposL1s no.' . . _"' - rd h-ve been made and who do list; students to whom fmanc1al a1_d avval.l l.s~vae c' hat award cancelled. The I . d t by thD due da(P w1 1o. not pay L1eir epos1 ' . e . [ - .t.hd - al due to ill health, academic · ·of nd::ib!P m case 01 w1 - raw · I -f , . . is re u . . - - -F . ·uniors) failure to enab e. 1 tne 0dismissal or the case f h. h he made the . . .1 h ld d r·rlP rot to enroll m [he year or w JC student s ou. e._L __ ; r .. d - d h . i t make a new deposit to secure the deposit is fonelle ' an e rnt:.s .. d. ff cu hies in makh ·. a subsequent class. If there should be any L ~ ·· h is this d;posit, the student should contact the College 1reasurer at t e ... , · d '· "o make suitable arrangernems. . earhes' ale ' . k d · of $100, called the CauEach student is required to ma ~e a epos1' breakage damage tion which is subject to charges for . h This f~e is paid ( ll ty and other rnmor rrns aps. ' h _ v - . b t each student must brmg to or loss or co ege proper .h b . 1 'ng of the Pres man ,ear, u 1 once at r e egmn f ) u to the fuil $100 at registra, i-hD b~11ance (after damage assessmems, I any_ p Lh d - the .. - -, I( d 'tis rehnded on request at ' e en or ti.on each sernescer. 1 unuse ' 1, l c .h C gp Each graduating senior -~ d~ ic Y"'1r or when a studen[ eaves t e o 11 e -r l d ac2Lxm. ·-<. must pay a Commencernent p~ 01c $25 a t the beginning or t le secon_ 1::e 0 L L S·2HH'ster of the Senior Year. C 11 ·ts its bills directly to . 1 'h · es"ed thP o ege presen Un ess oc terw1se requ [ ' . . f £ a: f r late rPgistra'-l-.o with a copy to the parents. There is a ee o1 :P25 o Cl - .. s u •._ c £ ko · b t $275 a year. ass cop1e twn for each semester. The cosc o1 boo __ " _1i5 ~l<>ou the College Library. of many of the program books are ava1 a - m If a Freshman who is the recipient of Title IV Federal Financial Assistance withdraws during the first semester, a refund of tuition, room, and fees will be made on a pro-rata basis as required by the Higher Amendments of 1992. A pro-rata refund is defined as a refund to students of not less than that portion of the tuition, room, board and fees equal to the portion of the enrollment period of attendance, rounded nr,,ATrn,1.r"''"' to the nearest 10% of that period, minus any unpaid charges and a 5 % administrative fee. If applicable, refunds will be made to students after refund payments are first made to federal, state, and funds Refunds to federal aid programs will be made to the prograrns in this order: 1. Outstanding balances on Part B, D, & E 2. PELL 3. SEOG 4. Other Title IV Programs Rdunds for all returning students and for first semester freshmen who are not recipients of Federal aid are made according to the schedu1'2: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week 20% The sixth week and . no refund Refer to the student manual on each campus for refund on and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state as the . ,Pell Program, the Federal Supplemental Educational Opportunity . Grant Program, the Federal Perkins Loan Program and the Federal Family '.Education Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due because their financial aid exceeds monies due the Co!Iege will those refunds in accordance with a schedule of payments deter.. the Financial Aid Directer on each campus. Refunds for substan·.fiated medical reasons will be on a pro-rata basis. �FEES & FINANCIAL AID/65 64/ST JOHN'S COLLEGE Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. SL John's has set eight years as the maximum time frame in which students vvho are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the limita-tion. However, years in which a student is repeating work not receiving aid) are considered in the determination of years of If a student registers for a class in which he or she was previously for more than three weeks, the class will be consicL:red as repeated and the student will not be eligible for financial assistance. Exceptions to this policy may be the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to a decision regarding acadernic standshould present a letter of appeal to the Dean of the College. The Dean review the situation, taking into account any circumstances,. and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS the criteria Colof In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1 St John's will report to the Veterans Administration wi'hin 30 days all incidents of official termination or change of status that would affect benefits. 2. l\/linimum acceptable grades of a C average are expected. If a stud nt falls below this average and/or his tutors chink there is a serious acade~.,:c problem, the Don Rag Co:rtmittee will recommend a consultation with the Dean who may ask the student to leave the College or may him on academic probation. During thaf: probation period, support and counseling are available, Failure to meet standards through two sernest,2rs of probation must be reported to the VA. A third semester of certif1catio~1 may not be granted for VA benefits without approval of a VA. counseling psychologist. 3. VA requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enrolled student withdraw from any course at subsequent to the midterm point of any semester, a grade of F assigned. 4. SL John's will report to the VA when a student has not successfully completed 75 % of the credits attempted. 5, St. John's will inform students on V.A benefits of this policy on minimum standards of progress. 6 St. John's will inform all veterans and dependents that acad<:>mic credit credentials from post-secondary schools will be evaluated but credits are not applicable to the degree program at the 1=:0!lege. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by th'' Veterans Adminis'r?tion to the transferring student. �66/ST JO!-I1'l'S COLLEGE BOARD/67 LIBERAL EDUCATION IVIORTIMER J,, and CHARLES VAN DOREN: How to Read OFFICERS a Book, Simon and Schuster, 1972. MORTIMER and MILTON MAYER: The Revolution in Educntion, University of Chicago Press, 1958. The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. DANIEL: The Reforming of General Education, Columbia University Press, 1966. ARTHUR L: Educational Wastelands, The University of IllUrbana, 1953. The Restoration of Learning, Knopf, 1955. AJLLAN: Closing of the American Mind, Simon and 1987. EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. S.: The Process of Education, Harvard University Press, 1960. SCOTT: Embers of the World, edited by Harris Jr, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. WILLIAM (Editor et al): Three Dialogues on Liberal St. John's College Press, 1979. My Life as a Teacher, J.B Lippincott Co., 1948. HOBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GERALD and DAVID RIESMAN: The Perpetual Dream: Reform nnd Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. '!<OBERT M.: The Conflict in Education in a Democratic Society, and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, Univerof Press, 1953. C S . : The Abolition of Man, Macmillan Publishing Co., Inc., 1947 Education at the Crossroads, Yale University ALEXANDER: Education Between Two Worlds, :ornd Brothers, 1942. J. VVINFREE: A Searclz for the Liberal College; T/1e Beginning of the St John's Program, St. John's College Press, 1983. VAil MARK: Liberal Education, Henry Holt and Co., 1944. Mr. Rav C. Cave New York, NY Chainnan Mr. Stephen L. Feinberg Vice C/Jnin11c11 Mrs. Harriet Higgins Warren Mrs. Julia IV!. Wilkinson Sccrctnn; Mr. Gerald D. Cohen New York, NY Mr. Gregory D. Curtis Pittsburgh, PA Mr. Vernon E. Derr Boulder, CO Mr. Warren Winiarski Mr. Charles M. Diker New York, NY MEMBERS EMERITI Mr. Mortimer J Adler Mrs. Eleanor Ditzen David Dobreer, M.D Mr. Charles A. Nelson Mrs. Duane Peterson Hon. Adolph W Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr John L. Williams Mrs. Luvejov R. Durvc,1 New York, ~y · Mr. Stephen L. Feinberg El Paso, TX Mr. Ronald H. Fielding F(ochester, NY Mr. Hillel G. Fradkin Milwaukee, WI Mr. James H. Frame Oneonta, NY MEIVl:BERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr William Barclay Allen East Lansing, Ml Miss M. Brownell Anderson Washington, DC Mr J. Burchenal Ault Santa Fe, NM Mr Richard E. Berkowitz Atlanta, CA Ms. Sharon Bishop Reston, VA Mrs. Sandra Brock Annapolis, MD Mr Thomas M. Carnes San Francisco, CA Mr. Thomas P Geyer Morristown, NJ Mrs. Anna E. Creer,berg Annapolis, MD Mr. Stewart H. Greenfield Westport, CT Mr. Allan P. Hoffm'"' Lawrence, NY Mrs. Joyce Rumsfeld Chicago, JL Mr. Mikael Salovaara Bernardsville, NJ Mr. John C. Schweitzer Austin, TX Mr.Jeremy Shamos Denver, CO Mr. Marvin Slaves New York, NY Mr. Warren Spector New York, NY Mr. J I. Staley Wichita Fall;, TX Mr. Carl A. TenHoopen MD Anp~,polis, Mr William R. Tilles Rockville, MD Mr Michael E. Tol· Tesuqu2, NM Mrs. Harriet Higgms Warren London, England Stewart I. Vv'ashbum Lakeville, lvlA Mrs. J<Jlia M. Wilkinson Austfr1-, TX ~1lr. ~iV?.1-ren Winiarski Dr. S. David Krimins Annapolis, MD Ms. Barbara L. Lauer Laramie, WY Mrs. Anne Lane Placitas, NM Mr. John Mack Ringoes, NJ Mr. Peter S McGhee Boston, MA Mr John E. Robson San Francisco, CA i'l:;oa, CA Mr. Jonathan Zavin New )ork, hTY �68/ST. JOHNS COLLEGE FACUITY/69 ANN APO US President B. Nelson B.A, St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; JD, University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Deem of the College in Annapolis Eva TH. Brann Documents of the American Historical Association, 195 9 _6 . ~ , CoHege, Annapolis, 1960-63 (Leave of absence 1963-6 O'. Tutor, ::it. Johns m History, Smith College 1963-64 Un· .t ,f M Sh), 1971-, V1s1tmg Lecturer iversi Yo assac usetts 196LL6S· M b - . ' ' Institute for Advanced Study Princeton 1968-69· I\/'' b C , , ' em er, · ' • iem er enter of Int t. ] . S tu d ies, p nnceton University 1969-71·' N t. IE d ' erna iona .. ' , a 1ona n owment fo r th e H umamties · . Ed1tmg Grant, 1978-79. B. WiUiamson Robert ~A, 1955, M.A.: 1957, Ph.D., 1967, University of Virginia· Tutor ~allege, Annapolis, 1960-, Andrew W Mellon Tutorship, 1972-. , St. John's Samuel S. Kutler B.A, St. John's College, Annapolis, 1954; Graduate St d A . . . 1955-61; Assistant Mathematician 19Sa A . tu yM, mhencan U_nivers1ty, ' " ssoc1a e at em f · 19 !llfathematician, 1961, The Johns Hopkins University A Ii d Ph .a ic1an, . 57, he, C ~~1cs Labo1ator.y; lnstructor, Amencan University, 1960; Visiting Tutor St 1960, Tutor, 1961-, Andrew W Mell 1i t h. ' · 0 ns o ege, Annapolis, . on u ors Ip, 1972-, Dean, 1982-84. Pf B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; !\/[ember, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-; Dean, St. John's College, Annapolis, 1990-. BA, Columbia College, 1958; Columbia University, 1960· PhD !V !aryland, 1988; Tutor, St. John's College, Annapolis, 1963-.. ., University of Edward !Vfakolm George Doskow B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-. Laurence Berns B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956,-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of 0 hilosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Beate Ruhm von B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War P. Cohen B.A., St. John's College Annapolis 1956 JD U . . ' ; · ' mversity of Maryland Law Sch J 1976 D f '· ·, ' epartment o Philosophy, University of Chicago, 1956-57 19 .oo, SHY of Vienna Summer School 1957· U .t d S , 59-62; Univer- .b • , me tates Army 1957 59 L t . t_he L1 era] Arts, University College Universit f Ch. ' - ; ec urer m John's College Annapolis 1962-· v' .. t. F lyl o icago, 1960-62; Tutor, St. ' ' ' 1s1 mg e ow Yale L S h I Summer Fellow, Council for Philosophical Studies 1977. NEH;w c oo' 1971-72; ummer Fellow 1978, 1984; Visiting Scholar, Oxford University, 197S-79. , David Hanford Stephenson BA, Columbia College, 1957; M.A., 1959, PhD 1965 . r ticut, Part-time Instructor in English U . . . f .C, , Umvero1ty or Connect - . E I" . ' mvers1ty o onnect1cut 1957-62· I t o1 m ng ish, Trmity College, 1963-65· Tutor St J h , C 11 ,A : .ns rucAssistant Dean, 1983-84 ; Dean, 198 ,4_ 86 . ' · 0 ns 0 ege, nnapohs, 1965-; Howard J. Fisher B.A, University of Rochester, 1965· Technician H d . . Laboratory, 1964 1965· Tutor St J C 11 'A arvar . University Cyclotron turer in Physics, 'weste~n Ne~ E~ fa:; o ege, nnapohs,.1965-; .Visiting Lec.g College, 1980, V1s1tmg Semor Member Linacre College Oxfo d U . · , r mvers1ty, 1982-83. ' h' Charles Milner, Jr. B.A, Emory University 1949· B D C I b. Th . ._ . . ' · Harva1-d Umvers1ty 1965· J; ' h. · 0 um 1a eolog1cal Seminary' 1955.· Ph ·D ., p ll Rockefeller Fellow '1959-6o·e~st~:~to: .ow, Harva~d. Divinity School, 1957-59; pret.ation, Wellesle~ College,' 1959-65; Tu1t~r~~~h~~~~1~~~j' Lit;:ature and InterAss1stant Dean, 197 7_ 78 1979 _81 D" Th ege, nnapohs, 1965-; Education, Annapolis, 1980-83. , irector, e Graduate Institute in Liberal �FACULTY/'71 70/ST. JOHN'S COLLEGE Deborah Schwartz Renaut Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor . in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, R~sary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. N~cholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87; Assistant Dean, 1987-90, 1992-; Visiting Professor, University of North Carolina, Chapel Hill, January-May, 1989; National Endowment for the Humanities Fellowship for College Teachers, 1990-91, American Council of Learned Societies Fellowship, 1990-91; Ernest Bloch Professor and Lecturer, University of California, Berkeley, 1994-95. B.A., St. John's College, Annapolis ' 1968·' MA ., Johns Hopk·ms i·J rnvers1ty 1971· · · . . · MS , Georgetown Umversrty: 1974· Tutor St John's C II .. ' ' , · o ege, A nnapo l"is, '1974-.' David L. Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970· Diplome Universite d p · 1967, 1973; Ph.D. Harvard, 1976; J.D. Yale La~ School l981· G d e pans, ' ' , ra uate nze Fellow H d 1969 197 H" h ' arvar , 4; rg School English Teacher Camb ·d F S h 1970-72; Resident Tutor, Eliot House 1971-73· Tutor St 'Joh , Cn lgle reSe c ool, }" ' ' ' · ns o ege anta Fe 1974 A -,MnnBapo is, 1984-; Intern, U.S. Organized Crime Strike Force Manhattan' 1980; a. ar, 1981-. ' ' Michael Comenetz B.A., The John~ Hopkins University, 1965; M.A., 1967, Ph.D., 1972 Brand is Umvers1ty; As~1stant Professor of Mathematics, University of Kansas' 1972 _;5. Tutor, St. Johns College, Annapolis, 1975-. ' ' Joe Sachs B.A:, St. John's College, Annapolis, 1968; Graduate Student The New S h 1f SoCial. Research ' New Yo r k , 19 71- 73 ; MA ., p ennsylvania State Universityoo or ' c 1975· . . r.eachmg Ass1s.tant, Pennsylvania State University, 1973-74· Tutor St J0 h ', C 1, 1 ege, Annapolis, 1975-. ' ' · ns o - John Verdi B.S., U · Psychology, Fordham University:' 1972- MA ., 1974 ' PhD., Ph"l osop h y 1975 · f ' · · 1 C n;~ers1~y o Sou.them California; M.A., Experimental Psychology Unive;sity of a 1 orma, San Diego, 1978; Tutor, St. John's College Santa Fe 1975 '85 An l" 1985 -,·Assistant D ean, 1988 - 91 ; D"irector, Graduate Institute ' in Liberal Educati"on ' - ; napo is, 1992-. ' Chaninah Maschler B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, B.A., City College of New York, 1953; M.A. in Philosophy, Yale Universit 1955 . Fellow, Yale University, 1953-55; Alice Freeman Palmer work ~n Pe1rc~, Yale University, 1956-58; Department of Philosophy, Pennsylvani~ State 1959-61; Department of Philosophy' CC ·Ny., 1961- 62 · D epartment fmvers1ty, h Ph"! · · ~ k 1 osop y, Barnard College, 1962-64; Reader and Translator for Harper Torchoo s, 1?65-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute: 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute m Lib~ral Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976 Tutor, St. Johns College, Annapolis, 1976-. ' 1971-. Robert P. Druecker Leo F. Raditsa B.S.: Marquette University, 1966; Woodrow Wilson Fellow 1966-67· 1' h" Assistant , D epar t men t o fM at h ematJcs, Boston University 1972-76· MA eac 1ng . ' ' . . B t 0 0 Umversity, 1974; Fulbright and American Scandanavian way, 1976; Tutor, St. John's College, Annapolis, 1977-. ' or John F. White B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright. University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on \Var, Revolution and Peace, Stanford, California, 1977-78. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A.,. Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Umv~rs1ty Fellm~' Foundati~n F~ll~w ~ ~ Mera J. Flaumenhaft B.A., University of Chicago, 1966·' M.A. ' 1967' PhD., 1970 , U mvers1ty o f Penn· · 1 · W · s~ vama; oodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda~1~;/~!owA1966-70; Instructor in English, 1970-71, Assistant Professor of English - .'. nne Arundel Community College; National Endowment for th~ Humamties Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. �72/ST. JOHN'S COLLEGE cAUJUY/73 Peter Kalkavage Elizabeth M. Blettner B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. B.A.,_ Stanford University, 1969; graduate study in English literature, Univerc,ily of W1sconsm, 1970-71; M.A. m Ph1losophy, Pennsylvania State University 1978 . Instructor of philosophy and humanities, Pennsylvania State University 197 9 _80 '. Richard M. Weaver Fellowship 1981 · Ph D in Philosophy p , I ' · S ' U · · ' ' · · , ennsy vama late mvers1ty, 1985; Tutor, St. John's College, Annapolis, 1982-, Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Henry H. Higuera William Jon lenkowski B.A., Cornell University, 1974· M.A. 1976 Ph D 1983 U · · f " I . .. . ' ' ' · ., , mvers1ty o wronto· nstructor m Political Science, Dickinson College, 1981-82· Tutor St J h ' C ll ' Annapolis, 1982-. ' ' · 0 n s o ege, B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. B.A., St. John's College, 1965; M.A., Pennsylvania State University 1966· Instructor Pennsylvama State University 1966-68· PhD Candidate Cath '1· u' · · f, A · . . , ' .· · , o 1c mvers1ty o menca, 1970-74, Editor of St. Johns Review and Tutor, St. John's College 1983-. Thomas May Michael Blaustein B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University 1984· Ti t St. John's College, Annapolis, 1984-. ' ' _u or, S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. Walter Sterling Anita L Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Patricia M. Locke B.A., _Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984· Teachmg Fello"'., Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. Johns College, Annapolis, 1984-. Stewart Umphrey Michael G. Oink Harvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, Ph.D. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. B.A., Senior College of the New School for Social Research 1966· MA 1971 PhD., 1973, Graduate Faculty of The New School; As;istant 'Pr~fe;sor ~f Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty The New School, 1976-1980, University of Oklahoma 1980-1984· 1i t . s· John's College, Annapolis, 1984-. ' -· u or, r ?f Pamela Kraus Howard Beall Active duty, US. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 197981, National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Researchr Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C, 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of Amenca, 1975-80; Assistant Professor of Philosophy, The Catholic University of Amenca, 1980-85; Amencan Fellowships Program Panel, American Association of Umvers1ty Women, 1985-present; Tutor, St. John's College, 1985-. WiHiam Pastille AB. in Musi_c, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. m _Musicology, Cornell University, 1985; Visiting Faculty, School of Music, Umvers1ty of W1sconsm at Madison 1985-86· Tutor St J h ' C 11 Annapolis, 1986-. ' ' ' · 0 n s o ege, �74/ST. JOHN'S COLLEGE FACULTY/75 Catherine R. Haigney Radoslav Datchev B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Degree in Philosophy; University of S f 1982 A . University of Sofia, '1982-83· Tutor os~a,J h _; CSSlllstant Professo~ of Philosophy, 0 ege, Annapolis, 1992-. ' ' · 0 ns Abraham Schoener Carl Page B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. B.A., University of Auckland, New Zealand 1980· MA (H ) . . Auckland 1982 PhD p ' ' ans, Umvers1ty of '. ; . ., ennsy~vania State University, 1987; Assistant Prof sor of P~1losophy, Emory University, 1987-1994· Tutor St Joh , C II es Annapolis, 1994-. ' ' · n s o ege, Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, Sl. John's College, 1989-. Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Jnstitute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Cordell D. K. Yee SANTA FE President John Agresto AB., 1967, Boston College· Ph.D 19 74 C ll U . . ... Department of Political Econ~my, U~iversit~ ol~:;onton~=~~ty; V1s1tmg Lec~urer, ~o~essolr, Departi:n.ent of Political Science, Kenyon College, i~io19{;};;:.;:~1Iitant at10na Humanities Center, 1978-79· Pro· D. : , e ow, ~cts . rrector, National Humanities Center, North Carolina 1979-82· v· '.t" ~~l:it!~~l ~~~~C:.~~:tk~~~~~:e~~~a~~;f~g~iE~~'tlrfIte~s~~~t~ner~~~;~a~: p B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. Endowment for the Humanities 1985-86· Ad" f g harrman, Natrona] Social Research, New York, 19S8· De u't d~n.ct ro ~sor, The New School for the J:Iumanities, 1985-88; Presiden~, Tte Jadis:~r~;;er ~~o~~l ;ndowment for President, St. John's College, Santa Fe, 1989-. ' s mg on, D.C., 1989; Andre Barbera Dean of the College in Santa Fe Stephen R. Van Luchene B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; V;siting Assistant Professor of Music, Cornell University, 1979-1982; Assistant Professor of Music, University of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College, Annapolis, 1990-. B.A., Arizona State University 1969· MA 1971 PhD 1973 U · · fN ?tar;e~ ~eaching Assistant, D~partdien~ of Engli~h, N~~re D;me~ 1~~~~~~ Tu~~:~ · o ns College, Santa Fe, 1973-, Director of Admissions 1979-81 D" t f The Graduate Institute in Liberal Education, 1982-85; De~n, 1991-'. rrec or o Kathleen C. Blits Dean R. Haggard B.A., Mount Holyoke College, 1968; graduate study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. C II Erik Sageng Robert D. Sacks B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. 19~:~;. ~1~ers1t.~, Je~u~~~m, 1954-56; Ecole des Langues Orientales Vi~antes'. ~~~FuReed Colle~e, 0 1955; Instructor in M~thematics, Loyola College, 1957-1960; ndzlow ~Philosophy, Johns Hopkms University, 1960-61; Tutor, St. John's ege, napohs, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. B.A., St. John's College, Annapolis 1954· Ph D Johns H k" H b U · · ' ', · ., op ms , mvers1 Y o 1963· rcago, 1957-59; Tutor, St. John's College Anna oli St. Mary's CoIIege, Califo~ia 196t6;: esearc , erusalem, 1971-72. ' ' ~9~11-691 ,RSanta Fhe, 1J969-; Visiting Lecturer, 1 1ca umvers1ty · · �l ;\( I JI TY/77 76/ST JOHN'S COLLEGE S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, l 96~-68· Glenn A. Freitas Assistant Dean, 1970-72. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. B.A.,I Classical Languages , St . Ma rys C o II ege, C ahfornia 1957· Th L . . 0 b . . L ava' _ue ec, 1964; LJCentiate in Sacred Seri t p .. ' ' .. , Umversite Rome, 1966; L'Ecole Biblique et Arch I . pure, ont1f1Ca! Biblical Commission A · p eo og1que Francai d J' I ' ss1stant rofessor Theology St M , C II se e erusa em, 1964-66· Santa Fe, 1969-, Assistant Tutor, St. John's College: Dea~, la;~:-7~. ~~~21::86:-69; leCuyer Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow \Nilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. E. Davis, University of .Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81 S. Peterson A.B., Harvard College, 1953; A.M, 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, B.A., Colorado College 1966· Merton C II in Biology, University o/New Mexico 197~-;~·eB Oxfo~d University, 1969; Studies Scholar, 1963-66; Rhodes Scholar 1'966-69· o;ttc her Scholar, 1962-66; Perkins Woodrow Wilson Fellow (honor~ry), 1966· ;:tort Graduate Fellow, 1966-72; Humanities Institute Colorad C II ' or, English Literature, Summer 0 · . ' o ege, 1968· Tut B. I Inst1tute of SoC1a! Research and Develo me , . - o_r, io ogy and Chemistry, Tutor, St. John's College, Santa Fe, 1t72_nt, Umvers1ty of New Mexico, 1971-72; D D;;vid Edward Starr BA, Gordon College, 1962; M.A., 1966 Ph • . Assistant in Philosophy Bo ·t U . ' - . .D., 1972, Boslon University· Grad11ato . ' nivers1ty 1963-64· T. h. ' - ~ · 5 on Univers1ty College of Basic St d. 196 , ' _eac mg Intern, Boston r Rh d u ies, 4-66· Instructo · Ph"] or o e Island, 1966-71; Tutor, St. John's 'c II rm I _osophy, University 0ffector of The Graduate Institute in L"b loEJge, Annapolis, 1972-80, 1982-, i era ucat10n, Santa Fe, 1980-82. Br'lce L Venable Santa Fe, 1966-. SwentzeU B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966- Timothy E Miller A.B, Harvard University, 1948; B. Mus, 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Hanis, 1967; Visiting Associate Professor, 1967--68 Visit. ' . . York University; Corporate Consul ta t M' . mg f rofessor, Summer, l 969, New York, Summer, 1968· Tutor St John'snC 11 ana~ement Science, IBM, Armonk New University of Maryland v· o. ege, anta Fe, 1968-; Associate Professor• . , · , 1s1tmg Professor U · Santa C ruz, 1985-86, 1988. . , mvers1ty of California at J:c BA., Reed College, 1955; MA., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, B.A , St. Mary's College, California, 1969· M A University of Washington Tutor St J h , ' C .II ., 1972, Ph.D., Classics, 1976, ' ' · 0 ns o ege, Santa Fe, 1973-. David Bolotin 1 BA• -'1 . . Cla · Cornell U · y ] University, 1966·' PhD ·· 1'ew vrOL( Un1vers1'y 1974 L . · . ss1cs, a e mversity, 1971-73· Tutor S J , _ ' ' ; ecturer m Santa Fe, 1982-· Visiting Asso _' t p , f t. ohns College, Annapolis, 1974-82· U __ . ' c1a e ro essor Co ·tt S . ' nivers1ty of Chicago, 1986, 1987-88. ' rnm1 ee on OC!al Thought, Georgia S. B.S, Philosophy, 1970, M.A., English 1972 11 . 1970-74; Tutor, St. John's Colle e S, ' eachmg Fellow, University of Utah, g , anta Fe, 1974-; Assistant Dean, 1988-1990 Kent H. Taylor · B.A , Yale University, 1963 MA U . . . fG . of California at Santa Cru?' 19~6--.,U mvers1ty o eorg1a, 1965; Ph.D., University D f -, , mvers1ty of Californ· t S C e ense Language Institute M t C 1·f . ia a anta ruz, 1967-68· ·t ' on erey, a 1 orma 1968 69 H ·d lb ' s1 y, 1971-73; Instructor, Universit1 of G . , - ; e1 e erg UniverUmversity of California at Sant Cy eorg1a, 1965-67; Teaching Assistant Fe, 1974-. a ruz, 1967-71; Tutor, St. John's College, Sant~ �78/ST JOHN'S COLLEGE FACULTY/79 Elizabeth S. Engel h Ti . M Phil 1971, Ph.D., Philosophy, 1973, eac mg B.A., Pomona College, 1967, · ., h sh· College 1971-73· Assistant 69 v I U ·versity· Teac er imer ' ' Assistant, 19 , ra e m ' '. . H boldt 1973-75; Tutor, Professor of Philosophy, California State Umvers1ty at um ' St. John's College, Santa Fe, 1975-. Lynda Lamson Myers . ' . MA B.A., St. Johns College, 1971, . St. John's College, Santa Fe, 1977-; Education, 1985-88. University of Tutor, ·D.!fee tor o f the North Carolma, 1975;Liberal Graduate Institute in Anthony James Carey . . . . B A University of North Carolma, 1967, St. John's College, Annapolis, 19631-R65, . h., 1973· US Marine Corps, 1967-69; M A Th N School for SoC1a esearc ' , . . 1. ., e ew . . f N th C olina 1969· Part-time Instructor Graduate Study in Music'. Umvers1ty o or . arart-ti~e Ins~ructor in Philosophy, in Philosophy, East Carolma Umvers1ty, 1977:~~/ St John's College, Annapolis, North Carolina Wesleyan College, 1976- , u or, . 1979-83, Santa Fe, 1984-, Dean, 1986-1991. Nancy Dunning Bu.chenauer . . . A Ancient History Cornell Umvers1ty, 1969; Ph.D., B.A., History, 1967, M. ·· F d F d, t. Fellow 1966-68· University U · ·t 1980· or oun a 10n ' ' Classics, Brown_ mvers1 y,U . ' .t 1969-70· Tutor St. John's College, Santa Fellow in Classics, Brown mvers1 y, . , , Fe, 1980-; Director of The Graduate Institute, 1991-. Charlotte Gray Martin . D t cher Akademischer Austauschd1enst B.A., University of _Colorado, 19_72; eu ;2-73· Ph.D., Classics and Comparative Dankstipendmm, University of Freiburg, 19 ' B U · ·ty 1975-78· . . . Ti h. Fellow, oston mvers 1 , , Studies, Boston UCmvlers1dty, e Assistant Professor, University of Visiting Lecturer o ora o o eg , ' F 1980 Colorado, Sprin~, 1980; Tutor, St. John's College, Santa e, -. ~9~f' e~~7~n!79. Peter Dragan Pesic As.si~;ant a~d . . S 1970 PhD 1975 Stanford University; A.B., Harvard Umvers1ty, 1969;_ M: Research Associate, Stanford Danforth Graduate Fellow, 196 9 75 , ·t 1976-80· Tutor f d U · , ' Linear Accelerator C enter, 1970- 75 ; Lecturer Stan R ·d mvers1 y, . .' ' . or 1984s t Jo h ns I' llcgn ua . ' ,__o - '.::., c: 'nta Fe ' 1980-·' Musiuan-m-1 es1 ence, .Edward Cary h Albert-Ludw1gs B.A., St. John's. College, Annapolis, 1975; M ~-J,o~~~~~i1e~, Santa Fe, 1980Universitaet, Freiberg, W. Germany, 1979· Tutor, S · of Philosophy, University of Virginia, 1989-90; President, University of Vffginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mi;:lford B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Jorge H. Aigla Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. John E Cornell BA., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's ColJege, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Richardson Park College, 1960; Woodrow Wilson Fellow, Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985-. Wiener A Dougherty . w ii· A PhD Harvard University, 1980; Teachmg Felio B.A., Yale College, 197 ., M . . , II . . , 1976-78 1979-80; French Government in Government at Harvard Co ege, '. . · Stonehill College, h. 1978-79· Assistant Professor of Poht1cal Science, F II St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. l ~8~\111;/~utor, Frederick Houser . R.A., St. John's College, Santa Fe, 1979 ; S~n Francisco7 Conservatory of Music, . . 90 . MA University of '980-82; President's Fellow, University of\ 1r~1;~~'. ~91 -In~tru~t;r, Department v;rginia, 1989; Ph.D., Umvers1ty of V1rgm1a, , .., B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. Lawrence Levine AB. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) �f'ACULTY/81 80/ST. JOHN'S COLLEGE 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. Lawrence Cave B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. in Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. in Economics, University of Chicago, 1976-77· U . . U . , . mvers1ty of Colorado Graduate Fellowship 1983-87 MA Cl . ' ' · " ass1cs mvers1t 0 f c0 1 Graduate Study in Ancient Philoso' h T .. Y orado-Boulder, 1985; 1987-88; Reynolds Fellowship, 1988-:9.YPh 8n~ ~-~l, ~ambrid~e University, of Colorado-Boulder· Instructor in Lat' ' U . . . ~n I ate m Classics, University S 1985 v· , m, mvers1ty of New Mexi L Al ummer, ; isiting Assistant Professo U . . co- os amos, S r, mvers1ty of Colorado-Boulder Summer, 1990· Tutor St John' C 11 ' ' · s o ege, anta Fe, 1989-. ' Joan E. Silver B.A., State University of New York C 0 11 St J h ' C 11 ' ege at Old Westbury, 1971 · MA . o n s o ege, Annapolis 1976· PhD G d ., , . ., Theology and The Arts, 1993; Tuto~ st' ., Ira uate Theological. Union, in Tutor, St. Mary's College Inte ral Pro , . ~ohn s College, Annapolis, 1974-77; in Liberal Education, S~. Joi!' s Colf;am,S 977-79; Tutor, The Graduate Institute 1988; Tutor, St. John's College, Santa g;~, ;~;_.Fe, Summer, 1985, 1986, 1987, Sean D. Collins B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston Coliege, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistan'. Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1988. George L. Iannacone B.A. St. John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Basia C. Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D. University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study W.J. Torrance Kirby B.A., Classics, University of Kin 's C ll University, 1980· D Phi'l Mod gH. 0 egeO, 1977; M.A., Classics, Dalhousie ' · " em 1story xfo d u · . weal~h Scholar, Christ Church, Oxford, 19Bl-84· ~ mvers1ty, 1987; ~ommonKmg s College, 1984-89; Lecturer in Classics ' ~tor and F~llow, Umversity of St. John's College, Santa Fe, 1989-. ' Acadia Umvers1ty, 1988-89; Tutor, Krishnan Venkatesh B.A., English, Magdalene College Cambrid e U . . 1985; Wissenschaftlicher Mitarb~iter (on ~h kmvers1ty), 1982;. M.A., Cantab., University of Muenster, West Germany 1982-8:· ~pe~re '. EEnghsh Department, of New Mexico Albuquerque 1985 86 'Le t .' Be~. em1c xchange, University ' ' · . ESL Curnculum-Developer Shanx' - .; c. urer m ntish and Am encan L' U To . 1terature, 1986-89; Lecturer in Film Anal si~ mvers1ty, . a1Y1'.'an, People's Republic of China, 1989; Tutor, St. John's Colleg/ S~n%o~~~ ~;~~~Film and Broadcasting Institute, Sally Dunn B.A., St. John's College Santa Fe 1971 · MA Ph'! Dame, 1973; Post-maste;s Doctoral Pro ;am. " . I osophy: Univ~rsit~ of Notre Mexico 1974-77· PhD W S d'g '~mencan Studies, Umvers1ty of New lnstruc~or, Wom~n S.tudies op~~; tu ~s'. Um?n Graduate School, 1979; Part-time St John' C 11 S ram, mvers1ty of New Mexico 1975-81· MA . s o ege, anta Fe, 1989; Tutor, St. John's College, S~nta Fe, 1990~. " argaret Anne Kirby .A, University of King's College 1977· MA D . m"'.ersity, 1979; Commonwealth Sch~lar. fep~rtment of Classics, Dalhousie 980-82; M.Litt. Faculty f M d L, ert or College, Oxford University, . h" 0 ' o em anguages, Oxford Univ 't 198 ast orer, Ruprecht-Karls-Universitiit H 'd lb . ers1 y, 2; ollege, University of Toronto 1983-85: Phe~ eDerg, 1982; Jumor Fellow, Massey d L't U ' ' · " epartment of Germanic L I eratures, niversity of Toronto 1988· F II d Ti . . anguages ollege, 1987-89· Tutor St J h , c' II , Se ow an utor, Umvers1ty of King's 0 ns ' ' · o ege, anta Fe, 1990-. ri' uce M. Perry A., Greek, 1973, M.A, Classics 1975 PhD Cl . assi~s, 1983, University of ashington; Ph.D. Candidate 0 . 't l S 'd. · · isiting Tutor St Joh , C 11' neSn a tu ies, 1985, University of Pennsylvania· ' · ns o ege, anta Fe, 1990-. ' �82/ST. JOHN'S COLLEGE James P. Forkin B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California Davis, 1986; M.A., Political Science, University of California Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. Frank R. Hunt St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., ~ew York University, 1976; M.A., 1980, Ph.D., 1985, Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. Gerald P. Proietti B.A., Music, State University of New York College at Fredonia, 1973; M.A., Classics (Greek), Ph.D., Political Science, Boston College, 1982; Killam Postdoctoral Fellow in Classics, 1982, Dalhousie University; Adjunct Assistant Professor, SUNY College at Oswego, 1982-85; Lecturer, University of Wisconsin-Eau Claire, 1985-88; Visiting Assistant Professor, University of Dallas, 1988-90; Tutor, St. John's College, Santa Fe, 1990-. James Cohn B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College FACULTY/83 national Editions, Life Magazine, 1963-69; Adjunct Associate Professor Philosoph Long Islan~ Un~versity, 1984-91'. Adjunct ~ssociate Professor, Jour~alism, Lo~ I~land University, ~986-~1; AdJunct Assistant Professor, Continuing Education, New York University, ~989-91; ~djunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, St. Francis College, 1982; Tutor, St. John's College, Santa Fe, 1992-. Michael David Rawn B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics Brown University, 1977; Undergraduate study in mathematics education, Universit; of New Orleans, 1979-80; _Gradua_te study in mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology: Kharagpur 1991· Instru~tor, Univer~ity of New Orleans, 1977-80: Assistant' Professor, Institu~ Supeneur Peda~ogi~ue de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence Umversity, 1983-86; Assistant Professor, Manchester College 1988-92· Tutor, St. John's College, 1993-. ' ' Victoria Mora B.A. i~ English-Philosophy, University of New Mexico, 1985; Yale University Teac~mg Fellow, 19_86-1988; M.A., M. Phil. in Philosophy, Yale University, 1990, F~rd F?undahon D_issertation Fellow, 1990-1991; Ph.D. in Philosophv, Yale Umversity, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. · 1991-. Charles N. Fasanaro B.S., Chemistry, Manhattan College, 1965; M.A.R. with distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Postdoctoral F~llow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assist.ant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 198,6; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. Johns College, Santa Fe, 1991-. Joshua L. Kates B.A., St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Bruce K. Sawhill B.A., Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder-Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres B.A., Vassar College, 1963; M.A., Philosophy, Graduate Faculty, New School, 1972; Ph.D., Philosophy, Graduate Faculty, New School, 1980; Reporter, Inter-. Barry E. Goldfarb BA., Ya~e l!niv~rsity, 1975; M.A., University of Chicago, 1978; M.A., UniversitJ: of C_mcmnati, 1981; Ph.1?., Johns Hopkins University, 1986; Visiting Lecturer, Umvers1~ of_ Southern California, 1986-88; Assistant Professor, Pennsylvania State Umversity, 1988-1992; Language Coordinator and Lecturer Tohns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993.', Julie Reahard B.A., ~nglish, Michigan State University, 1980; M.A., Old Germanic Languages an~ Lite~atures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, Un~vers~ty of Colorado, Boulder, 1991. Teaching fellow, Department of English, Un~versity of Nevada, Reno, 1981-1984; Instructor, Department of English, Um~ersity _of Colorado, Boulder, 1987-1988; Instructor, College of General Stu~ies, _Umversity of Pennsylvania, 1988-1989. Graduate work, Literary Theory, Ur:ivers1ty of Pennsylvania, 1988-1991; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-1993; Tutor, St. John's College, Santa Fe, 1993-. Claudia A. Honeywell B.A., 1986, University of Chicago; 1987-1988, Account Executive, American Bankcard Services, Woodland Hills, CA; M.A., 1991, Ph.D., 1993, Classics and Mo~err~ Greek Stud~es, University of Minnesota; 1990, Surveyor, Kavousi/ Thnphh Archaeological Survey, Crete; 1991, Mochlos Archaeological Excavation, Crete; 1993-1994 Visiting Assistant Professor of Classics, Cornell College; 1994-, Tutor, St. John's College. �f'AC I JLI Y/8S 84/ST. JOHN'S COLLEGE Jam es H. Wilkinson B.A., Williams College, 1973; M.A., The Graduate Faculty, The New School for Social Research, 1979; Ph.D. in Philosophy, The Pennsylvania State University, 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, 1982-84; Fulbright-Hays. Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, 1984-85; Wissenschaftlicher Mitarbeiter, Philosophisches Seminar, Johannes GutenbergUniversitaet Mainz, 1985-88; Visiting Assistant Professor, Department of Philosophy, The University of Kentucky, 1989-94; Honors Program, The University of Kentucky, Fall 1992; Tutor, St. John's College, 1994-. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. TUTORS EMERITI AND RETIRED TUTORS Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow T~omas J. Slakey Michael S. Littleton Elliot Zuckerman Geoffrey Comber Samuel Emmons Brown HONORARY FELLOW Paul Mellon B.A., Yale · Universit University' 1929· BA·., 1931 ' MA ., 1938 , Cambridge University; Litt.D., Oxford . ' · . · y, 1961, LLD., Carnegie Institute of Technology, 1967· LH . . , vra1 U mvers1ty, 1967. D · · , e �86/ST. JOHN'S COLLEGE PROFILE/87 OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President Christopher B. Nelson President John T. Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Edward Carey Stickney 1995 SANTA FE Dean Eva T. H. Brann Vice President for College Advancement Jeffrey A. Bishop Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Assistant Deans Wye Allanbrook Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Karen Holland Director of Continuing Education John Verdi Director of Financial Aid Caroline Christensen Librarian Kathryn Kinzer Director of Information Services Barbara Goyette Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Alumni Relations Cynthia Jokela Director of Placement Jennifer Chenoweth Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Annapolis Santa Fe States Represented .. ... .... ..... 30 Alabama.......................... 2 Alaska.............................. 2 Arizona............................ California ......................... 4 Colorado.......................... Connecticut .......... .... .... ... 3 Delaware.......................... 1 Florida.............................. 2 Georgia ............................ 3 Idaho................................ Illinois .. .. .. .. .. .... .. .. .. .... .. .. .. 5 Indiana............................. Iowa.................................. Louisiana .. ... ... .. .. .. .. .. .. .. .. . Maine............................... 1 Maryland ................ ......... 28 Massachusetts ............ .... . 9 Michigan .. ...... ....... ........ ... 3 Minnesota ........ ................ Mississippi....................... 3 New Hampshire ............. 2 New Jersey ...................... 5 New Mexico .................... 28 4 20 7 2 2 2 1 4 2 2 1 1 6 2 1 3 1 22 Annapolis Santa Fe Number of Students Canada....................... China.................................... Egypt.................................... England................................ Finland ................................. . Holland................................. Turkey................................... Ukraine................................. 4 7 3 2 13 3 2 1 1 1 1 1 1 Annapolis Santa Fe Previously Attended College ............................. 30 Range of Ages ...................... 16-35 Veterans ................................ 99 40 3 Receiving Financial Aid .................................... 68% 77% 17-43 Rank in Class* First Fifth ......................... First Tenth ..... Second Tenth ............... Second Fifth ..................... Third Fifth ....................... Fourth Fifth ..................... Last Fifth .......................... 55% 34% 21% 22% 13% 7% 3% 47% 17% 30% 27% 11% 6% 9% 0 Fall 1994 ........................... 113 January 1995 .................... 29 Men .................................. 71 Women ............................. 71 Early Entrance ..................... 6 Kind of School Attended Public ............................... Independent .................... Parochial .......................... Annapolis Santa Fe New York ....................... 9 North Carolina ................ 2 Ohio................................. 1 Oregon............................. 1 Pennsylvania .. .... .... .. .. .. .. . 21 Rhode Island .... .. .... .. .. .. .. . South Carolina .............. .. Tennessee ................ . 1 Texas .............................. 4 Utah ....................... .. 1 Vermont .......................... . 1 Virginia .. ...... ...... .. .. .. .. .. . .. 11 Washington .... .. .. .. .. .. .. .. .. . 1 West Virginia .. .... .. 1 District of Columbia . 3 National Me~it Honors ....... 44 27 95 18 9 Scholars ............................ Finalists ............................ Semi-Finalists .................. Commended Students ... 2 9 6 27 3 4 10 10 103 19 71 51 6 43 Director of Conferences and Symposia Mary Ann Powers *Not included in this table are 116 students for whom rank-in-class is not available. � StJohn's cnllege STATEMENT OF THE ST. JOHN'S PROGRAM 1995 - 1996 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 982-3691 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The College reserves the right to modify the programs and policies herein stated without notice. ��6 Introduction The Cuniculum Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Books The Academic Order Tutors Instruction Committee Library Schedules Essays and Examinations Acad€mic Standing Degree of Bachelor of Arts Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Directory Information and Right to Privacy 8 10 11 16 20 22 28 29 30 31 33 35 35 37 37 37 ~.esid-enc~ and Student Life f\nnapolis Santa Fe Both Campuses Site Plans of the Campuses 38 43 47 50 P,..drr1issions Requirements and Procedure Campus Visit Fees and Financial Aid Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 54 56 58 60 62 62 63 64 66 B0ard of Visitors and Governors 67 68 OHic"'rs, Associates and StaH 86 Profile: 1994-1995 Freshman Classes .. 87 PI-JOTO CREDITS Fro11t Cover: Kitty Lcakcn/J\irardo Tro111hetta. Back Cover: Keith Harvey (Top). Lisn Lm.D (Bottoni) �6/ST JOHN'S COLLEGE St John's College is a community dedicated to liberal education, Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas, are intelligently and critically apprecia; tive of their common heritage and conscious of their social and moral obligaiions, They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens, St John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes and pictures - because express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed, These books are the most important teachers, They are both timeless and they illuminate the persisting questions of human existence, and directly on the problems we face today Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. change our minds, move our hearts, and touch our spirits, The books to us in more than one way, In raising the persisting human questions, they lend themselves to different interpretations that re;real a variety of independent and yet complementary meanings, And, while seekmg the truth, they please us as works of art with a clarity and a that reflect their intrinsic intelligibility, They are, therefore, propgreat, whether they are epic poems or political treatises, and whether their matter is scientific, historical or philosophical. They are also linked together, for each of them is introduced, supported or criticized by the others. In that sense they converse with each other, They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation, This conversation, however, is unavoidably one-sided, The great books can repeat what they have to say, without furnishing the clarificawe desire. To remedy this defect is the goal of the SL John's a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it It is presupposed that the students are willing to submit their to one another's questions. The demands of the individual and t~-iose of the group are in continuous interplay, setting limits within which the rnoves with the utmost possible freedom, The discussion THE INTRODUCTION/7 may concern itself primarily with trying to establish the meaning of a poe1n or the validity of an argument, On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward, The students bring to the seminar the assumptions they have derived from their experience in the contemporary world, Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the oi its historical manifestations, Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives, Most of the teaching at SL John's takes the form of a discussion, The conversational methods of the seminar are carried over into the tutorials As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings, St. John's seeks to restore the true meaning of a liberal arts education, The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding, Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic- the arts of language; and arithmetic, geometry, music and astronomy-- the arts of mathematics, In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducing and demonstrating, There are many ways to develop these arts, The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis, Whatever methods are used, all serve the same end: to invite the students to think freely for themselves these means students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arnving at a proper chmce. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable, They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom, Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths, Under their discipline they can acquire the habit of listening to reason, A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far reaching of all human goals, �8/ST. JOHN'S COLLEGE THE CURRICULUM/9 The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten - or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices, on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument-an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members ' or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument;' of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling. (See page 35). �THE CURRICULUM/11 10/ST JOHN'S COLLEGE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. the students' vvork is completed by the writing of a paper, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. The seminar cannot suffice as the only setting for liberal education. By its very nature the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful an~lysis, often through translation or demonstration, of an imwork. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn obout a particular subject which they may later teach. Vvriting assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in boi:h the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of lang;iage skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. the language tutorial attempts to remedy this condition by a in the means of precise communication. In a broad sense, it may of as a present-day restoration of the traditional studies of grammar, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of things; to the varied connotations and ambiguities of terms; to the metaphors, analogies and images; and to the logical relations th<ct connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into and comparing them with each other and with English, the students learn something of the nature of languages in general and of their O\Nn in particulaL During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language, They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be and persuasive. In the beginning the emphasis is on the forms of words, the gran1matical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one which is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar, Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation, Issues are brought to the fore which might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits" This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the student can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary, Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first, The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poetso The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French texL The aim here is economical progress toward facility in the reading of simple FrendL Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models" In the second semester a play is read - Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a wholeo It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year, The year ends with analysis and discussion of modern British and American such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. TUTORIAL ]\/lathematics is a vital part of education; that this is true or ought to be the word itself, for it is derived from a Greek word mean'' to learn'.' It is regrettable, then, that students should come to dislike rnathematics or to think of themselves as unmathematicaL It is equally that competent mathematicians are often unaware of the assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not from what have come to be called the humanities. VVhen rnathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at SL John's, mathematics becomes not only the most readily learnable liberal art but also one which access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modem even defines it, Therefore anyone who means to cnticize or reform, to resist or cooperate with this world not only must have some with the mathematical methods by which it is but also must have thought about the assumptions that m1derlie their applicat10no It is the task of the mathematics tutorial and the to help students to think about what it means to ccunt and measure things in the universe. The second main reason for studying mathematics concerns the rnathematics tutorial nwre specifically. Since mathematics has, as its name a close connection with the human capacity for learnis especially useful in helping students to think about what it means to come to knovv something. prepare themselves for such reflection students study artfully comrnathematical demonstrate propositions at the blackboard and solve problems, doing this over four years they learn a good deal �14/ST. JOHN'S COLLEGE of mathematics, and they gain noticeably in rigor of thought, nimblen.ess of imagination and elegance of expression. But while they are practicing the art of mathematics in all its they are continually enco~raged to reflect on their own Scores of questions, of which the iollowmg are examples, are raised . the four years: . .. 7 . . Why and how do i·nathema~1cal proofs carry such. conv1ct10n. v;hat is a mathematical system. and whaL are its proper begmnmgs and ends. What 15 the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in ,~athematics7 Do mat;;ematical syn;bols constitute a language? Are there mathematical ob1ects ? How m1ghc the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial which is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical - its central found in the theory of ratios -which is buried under the of modern mathematicso After Euclid they begin the study of Ptolemy's Almagest, centering their attention on the of "hypotheses" constructed to "save the appearances" in the That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. and the ordinary course in rnathematicso presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. ~ In the second year the students continue the study of Ptolemy, with emphasis those difficulties and complexities of the geocentric system which are transformed by the Copernican revolution. They study Copernicus's transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus an understanding of as the "analytic art" in general. In the third year calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica, This is followed by an examination of Dedekind's theory of real numbers, the endeavor to a rigorous arithmetical foundation for the calculuso The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and motions under one law and replaces a purely geometric astronomy with a "dynamic" in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the of the philosophical outlook of the modern worldo In the fourth year the reading of Lobachevski's approach to non- THE CURRICULUM/IS Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe the mathernahcs and language tutorials of the senior year for part of the second semester with a visual arts tutorial that a close study of classic paintings beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d'Avignon. One of the aims of St. John's program has been to restore music as a liberal &.rt to the curriculurrL The study of music at St. John's is not directed tuward but toward an understanding of the phenomena of music ancients accorded music a place among the liberal arts because they understood it as one of the ressential functions of the mind, associated with to grasp number and measure. The liberal art of music them on the ratios among whole numbers. In the music program at St. John's aims at the understandof music through close study of musical theory and analysis of works of musical literatureo In the freshman year students meet once a week to the fundamentals of and its notationo Demonstration takes singing, and the second semester the students persome great choral works. In the sophomore year a tutorial rrieets diree times a week. Besides continuing the singing, the music tutorial reflects two different but aspects of music. On the one hand related to language, rhetoric and On the other it is a and self-sufficient art, which has its roots in nature, The 1,vork of the tutorial includes an investigation of rhythm in words as well a::; m notes, a thorough investigation of the diatonic system, a study cf the ratios of musical and a consideration of melody, counterI\lone of these is done apart from the sounding realmusic. The inventions of Bach, the songs of Schubert, the masses the of Mozart and the instrumental works of Beethoven are the texi:bookso In the second semester at least one mawcrk is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text students listen to recordings �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. Three hundred years ago algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one which the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures:' Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact:' A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of th.e laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �THE CURRICULUM/19 18/ST JOHN'S COLLEGE c'.iscrete particles" The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atornic-molecular theory Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination" 1st 3rd Ye~r TOPICS The general topics of study have been chosen from elementary physical and biological ~cienceo The sequence of study may be outlined as follows: THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists" Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world" The freshman laboratory next turns to the non-living, in a search for fundamental lawso Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories" These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of THIRD YEAR The third-year laboratory deals with topics common to a number of the tr2,ditional divisions of physics, such as mechanics, optics and electroThroughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and MaxwelL The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous devdopment is pursued in the mathematics tutorials. As the tools of the '-''"'°"·'uw become available, the emphasis shifts from a direct, qualitative r1"'''"n'nr11nn of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time the concepts serve to illustrate the mathematical ideas" The concepts mechanics are to be used to formulate alternative theories of lightand wave - and the success of either theory in accounting for phenomena is examined" The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms" The final and culminating topic of the year is lVIa:xwell's derivation of an electromagnetic theory of lighL THE FOURTH YEAR In mz1ny ways the work of the senior year is a return to questions the students first confronted as freshmen" During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by his work with electrical the student can focus on the questions of atomic stability that to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scienlific papers and related experiments, the concepts of particle and wave, of disGeteness and continuity, gain new meaning" the course of thought in Schrodinger's What is Life?, the sernot faboratory then turns or returns to biological topics, and first to to Mendel's theory of heredity and its development through the and interpretation by TH. Morgan and his associates. results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of and of Luria and Delbrucko Next, fundamental papers leading to molecular biology- for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod-are studied. �THE CURRICULUM/21 20/ST JOHN'S COLLEGE ANO The curriculum as described so far calls for student participation at every active of the work. On Friday evenings, a form of instruction occurs. The formal lecture is the occasion when the students have an opto listen steadily and The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently are members of the SL faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to questioning by the students, with the faculty parturns into a seminaL Thus the formal lecture serves two purposes: it inculcates in the students the habit of listenand the exposition of a subject they may not be familiar them an in the discussion to exercise their skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the of what they have learned. The range a variety of subjects. Sometirnes the students are confronted vvith opposing views on a given Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes vvithin the framework of the program. The list below provides some examples of lectures and concerts given on one m the other campus in recent years: 'The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" J~1;,es Q Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet Madison and the Bill of Rights" Gold win Aristotle, and Liberal Education" Van Luchene 'Th2 Tears of Odysseus" Carey Stickney "Evolution and Development" J Bonner Emerson String Quartet Reason, and Recantation in Plato's Phaedrus" Eva Brann "What Good and What Harm Can Psychiatry Do?" Lederer "Bottioo:lli's Prima Vera: Anatomy of a Masterpiece" Paul Experience and the Mechanisms of Human Vision" \Nilharn Banks "On the Opening Chord of Wagner's Ring' Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Coppinger "lvfmds and Brains: Men and Machines" Mortimer J Adler Infinitesimals" "The Parable of Don Quixote" Joe Sachs and the Emergence of Philosophy in Ancient India" "The M·eaning of Romantic Love: Flaubert's Madame Bovary" RE Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �THE CURRICULUIVl/23 22/ST. JOHN'S COLLEGE FRESHMAN Ho1ner: Aeschylus: Sophocles: Thucydides: Euripides: Herodotus: Aristophanes: Plato Anstotle: Euclid Lucretius: Plutarch: Nicomachus: LavoisierEssays Harvey: Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories'' Clouds Meno, Gorgias, Republic; Apology, Crii'o, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals~ Generation of Animals'' Elements On the Nature of Things "Pericles;' "Alcibiades;' "Lycurgus;' "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937 it has been under continued review at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books which constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Asistotle. Apollonius: Plutarch· Ep1ctetus' Tacitus, Ptolemy: Plotinus. A.ugust1ne: f\nselrn° Dante: ,_haucer: Des Prez: lVIachiavelli: Copernicus: Luther, Rabelais Palestrina: Montaigne: Viete Bacon: The Bible* De Anima, On Interpretation*, Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologiae* Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum'' Richard II, Henry IV The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne, and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind~ The World* Milton: Paradise Lost* La Rochefoucauld: Maxim es* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light~ On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibnitz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason~ Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence;' Constitution of the United States of America Supreme Court Opinions* Frederick Douglass: 'The Constitution and Slavery;' Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Phenomenology~ Logic (from the Encyclopedia), Philosophy of History* Lobachevsky: Theory of Parallels* Tocqueville: Democracy in America* Lincoln: Selected Speeches Kierkegaard: Philosophical Fragments, Fear and Trembling Wagner: Tristan and Isolde Marx: Capital~ Political and Economic Manuscripts of 1844 * Dostoevski: Brothers Karamazov Tolstoy: War and Peace Mark Twain: The Adventures of Huckleberry Finn William James: Psychology, Briefer Course Nietzsche: Thus Spake Zarathustra ~ Beyond Good and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Einstein: Selected Papers Millikan: The Electron* Conrad: Heart of Darkness Virginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud, and others Essays by: Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: Darwin: Hegel: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature Homer First Year Aeschylus Sophocles Euripides Philosophy and Theology Plato Aristotle Lucretius History and Social Science Herodotus Thucydides Plutarch Virgil Dante Chaucer Rabelais Shakespeare Donne Marve Ii Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Aristophanes Second Year Mathematics and Natural Science Aristotle Epictetus Plotinus Plutarch Tacitus Machiavelli Music Woll as ton Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Driesch Boveri Ptolemy Apollonius Copernicus Descartes Marcus Aurelius The Bible Augustine Pascal Viete Anselm Thomas Aquinas Luther Montaigne Bacon Cervantes Third Year Descartes Locke Milton Swift Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Rousseau Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Fourth Year Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Hegel Kierkegaard Nietzsche William James Adam Smith U. 5. Constitution Hamilton, Madison, jay Toqueville Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Rutherford Minkowski Bernard de Broglie Wagner~ Mendel J. J. Thomson ;( Bohr '.'.;; Millikan ~! Schrodinger Davisson DaIVVin Faraday Lobachevski Lorenz ~i, Freud Einstein Heisenberg Whitehead Maxwell �28/ST JOHN'S COLLEGE THE ACADEMIC ORDER/29 d oiThe tutors should be ready to supply helpful examples and u1, __ 1 , £ h , £' • to encourage students to examme the ,01 t eir ~1rst :tten~prs In summary, the role of the tutors is to quesLIOn, LO hslen, to might take the form of translation, experimenta, - - ,,o--torn"tration or but first of all the tutor will call on noi~-/ LLU rre to try to themselves, __ i In order that conversations at St, John's will not be limited to what inside a single it is essential that St. John's tutors reto acquire increased understanding in those parts of that are outside their field of post-graduate training, For extutors with advanced degrees in mathematics would prepare to lead language tutorials requiring translations from Sophocles of this for students is that they are under. the or Ranne, The of active learners who will not parry their far-rangmg quest10ns that these matters are handled in another department, There The of this for tutors is that they are inof works of such richness that they are continually of them, Some tutors do find tn:ne to '.Write articles and but their first duty is to prepare themselves to teach the St. John's program This preparation is necessarily demanding because no full-tin1e tiitor is confined to a single part of the program, They me and have to be, members of a seminar and of either two - ' of one tutorial a section, and they are continu'"''"u'u'"' their and learning from then'1, Tt i:; that tutors have time to probe more deeply into the foundations and wider contexts of vvhat is studied at St John's than the for classes allows, In order to avoid staleness and the ever present danger of succumbing l:o routine performance, they are granted sabb~tical leaves to allow for leisure and serious Between sabbatical are set up, Leaders of such groups are someteaching duties, The groups engage of a subject chosen by themselves or Instruction Committee the faculty Scholars from other institutions for certain Although the subject under study rele,ted St John's curriculum, the work of the for teaching and learning at St John's ,:J At St. John's the teaching members of the faculty are called tutors, The title professor is avoided to signify that rt is not the chief role of the tutors to expound doctrmes in their field of expertise enterprise is a carried out in small groups with persons at different stages of learning working together All participants m a class are expected to prepare for their discussion studying the text that is the teacher of the class - it might be Plato or l'Jewton or Jane Austen or one of the other authors who wrote from the high point of their learning, What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectt,al and imaginative powers of their students, Next, they must be listeners, able to determine the difficulties of their students and to them to reformulate their observations and examine - The Insrruction Cmnmittee is a committee of tutors responsible for advising the Deans on all matters of instruction, It also advises the President on to the The Cornn1ittee consists of the Deans and tutors, six elected the tutors on each campus of the College; the Presiderts sit with the Instruction Committee ex officio, The Deans preside over the Instruction Committee meetings on their own campus; the members cf the Con1mittee on each campus constitute the Instruction Committee for thcit campus and meet regularly throughout the year, The full meets alternating between the two campuses, and the Dean at the host campus presides at those annual meetings, �30/ST. JOHN'S COLLEGE THE ACADEMIC ORDER/31 Perhaps the most distinctive mark of St. John's College is the fact that all ~he st~dents of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS The books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 93,000 volumes. In Santa Fe, the collection now numbers over 60,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in " as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. Woodward Hall in Annapolis was renovated as a modern library facilin 1969. It has comfortable modern study carrels and stacks as well as traditional reading rooms. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores, and over 8,000 records, tapes and compact disks are located in a special music room. for the preceptorials in the junior and senior years and certain laboratory work for which the upperclassmen may choose their own the schedule is the same for all students. The language, mather.natics, and music tutorials each meet for three and a half hours to four and a half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings from eight to ten all students attend a seminar. A formal lecture or concert is given once a week Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 EXAMINATIONS Annually in Annapolis and each semester in Santa Fe all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and ;11tformally on the texts they have read or the paper they have written and 0~ their critical and interpretive opinions. It is not the principal aim of examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. ore the second semester of their sophomore year, students must pass examination in elementary algebra and trigonometry. E FINAL ESSAY AND ORAL EXAMINATION the senior year the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to piece of specialized research, but rather a sustained performance in liberal arts. Four weeks at the start of the second semester are reserved essay writing; during this period the seniors attend no classes. If the l essay is approved by the faculty committee to which it has been ed for reading, the student is examined upon it by the committee hour-long public examination. No degree is awarded unless both say and the oral examination are satisfactory. The senior essay is rded as a culmination of the student's learning. se St. John's classes are small and intimate, and because students par- te actively, tutors are aware of their students' progress from day to The tutors' appraisals of a student are based on the student's total nnance as a member of the tutorials and seminar. �34/ST. JOHN'S COLLEGE It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary, The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DON RAG Within the College, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and ·given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D, or F where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student's writing an acceptable senior essay. The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a fouryear curriculum. On the transcript, St. John's seminars, tutorials and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. AND In a world in which careers and work environments are changing rapidly, a rigorous, broadly-based liberal arts education is recognized incre~singl! as perhaps the best long-term career preparation. Research studies m business and the professions and recent national commission reports. have. re-affirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral �36/ST JOHN'S COLLEGE THE ACADEMIC OH.DER/37 comrnunications skills, and the ability to adapt to diverse and changing circumstances. St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alurrmi have the following statistics: 21% of St John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; 20% are in business or business-related occupations; 13 % are in sciences and engineering; 0 10% are attorney§; "' 8.5 % are in the visual and performing arts; 01 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology, and journalism. Over 75 % of St. John's graduates pursue formal education beyond the baccalaureate level, with dose to 30% of each graduating class pursustudies at leading universities across the country. St. John's consistently score substantially above the national averages on the Graduate Record Examination (GR.E) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. Tutors who have completed two years of teaching at St. John's may receive a degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. The Graduate Inocitute in Liberal Education is an interdisciplinary ·e program based on the same principles as the undergraduate prog~arn It is offered year-round on both the Annapolis and Santa Fe cam- puses. The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held m the evenmgs. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are classes devoted to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem m depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students vvho have previous graduate credit may be eligible for the degree after three segments . The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501-4599 or P.O Box 2800, Annapolis, 21404-2800. The Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads to a Master's degree. Its seminars, tutorials and preceptorials follow the same educational principles as the other degree programs of the college. In the tutorials students choose to study Sanskrit or classical Chinese. The semmar and preceptorials consider the works in English translation. The concludmg summer segment is devoted to directed readings and the writ· ing of a substantial essay. The Eastern Classics program is offered only on the Santa Fe campus. A detailed description and application materials are available from the office of the Graduate Institute in Liberal Education in f""fe'.r°\nv INFORMATION AND RIGHT TO PRIVACY with the Family Education Rights and Privacy Act, the Colretains the right to publish at its discretion the following information each student presently or previously attending the College: the stunar.ne, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of degrees and awards received, and the most previous educaagency or institution attended by the student. As required by the the College will provide public notice annually of its intention to such directory information. Students have a right to inform the "'""·ti'- wi•:hin a reasonable period of time that any or all of this directory should be withheld. The College will respect any such request �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression light-hearted recreation are necessary complements to an intellectual life and it is committed to providing the facilities, funds and support to make them available. Such activities in Annapolis are sponsored by the Director of Student Activities and by the Student Polity. In Fe they are organized by the Student Activities Office (SAO), which responsible for providing instruction and equipment. Since its founding as King William's School 1696, St. John's has been situated in the-~··~"'"~· seaport town of Annapolis, capital of the of Maryland. Its population of 50,000 is occupied principally with the government the State and of Anne Arundel County; the training of midshipmen at the United Naval Academy; with the fish, crab and industry and the sailing and recreational tivities of the Chesapeake Bay; and with liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, College Creek, one block from the State House and across the street fro the Naval Academy yard. The fifteen buildings include 18th-century histori homes (now classrooms, offices and a dormitory), 19th-century Victoria structures, and 20th-century buildings designed to complement the olde ones. There are six student dormitories, offering single and double rooms The community of students has governed itself since 1945 with electe officers and delegates representing each dormitory and the off-campu constituency. The Student Polity representatives, called the Delegate Coun cil, meet once a week to hear requests from students for funds, to allocat time and use of facilities such as the student kitchen, to remind student of their responsibilities to the College community, and to express studen opinion on common problems. The Delegate Council also meets wit members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with th Faculty Instruction Committee on academic matters. A Food Committe works with the dining hall manager to develop satisfactory dishes for th regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for; expression of opinion to the community as a whole. Controversy rangd from petty to vital; short stories, poetry and news take up the rest of the ~pace. T"Vvo other student publications, The Collegian and Energeia, £appear •·Jess and publish longer and more polished essays and nctior1;. Students are also welcome to contribute to The Reporter and The St. Johns ;Review, the two official publications of St. John's. £ organizations at St. John's are gei:erally in1ormaL S~m~ year afti:r year while others spnng up and die out a.s the md1v1<:',ua. .m,<>rr1ht>1ro of the community come and go. Many ,e~t=acurncular acti~mes out of the curriculum as students m,erests overflow aom �40/ST. JOHN'S COLLEGE the classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Hegel, Leibnitz, Afro-American literature, and selected women writers. Other activities stem from interests independent of the College curriculum, such as gardening, dance, and the martial arts. Computer facilities are provided to students by the College in conjunction with a student organization, the St. John's College Computer Trust. This group maintains a computer room to which students have twentyfour hour access, as well as several individual computer stations in the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theatre life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend the student film club presents foreign and domesti films-the classics of cinema art. The selection is eclectic: recent screen ings have included La dolce vita, Wings of Desire, and Saturday Nigh Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrument ensembles train new members and perform at College events; the Sma Chorus recently presented a concert version of Purcell's Dido and Aenea The College provides practice rooms and pianos and a music library scores and recordings. Private study can be easily arranged on campus in town. Individual artistic expression needs a time for training and a pla to work. Permanent facilities such as the art studio, ceramic studio, woo working shop, photography darkroom and stage floor provide places develop specific skills. The College's Mitchell Art Gallery specializes inc culating exhibitions by artists of major stature. Recent shows have inclu ed the drawings of Henry Moore, Old Master Drawings, and works the Austrian Secessionists. Lectures and discussions are scheduled durin each show. An exhibit in the spring displays work by members of the co lege community. There are periodic trips to galleries and museums · Washington and Baltimore; transportation is free of charge for St. Joh students. Various artists teaching in their fields of specialization cond classes in drawing, painting, sculpture, and pottery throughout the ye Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tuto meet informally, come in several varieties. The Society of Bacchus arran rock dances, waltz parties and community gatherings including the Hall ween Masked Ball, Christmas Party, Mid-Winter Ball and the Spri Cotillion. Vigorous square dances and quiet jazz parties occur once or a year. A festival in the spring, Reality Weekend, begins with student s and parodies and, after a parade up Main Street, provides a full day picnicking and athletic competition. There are Sunday concerts at the College, and the Political For invites lecturers to speak on weekday evenings. Annapolis itself off church groups of all denominations, synagogues, concerts, plays, histo RESIDENCE & STUDENT LIFE/ 41 tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films as well as for individual explorations. The College provides an extensive intramural program that includes competition in soccer, flag football, basketball, volleyball, softball, track, as well as individual tournaments in tennis, badminton, and e tennis. Competition between intramural teams is passionate, but goodred. Students and tutors also pursue interests in sailing, canoeing, king, aikido, yoga, weight training, and aerobics. The College also ive rowing and fencing clubs that compete with other college and ity teams at local regattas and tournaments. There is also an anroquet match with a team from the neighboring United States Naval my, for the Annapolis Cup. Facilities include a gymnasium with racquetball courts and weight , playing fields, tennis courts, and a boathouse. �RESIDENCE & STUDENT LIFE/43 In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits m the fine arts, museums and opera; and with archaeological and research. Scientists in nearby Los Alamos do research in nuclear and related fields. Neighboring institutions of higher education the Institute of American Indian Arts, the College of Santa Fe, Santa Comrnunity College, and the University of New Mexico in AlbuquerSixty miles to the south, Albuquerque provides the attractions and ~,.,._,,,_,~o of a city of 400,000 people. The campus of 250 acres lies in the southeast quadrant of the city, miles from the historic Santa Fe Plaza and the Palace of the GoverThe architecture of the Santa Fe campus reflects the territorial style in the state during the last century. The campus, at an elevaof feet, overlooks the city and offers superb views of the Ceros, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building �44/ST. JOHN'S COLLEGE and two clusters of dormitories. A conference center, dining hall, and student health office are also located in these buildings. Each of the 16 dormitory units on campus houses from 12 to students and serves as a smaller community of friends within the '--c'u''"'"· ~'~·· More than half the rooms are singles. The others are designed in of two or three rooms to provide each student with the privacy of his quarters and at the same time close companionship with a fellow The head resident helps students arrange to live in dormitories with who share similar opinions about smoking, music and so on in a area. Students in Santa Fe find it effective to work out problems and on an individual basis with administration and faculty, as well as the machinery of a formal student government, since both the size of College and the form of the program are conducive to informal and n11rPrhl'.·,~ •• communication. There are permanent student representatives to the cial Aid Committee, Campus Planning Committee and the Board of V1s:1tors: .••!;.'r and Governors. Students also belong to advisory committees which con cern chemselves with such things as Friday night lectures or the food service Santa Fe students and faculty have initiated a wide variety of extracur ricular activities including the artistic, the academic and the athletic Ar tistic expression is encouraged by extracurricular classes in drawing, paint· ing, photography, pottery, weaving, ballet and modern dance. The a studio in the Fine Arts Building, the darkroom and the pottery studio pro vide appropriate settings for these activities. The College's art gallery, whic RESIDENCE & STUDENT LIFE/45 is open to the public, has a nevlf show by professional artists bimonthly. A student art show is scheduled each year, and awards are given for ::ir111P'w-.rn,prir in pottery, photography, drawing, painting and in making The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the College and the world-at-large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alikeo Musical performances of many kinds are given by students through Collegiu~ Musicum. Formed in order to stimulate musical activity on the association provides members of the College community with opportunity to perform before a small, receptive audience. Through students and faculty who play instruments or who sing teachers and fellow musicians with whom to study or perform. Chorus and the small chorus also give recitak The College ::tumerous keyboard instruments, including two grand pianos and for student practice and performance. Practice rooms are m the Fine Arts Building. The St . John's Film Society is organized by students to provide a wide :':)V0.T'1Ptv of classic and current films for the College community every Saturstudents are attracted to the town of Santa Fe by its crafts, music, and visual arts. Others have participated in tutoring in elementary rnunseling, working at the local health food co-op or in other �46/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 47 miles of forest and wilderness areas for hiking and camping. Here the St. John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The team is called out in emergencies several times a year; students have permission to be absent fro~ campus in the event of a searc~ or ~escue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basm (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from them. Students may borrow skis, boots and poles from the College, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes where students can enjoy windsurfing and sailing. local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program which offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the College usually has one of the finest fencing teams in the Southwest. The College supports a Karate-Do that has gained a high rep tation over many years. There are indoor facilities for judo, tai chi chua weightlifting, gymnastics and fencing, but during much of the year the activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a women's soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball te competes with different city and college teams. Santa Fe has five municipa swimming pools in which St. John's students can purchase yearly swi passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of squa . ''';J.{ELIGIOUS ACTIVITIES • Jhe Charter of 1784 established St. John's College as a non-denominational institution. In its early years there were some ties with the Protestant .. Episcopal Church, but these no longer exist. While the C~llege schedules no formal religious services, there is a baccalaureate service before com':roencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS {';('he College Bookstore on each campus has all the books and supplies the · dents need for their classes. It also maintains a stock of books related all phases of the program, and books of more general interest. It is perated without profit. As supports for an active social life, the College provides on each camus a coffee shop and a junior common room for the use of all students. addition, there are smaller, comfortably furnished social rooms in the ormitories and elsewhere on the campus. ORMITORIES e dormitories form small communities within the larger college comunities, helping the incoming students to make proper use of the suprt that other students can give them in their college life. Unmarried students not living at home are required to live in the coldormitories and to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant ns or Head Resident to live off-campus. The College does not guarantee housing for married students. Such ents should check with the appropriate Admissions Office about the 'lability of housing on campus or in the local community. Room assignment is the responsibility of the Assistant Deans in connction with the Director of Residence. Returning students have the �RESIDENCE & STUDENT LIFE/49 48.IST. JOHN'S COLLEGE for rooms before they leave for the summer vacation. students are not permitted to remain in residence durvacation. In Santa Fe students are not permitted to winter vacation. They may remain spring a small fee is -;;_rz.ccttion, HALL The dining hall on each campus is a catering service. A vegetarian menu is available. Resident students are required to eat in the ha1L Exemptions for medical reasons are granted upon examination and recommendation by the or Assistant Dean. CAREER The Placement Office on each campus offers offer a wide range of programs and services that include: individual career and profesinformation and assistance m to sional schools Ill internship nr.,-;cw>''"'' "' assistance and other search skills access to a national alumni career netvvork "' prelaw and advising on-campus career and with alumni " information and referrals on current career and job SL John's remains committed to providing assistance to students and alumni as they make transition to activities and pursuits St. STUDENT An employment service, initiated and run by students under the supervision of the Placement Office, locates off-campus ]Obs, Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. decided upon by the Dean in consultation 'With students and student is informed of and returning of them each fall. Th,2 rules diff:cT in certain though in general they follow the same pattern The academic and intellectual life of the is cmnmunal life . The of a good to show respect for the of each student. abide the rules and annually the College. '3t. John's assumes that studff1ls will not only the enacted rules but also the tanor,s of decent behavior. In extreme cases, Nhere these cs,nons are H·J~-"~~-, the withdrawal of the studenL HEALTH A Student Health Center on each campus a variety of health services for enrolled students, Counseling services are also available on campus. These services are free of or low-cost ~"' '~'-'' ,~ of each student make necessary certain the use of dormitories. These rules have been staff to care for the dormitories. The and ai: the expense the furniture that have b·::er; to the caution fee of the The College is not property resulting from �RESIDENCE & STUDENT L!FE/51 50 /ST JOHN'S COLLEGE u ~~LI------=-1 COLLEGE CREEK BOATHOUSE Soccer Field I CCI (.) I c J ' L...- - - - - <U BS N 2 Lower Dormitories El 0 0 c .E Cll 0 TENNIS COURTS I I IGLEHART HALL (GYMNASIUll_A) Peterson s1.udent Center \ MeemQ Library Fine Arts Building Admission Offices~ Weigle. Hall . ) Upper Dormitories I I I Ctr /I rS? 0 '\(· �ADMISSIONS/ 53 52/ST JOHN'S COlLEGE The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at SL John's is a common pursuit. Each student has a considerable> effect on the life and learning of the community. Most who consider St. examine themselves carefully before applying so that when are to themselves and to the College that they want in the life of reason and believe they can take pleasure in their application essays, many determine their own apas St John's students; others eliminate themselves as apchat their interests and those of the College do not coinfor rnost part, they select themselves. Some are rejected, of rn1:rse, but a wide variety of students is accepted each year. 1he purpose of the admission process is to determine whether an avhas the necessary preparation and ability to complete the St. Johds program satisfactorily. The Admissions Committee -five tutors and the Director of .Admissions on each campus - regards the application as bea from the applicant: "Do you think I am ready to profit from the of studies at St. John's?" In es~ays, applicants are asked to discuss their previous educa. reasons [or choosing St. John's, and their experience with books. A nuntber of topics is also suggested. The essays are designed to enable to give a full account of themselves. They can tell the Cornmittee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement Previous academic records - the secondary school report and . if there is one - show whether an applicant has the habits ·. at St. John's. Letters of reference, particularly those of read for indications that the applicant has the matuenergy and initiative to succeed in the St. John's attaches little importance to "objective" test scores, and no is accepted or rejected because of such scores. Con1rnittee's decisions are not influenced by the race relioion · se><, a.ge, handicaps or national or ethnic origin of a~ ap: <:Jr any other factors unrelated to the work of the College. The 1 application asks a minimum of personal data. Need for financial assistance does not affect the Committee's decisions on admission. SL John's has decided to remain a small college in which the students and faciJ.lty are known to each other. Each campus has between 300 and 400 students. The size of each class is limited on each campus. I\/Iost freshrr:an classes are about equally divided between men and women Classes enter in late August and January in Santa Fe, in September and January in Annapolis. Occasionally, there may be a class on one campus. New students are enrolled only as freshmen; a or more each entering class have done one, two, or even three years of elsewhere. These students, despite good records at other colleges, their advanced standing to take part in the St. John's program, who enter in January stay on campus the surnto complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January is of particular interest to students who come to St. John's from other '"v·"""''°'' or who have traveled or worked since graduation from high 1Nish to enter St. John's immediately after the first semester of their year of high school. �54/ST. JOHN'S COLLEGE ADMJSSIOJ\JS/55 SL John's is committed to maintaining its low student/faculty ratio (8to1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. OEADUNES Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered .but applicants are advised that the earlier their files are completed, th~ greater their chances of securing positions in the entering class on the campus of their choice. Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional information may be requested, SAT or ACT test scores are not normally required, but may prove helpfu Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the> college program and must either submit the results of a nationally recog-~ nized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and' interview are especially important in such cases. · St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although a plications must be initiated and completed at one campus or the othe admission to either campus constitutes admission to the College as a whol On inquiry, prospective students receive a statement of the St. Joh ; College program, an application for admission and recommendation for to be completed by schools and references. Applications may be submi ted as early as the second semester of the eleventh grade. Because the Cp lege welcomes all serious applicants, there is no application fee. Stude should submit their application materials to the Admissions Office on campus they prefer to attend. Students planning to apply for financial should refer to the section on Fees and Financial Aid and notify the propriate Admissions Office of their intentions as soon as possible. Upon n'.)tification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the '<:rampus at which their applications were processed, together with a statespecifying the campus they wish to attend. Once the deposit has been the campus preference may not be changed except as noted Deposits are non-refundable, except as noted below, and are apto first semester tuition and fees. are accepted on a first-come, first-served basis until the positions are filled. Typically, the fall classes fill by the middle May, so while there is ample time to consider offers of admission from the earlier a decision can be reached, the better. January .tlasses fill by the end of December. Students who submit deposits fore the end of the first week of May (for the fall term) or December (for the January term) have a significantly higher chance of securing itions in the entering classes than those who submit deposits later. If thee entering class on the applicant's first-choice campus is full when deposit is received, the Admissions Office will offer the following op_s: 1) the deposit may be transferred to the other campus, provided space ins in that entering class; 2) the deposit may be used to secure a place the list or in a subsequent class on the applicant's first-choice pus; 3) deposit may be returned if neither of the first two options College endeavors to meet the full demonstrated need of enrolling nts requesting financial assistance. Of necessity, however, the amount �56/ST JOHN'S COLLEGE of Hn2ncial aid available for each class is lirmted, It is essential, therefore, that candidates for both admission and financial aid early, for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted, Therefore, applicants requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid Profile form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested, Students who complete their financial aid applications before March 1 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later, UST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received, Positions in the entering classes and financial aid will then be offered as they become available, Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above, INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15, All such transfers are subject to approval by the Deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing, Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (TeL 410/263-2371or1-800-727-9238) or Santa Fe, New Mexico 87501 (TeL within state 982-3691; out-of-state 1-800-331-5232), It 1s best for those who are considering attending St. John's to see the Colfor themselves, It is probably wise to get first-hand advance knovvledge any college one may be thinking of attending, but it is especially wise rn the case of SL John's because of its unique curriculum and teaching methods, While on campus the visitor may attend a seminar on Monday or evening at 8:00 p,m,; attend tutorials in mathematics, language, \ and music; visit a laboratory; be interviewed by the Director of Admis- . ADMISSIONS/ 57 sions, a member of the admissions staff, or a tutor; attend the weekly forwith SL John's students and lecture (Friday night); talk tutors; visit the library and explore the historic town of Anor Santa attend a movie, play, art or concert; or watch participating in the sports program, Since the seminar, the most important part of the program, meets on and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the carnpus and from Sunday to VVednesday or from Wednesday to ozl the Santa Fe campus. If travel arrangements make these time penods the visitor may telephone the Admissions Office for The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visiL Those planning to visit should (1-800-727-9238 for Anor 1-800-331-5232 for Santa Fe) or write the Admissions Office the dates (and alternates) they have selected, It is also necessary the Admissions Office to know the approximate time of arrivaL When the reservation is confirmed by or the visitor will be told th'? seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible, The expense for visitors is transportation, They will be a room in a dormitory and meals in the dining hall without charge, St students dress informally for but more for semiHar and formal lecture, The seminar readings can in editions in the College Bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are by the College, Visitors arriving weekdays between 9:00 a,m, and 5:00 p,m. should gc to the Admissions Office, On weekends and any day after 5:00 p,m, vis1lors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe, The Baltimore-Washington International Airport is located twenty miles from An airport limousine goes to and from Annapolis; visitors are ;;;,dvised to check schedules in advance, Bus service from the airport is net Hourly buses run between Baltimore and and the driver vvill let visitors off near the campus if asked, Buses from are less frequent and let passengers off on \Vest Street, about six blocks from the College, car one takes Route 50 from Washington; frorn Ei:iltimore take Route 2 or I-97, limousine service from the Albuquerque airport to Santa Fe also is avaiiabl<:'. It is called the "Shuttlejack;' and reservations should be made m advanc2 Greyhound and Continental bus lines pass through Santa Fe, Amt?ack stops at Lamy, twenty miles from Santa Fe, and taxi seravailable to town (reservations should be made with the taxi serin advance), Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �FEES & FINANCIAL AID/59 58 ;sT. JOHN'S COLLEGE 6. Financial aid is not automatically renewable; rather, students reapply ·2ach year they wish to be considered for aid. 7. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 8. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. A The College believes that qualified applicants h ld not be denied the opportunity to attend S OU . St. John's College because o f i·im1te d f"mance_s. St John's therefore maintains a fmancial aid pr~gram to assist eligible students to the greate~t extent possible within the limits ~f the ~allege sl . W1·}h very few except10ns, fmancia resources. ' · f d aid awards are made solely on the basis o nee . . . l d r St John's financial aid program: The following pnnop esb1:1~t .e~~~ fi~ancing a college education lies 1. ·~~~:1t:~:~tr=~~ot~s~ w1 1 . . f s~~dent's parents. The College can offer aid d th family provides. ~n¥h:o a~~hf/~e~~~~l; to ~ee: c~lgl~;ei~xre;:seso~s i~~~~,i::~e~:, assessing the family s nnancia s re debts, and family membe_rs mh c~llege. f a grant loan or part-time F · l ·d ay be m t e iorm o ' . h 3. mancia a1 dm ·11 be oaered to all students as a package whic 11 employmen1. an w1 .d combines one or more forms of a~ ~t students should contribute to 4. In keeping \/lnth the ph1los~f~ylch_ thP first component of a finanthelir edducatiodnaAl texS~enJ~~~:e s;lf~h~l; co~sists of-a part-time job and c1a a1 awar . · ' an educational loa~. f f. . l aid the College offers a student may 5 The total amoum o mancia . . d . . ' not excee d the st'1dent's demonstrated financial nee . -' L The procedure for applying for financial aid is as follows: 1. Applicants for admission who also plan to apply for financial aid should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office. 2. Applicants must also file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid Form (in 1995-96) or Financial Aid Profile (in 1996-97). These forms be obtained from either secondary schools or the Financial Aid at St. John's. 3 Candidates for financial aid from the College nrnst establish their eligibility for the Pell Grant, a Federal program described in Section D below. The FAFSA serves as an application for the Pell Grant and for all the federal student aid programs described in Section D. No financial aid award will be finalized until the student submits a copy of the Student Aid Report to the Financial Aid Office. Li_ As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 5. Self-supporting students are required to meet the federal definition of independence and must comply with Federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 6..All recipients of federally-funded financial assistance must submit a Statement of Educational Purpose and Selective Service Registration Compliance. If requested to do so, students must submit proof of registration. Students who do not fulfill Selective Service registration regulations are not eligible for Federal aid. 7. Recipients of federally-funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal prograr.ns. 8. Residents of Maryland must apply for State Scholarships. 9 An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office. 10. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which �60/ST JOHN'S COLLEGE FEES & FINANCIAL AID/61 they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Likewise, the St John's Financial Aid Application in this catalogue should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met Candidates for admission applying for financial aid after March 1 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application by April L Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 25. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. n Funds for financial aid awards from the College are available from the sources listed below ST. JOHN'S GRANTS: Funds for SL John's grants are provided by the College from its own resources, and all awards are made on the basis of financial need. FEDERAL PELL GRANT: This Federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family, No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL GRANT: The College awards SEOG's to incoming freshmen and ;oiled students each year. The grants are awarded to students demonstrate substantial need with priority given to Pell G t · _ , 'b'l' f ran reop ien ts. El igi i 1ty or the SEOG is limited to $4000 per year. FEDERAL WORK STUDY PROGRAMS· This Fed I , h C I , , . era program permits t e , o lege to give part-time employment to students who need such earnmgs to pursue their course of study. Students may work only a limited number of hours per week while enrolled and w h'1 e c1 , , I asses are m sess10n. FEDERAL PERKINS LOAN: These loans are made by the College directly to students usmg funds provided, for the most part, by the Federal Government The maxrmum loan is $3,000 for each year of undergraduate study ~o mterest accrues and no payment is required while the borrower is enrolled at th.e College. The interest rate during repayment is 5%. There .1s a prov1s10n for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford loan program enables a student to borrow directly from a bank, credit union, savings and loan assoc1~t10n, or other participating lender who is willing to make the educanonal loan. The maximum amount an undergraduate may borrow is $2,625 for the Freshman year, $3,500 for the Sophomore year, $5,500 for the Junior year, and $5,500 for the Senior year. No ~nterest accrues and no payment is required while the borrower is a rull-t1me student. Repayment begins six months after termination of college attendance. For new borrowers the interest rate is variable with a maxnnum rate of 8.25%. The rate through 6/30/95 is 7.43%. Unsubsidized Stafford Loans are available to students who d t meet th,e ~inancial need criteria for the subsidized Stafford prog~ai:. Unsubs1d1zed loans have an origination fee of 6 , 5 01 an d b orrowers , 10 are charged mterest during in-school, grace and deferment periods. FEDERAL.PLUS LOAN: Unsubsidized federal loans are available without regard to fmancial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less fmancial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to 1 %, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS Loans. �62 1ST JOHN'S COLLEGE FEES & FINANCIAL AID/63 STUDENT BUDGET 1 SANTA FE CAMPUS ANNAPOLIS CAMPUS Tuition Tuit10n $18,630 5"890 21'5 5f995 275 200 2QO 800 800 600' i Fees are subject to change ivi~lwut n~)t~ce> h the distance bet\A.reen the student's hmne and 2Thc allowance for transportation vanes V\ il , the College. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the College may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer. The College may charge interest on all unpaid balances, at rates and on :>uLte1v1u1e;, to be determined and published each year. REFUND POLICY . _. . h emester. The charges are for tuition and fees JS done prc10r topef~~st ~emester and December 1 due and payable in full by August lh1or th~ . h to pay in monthly inh d ester Those w o may wis l for t e secon sem . . o f t·h e Treasur1::1 about the tuition payment p an ostallments should mqmre . bl S" CollegP students and parc.nts. . ... ava1la e to L . _ _ ~ ._ d nts faculty and physical faoht1es Since deterrn.mat1ons affectmg r~ e b '. ning of each academic year, rnust be made well in advance_lo ht. eh e~1~ning students will register in "] t know m fi,_pn w IC re'u i . f -rne mus . £ there ore A depocit ot. $200 on t h e rees f o r rhe following year JS h . - "hv d in for sop ornores, due on or before' e secon ,_ r "-h· guarantees a student a place 15 and semors. Paymen' or ' b on a waiting r · . ,_ ha may have to e h d m the class. If t e -eposL1s no.' . . _"' - rd h-ve been made and who do list; students to whom fmanc1al a1_d avval.l l.s~vae c' hat award cancelled. The I . d t by thD due da(P w1 1o. not pay L1eir epos1 ' . e . [ - .t.hd - al due to ill health, academic · ·of nd::ib!P m case 01 w1 - raw · I -f , . . is re u . . - - -F . ·uniors) failure to enab e. 1 tne 0dismissal or the case f h. h he made the . . .1 h ld d r·rlP rot to enroll m [he year or w JC student s ou. e._L __ ; r .. d - d h . i t make a new deposit to secure the deposit is fonelle ' an e rnt:.s .. d. ff cu hies in makh ·. a subsequent class. If there should be any L ~ ·· h is this d;posit, the student should contact the College 1reasurer at t e ... , · d '· "o make suitable arrangernems. . earhes' ale ' . k d · of $100, called the CauEach student is required to ma ~e a epos1' breakage damage tion which is subject to charges for . h This f~e is paid ( ll ty and other rnmor rrns aps. ' h _ v - . b t each student must brmg to or loss or co ege proper .h b . 1 'ng of the Pres man ,ear, u 1 once at r e egmn f ) u to the fuil $100 at registra, i-hD b~11ance (after damage assessmems, I any_ p Lh d - the .. - -, I( d 'tis rehnded on request at ' e en or ti.on each sernescer. 1 unuse ' 1, l c .h C gp Each graduating senior -~ d~ ic Y"'1r or when a studen[ eaves t e o 11 e -r l d ac2Lxm. ·-<. must pay a Commencernent p~ 01c $25 a t the beginning or t le secon_ 1::e 0 L L S·2HH'ster of the Senior Year. C 11 ·ts its bills directly to . 1 'h · es"ed thP o ege presen Un ess oc terw1se requ [ ' . . f £ a: f r late rPgistra'-l-.o with a copy to the parents. There is a ee o1 :P25 o Cl - .. s u •._ c £ ko · b t $275 a year. ass cop1e twn for each semester. The cosc o1 boo __ " _1i5 ~l<>ou the College Library. of many of the program books are ava1 a - m If a Freshman who is the recipient of Title IV Federal Financial Assistance withdraws during the first semester, a refund of tuition, room, and fees will be made on a pro-rata basis as required by the Higher Amendments of 1992. A pro-rata refund is defined as a refund to students of not less than that portion of the tuition, room, board and fees equal to the portion of the enrollment period of attendance, rounded nr,,ATrn,1.r"''"' to the nearest 10% of that period, minus any unpaid charges and a 5 % administrative fee. If applicable, refunds will be made to students after refund payments are first made to federal, state, and funds Refunds to federal aid programs will be made to the prograrns in this order: 1. Outstanding balances on Part B, D, & E 2. PELL 3. SEOG 4. Other Title IV Programs Rdunds for all returning students and for first semester freshmen who are not recipients of Federal aid are made according to the schedu1'2: The first two weeks: 80% The third week: 60% The fourth week: 40% The fifth week 20% The sixth week and . no refund Refer to the student manual on each campus for refund on and board. If applicable, refunds will be made to students only after refund payments are first made to such federal and state as the . ,Pell Program, the Federal Supplemental Educational Opportunity . Grant Program, the Federal Perkins Loan Program and the Federal Family '.Education Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due because their financial aid exceeds monies due the Co!Iege will those refunds in accordance with a schedule of payments deter.. the Financial Aid Directer on each campus. Refunds for substan·.fiated medical reasons will be on a pro-rata basis. �FEES & FINANCIAL AID/65 64/ST JOHN'S COLLEGE Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. SL John's has set eight years as the maximum time frame in which students vvho are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the limita-tion. However, years in which a student is repeating work not receiving aid) are considered in the determination of years of If a student registers for a class in which he or she was previously for more than three weeks, the class will be consicL:red as repeated and the student will not be eligible for financial assistance. Exceptions to this policy may be the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to a decision regarding acadernic standshould present a letter of appeal to the Dean of the College. The Dean review the situation, taking into account any circumstances,. and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS the criteria Colof In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1 St John's will report to the Veterans Administration wi'hin 30 days all incidents of official termination or change of status that would affect benefits. 2. l\/linimum acceptable grades of a C average are expected. If a stud nt falls below this average and/or his tutors chink there is a serious acade~.,:c problem, the Don Rag Co:rtmittee will recommend a consultation with the Dean who may ask the student to leave the College or may him on academic probation. During thaf: probation period, support and counseling are available, Failure to meet standards through two sernest,2rs of probation must be reported to the VA. A third semester of certif1catio~1 may not be granted for VA benefits without approval of a VA. counseling psychologist. 3. VA requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enrolled student withdraw from any course at subsequent to the midterm point of any semester, a grade of F assigned. 4. SL John's will report to the VA when a student has not successfully completed 75 % of the credits attempted. 5, St. John's will inform students on V.A benefits of this policy on minimum standards of progress. 6 St. John's will inform all veterans and dependents that acad<:>mic credit credentials from post-secondary schools will be evaluated but credits are not applicable to the degree program at the 1=:0!lege. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by th'' Veterans Adminis'r?tion to the transferring student. �66/ST JO!-I1'l'S COLLEGE BOARD/67 LIBERAL EDUCATION IVIORTIMER J,, and CHARLES VAN DOREN: How to Read OFFICERS a Book, Simon and Schuster, 1972. MORTIMER and MILTON MAYER: The Revolution in Educntion, University of Chicago Press, 1958. The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. DANIEL: The Reforming of General Education, Columbia University Press, 1966. ARTHUR L: Educational Wastelands, The University of IllUrbana, 1953. The Restoration of Learning, Knopf, 1955. AJLLAN: Closing of the American Mind, Simon and 1987. EVA: The Paradoxes of Education in a Republic, University of Chicago Press, 1979. S.: The Process of Education, Harvard University Press, 1960. SCOTT: Embers of the World, edited by Harris Jr, Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. WILLIAM (Editor et al): Three Dialogues on Liberal St. John's College Press, 1979. My Life as a Teacher, J.B Lippincott Co., 1948. HOBERT A. (Editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GERALD and DAVID RIESMAN: The Perpetual Dream: Reform nnd Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. '!<OBERT M.: The Conflict in Education in a Democratic Society, and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, Univerof Press, 1953. C S . : The Abolition of Man, Macmillan Publishing Co., Inc., 1947 Education at the Crossroads, Yale University ALEXANDER: Education Between Two Worlds, :ornd Brothers, 1942. J. VVINFREE: A Searclz for the Liberal College; T/1e Beginning of the St John's Program, St. John's College Press, 1983. VAil MARK: Liberal Education, Henry Holt and Co., 1944. Mr. Rav C. Cave New York, NY Chainnan Mr. Stephen L. Feinberg Vice C/Jnin11c11 Mrs. Harriet Higgins Warren Mrs. Julia IV!. Wilkinson Sccrctnn; Mr. Gerald D. Cohen New York, NY Mr. Gregory D. Curtis Pittsburgh, PA Mr. Vernon E. Derr Boulder, CO Mr. Warren Winiarski Mr. Charles M. Diker New York, NY MEMBERS EMERITI Mr. Mortimer J Adler Mrs. Eleanor Ditzen David Dobreer, M.D Mr. Charles A. Nelson Mrs. Duane Peterson Hon. Adolph W Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr John L. Williams Mrs. Luvejov R. Durvc,1 New York, ~y · Mr. Stephen L. Feinberg El Paso, TX Mr. Ronald H. Fielding F(ochester, NY Mr. Hillel G. Fradkin Milwaukee, WI Mr. James H. Frame Oneonta, NY MEIVl:BERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr William Barclay Allen East Lansing, Ml Miss M. Brownell Anderson Washington, DC Mr J. Burchenal Ault Santa Fe, NM Mr Richard E. Berkowitz Atlanta, CA Ms. Sharon Bishop Reston, VA Mrs. Sandra Brock Annapolis, MD Mr Thomas M. Carnes San Francisco, CA Mr. Thomas P Geyer Morristown, NJ Mrs. Anna E. Creer,berg Annapolis, MD Mr. Stewart H. Greenfield Westport, CT Mr. Allan P. Hoffm'"' Lawrence, NY Mrs. Joyce Rumsfeld Chicago, JL Mr. Mikael Salovaara Bernardsville, NJ Mr. John C. Schweitzer Austin, TX Mr.Jeremy Shamos Denver, CO Mr. Marvin Slaves New York, NY Mr. Warren Spector New York, NY Mr. J I. Staley Wichita Fall;, TX Mr. Carl A. TenHoopen MD Anp~,polis, Mr William R. Tilles Rockville, MD Mr Michael E. Tol· Tesuqu2, NM Mrs. Harriet Higgms Warren London, England Stewart I. Vv'ashbum Lakeville, lvlA Mrs. J<Jlia M. Wilkinson Austfr1-, TX ~1lr. ~iV?.1-ren Winiarski Dr. S. David Krimins Annapolis, MD Ms. Barbara L. Lauer Laramie, WY Mrs. Anne Lane Placitas, NM Mr. John Mack Ringoes, NJ Mr. Peter S McGhee Boston, MA Mr John E. Robson San Francisco, CA i'l:;oa, CA Mr. Jonathan Zavin New )ork, hTY �68/ST. JOHNS COLLEGE FACUITY/69 ANN APO US President B. Nelson B.A, St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; JD, University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Deem of the College in Annapolis Eva TH. Brann Documents of the American Historical Association, 195 9 _6 . ~ , CoHege, Annapolis, 1960-63 (Leave of absence 1963-6 O'. Tutor, ::it. Johns m History, Smith College 1963-64 Un· .t ,f M Sh), 1971-, V1s1tmg Lecturer iversi Yo assac usetts 196LL6S· M b - . ' ' Institute for Advanced Study Princeton 1968-69· I\/'' b C , , ' em er, · ' • iem er enter of Int t. ] . S tu d ies, p nnceton University 1969-71·' N t. IE d ' erna iona .. ' , a 1ona n owment fo r th e H umamties · . Ed1tmg Grant, 1978-79. B. WiUiamson Robert ~A, 1955, M.A.: 1957, Ph.D., 1967, University of Virginia· Tutor ~allege, Annapolis, 1960-, Andrew W Mellon Tutorship, 1972-. , St. John's Samuel S. Kutler B.A, St. John's College, Annapolis, 1954; Graduate St d A . . . 1955-61; Assistant Mathematician 19Sa A . tu yM, mhencan U_nivers1ty, ' " ssoc1a e at em f · 19 !llfathematician, 1961, The Johns Hopkins University A Ii d Ph .a ic1an, . 57, he, C ~~1cs Labo1ator.y; lnstructor, Amencan University, 1960; Visiting Tutor St 1960, Tutor, 1961-, Andrew W Mell 1i t h. ' · 0 ns o ege, Annapolis, . on u ors Ip, 1972-, Dean, 1982-84. Pf B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; !\/[ember, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-; Dean, St. John's College, Annapolis, 1990-. BA, Columbia College, 1958; Columbia University, 1960· PhD !V !aryland, 1988; Tutor, St. John's College, Annapolis, 1963-.. ., University of Edward !Vfakolm George Doskow B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-. Laurence Berns B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956,-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of 0 hilosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Beate Ruhm von B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War P. Cohen B.A., St. John's College Annapolis 1956 JD U . . ' ; · ' mversity of Maryland Law Sch J 1976 D f '· ·, ' epartment o Philosophy, University of Chicago, 1956-57 19 .oo, SHY of Vienna Summer School 1957· U .t d S , 59-62; Univer- .b • , me tates Army 1957 59 L t . t_he L1 era] Arts, University College Universit f Ch. ' - ; ec urer m John's College Annapolis 1962-· v' .. t. F lyl o icago, 1960-62; Tutor, St. ' ' ' 1s1 mg e ow Yale L S h I Summer Fellow, Council for Philosophical Studies 1977. NEH;w c oo' 1971-72; ummer Fellow 1978, 1984; Visiting Scholar, Oxford University, 197S-79. , David Hanford Stephenson BA, Columbia College, 1957; M.A., 1959, PhD 1965 . r ticut, Part-time Instructor in English U . . . f .C, , Umvero1ty or Connect - . E I" . ' mvers1ty o onnect1cut 1957-62· I t o1 m ng ish, Trmity College, 1963-65· Tutor St J h , C 11 ,A : .ns rucAssistant Dean, 1983-84 ; Dean, 198 ,4_ 86 . ' · 0 ns 0 ege, nnapohs, 1965-; Howard J. Fisher B.A, University of Rochester, 1965· Technician H d . . Laboratory, 1964 1965· Tutor St J C 11 'A arvar . University Cyclotron turer in Physics, 'weste~n Ne~ E~ fa:; o ege, nnapohs,.1965-; .Visiting Lec.g College, 1980, V1s1tmg Semor Member Linacre College Oxfo d U . · , r mvers1ty, 1982-83. ' h' Charles Milner, Jr. B.A, Emory University 1949· B D C I b. Th . ._ . . ' · Harva1-d Umvers1ty 1965· J; ' h. · 0 um 1a eolog1cal Seminary' 1955.· Ph ·D ., p ll Rockefeller Fellow '1959-6o·e~st~:~to: .ow, Harva~d. Divinity School, 1957-59; pret.ation, Wellesle~ College,' 1959-65; Tu1t~r~~~h~~~~1~~~j' Lit;:ature and InterAss1stant Dean, 197 7_ 78 1979 _81 D" Th ege, nnapohs, 1965-; Education, Annapolis, 1980-83. , irector, e Graduate Institute in Liberal �FACULTY/'71 70/ST. JOHN'S COLLEGE Deborah Schwartz Renaut Gisela Berns Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor . in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, R~sary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. N~cholas Maistrellis B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94. Wye Jamison Allanbrook B.A., Vassar College, 1964; M.A., 1965, Ph.D., Stanford University, 1974; Woodrow Wilson Fellowship, 1964-65; Teaching Assistant in Music, Stanford University, 1967-69; Tutor, St. John's College, Annapolis, 1969-; Fellow, National Humanities Center, 1986-87; Assistant Dean, 1987-90, 1992-; Visiting Professor, University of North Carolina, Chapel Hill, January-May, 1989; National Endowment for the Humanities Fellowship for College Teachers, 1990-91, American Council of Learned Societies Fellowship, 1990-91; Ernest Bloch Professor and Lecturer, University of California, Berkeley, 1994-95. B.A., St. John's College, Annapolis ' 1968·' MA ., Johns Hopk·ms i·J rnvers1ty 1971· · · . . · MS , Georgetown Umversrty: 1974· Tutor St John's C II .. ' ' , · o ege, A nnapo l"is, '1974-.' David L. Townsend B.A., Loyola College, 1969; M.A., Harvard, 1970· Diplome Universite d p · 1967, 1973; Ph.D. Harvard, 1976; J.D. Yale La~ School l981· G d e pans, ' ' , ra uate nze Fellow H d 1969 197 H" h ' arvar , 4; rg School English Teacher Camb ·d F S h 1970-72; Resident Tutor, Eliot House 1971-73· Tutor St 'Joh , Cn lgle reSe c ool, }" ' ' ' · ns o ege anta Fe 1974 A -,MnnBapo is, 1984-; Intern, U.S. Organized Crime Strike Force Manhattan' 1980; a. ar, 1981-. ' ' Michael Comenetz B.A., The John~ Hopkins University, 1965; M.A., 1967, Ph.D., 1972 Brand is Umvers1ty; As~1stant Professor of Mathematics, University of Kansas' 1972 _;5. Tutor, St. Johns College, Annapolis, 1975-. ' ' Joe Sachs B.A:, St. John's College, Annapolis, 1968; Graduate Student The New S h 1f SoCial. Research ' New Yo r k , 19 71- 73 ; MA ., p ennsylvania State Universityoo or ' c 1975· . . r.eachmg Ass1s.tant, Pennsylvania State University, 1973-74· Tutor St J0 h ', C 1, 1 ege, Annapolis, 1975-. ' ' · ns o - John Verdi B.S., U · Psychology, Fordham University:' 1972- MA ., 1974 ' PhD., Ph"l osop h y 1975 · f ' · · 1 C n;~ers1~y o Sou.them California; M.A., Experimental Psychology Unive;sity of a 1 orma, San Diego, 1978; Tutor, St. John's College Santa Fe 1975 '85 An l" 1985 -,·Assistant D ean, 1988 - 91 ; D"irector, Graduate Institute ' in Liberal Educati"on ' - ; napo is, 1992-. ' Chaninah Maschler B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, B.A., City College of New York, 1953; M.A. in Philosophy, Yale Universit 1955 . Fellow, Yale University, 1953-55; Alice Freeman Palmer work ~n Pe1rc~, Yale University, 1956-58; Department of Philosophy, Pennsylvani~ State 1959-61; Department of Philosophy' CC ·Ny., 1961- 62 · D epartment fmvers1ty, h Ph"! · · ~ k 1 osop y, Barnard College, 1962-64; Reader and Translator for Harper Torchoo s, 1?65-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal Arts Institute: 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute m Lib~ral Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976 Tutor, St. Johns College, Annapolis, 1976-. ' 1971-. Robert P. Druecker Leo F. Raditsa B.S.: Marquette University, 1966; Woodrow Wilson Fellow 1966-67· 1' h" Assistant , D epar t men t o fM at h ematJcs, Boston University 1972-76· MA eac 1ng . ' ' . . B t 0 0 Umversity, 1974; Fulbright and American Scandanavian way, 1976; Tutor, St. John's College, Annapolis, 1977-. ' or John F. White B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright. University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on \Var, Revolution and Peace, Stanford, California, 1977-78. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A.,. Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. Umv~rs1ty Fellm~' Foundati~n F~ll~w ~ ~ Mera J. Flaumenhaft B.A., University of Chicago, 1966·' M.A. ' 1967' PhD., 1970 , U mvers1ty o f Penn· · 1 · W · s~ vama; oodrow Wilson Fellow, 1966-67; University of Pennsylvania Founda~1~;/~!owA1966-70; Instructor in English, 1970-71, Assistant Professor of English - .'. nne Arundel Community College; National Endowment for th~ Humamties Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. �72/ST. JOHN'S COLLEGE cAUJUY/73 Peter Kalkavage Elizabeth M. Blettner B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor; St. John's College, Annapolis, 1977-. B.A.,_ Stanford University, 1969; graduate study in English literature, Univerc,ily of W1sconsm, 1970-71; M.A. m Ph1losophy, Pennsylvania State University 1978 . Instructor of philosophy and humanities, Pennsylvania State University 197 9 _80 '. Richard M. Weaver Fellowship 1981 · Ph D in Philosophy p , I ' · S ' U · · ' ' · · , ennsy vama late mvers1ty, 1985; Tutor, St. John's College, Annapolis, 1982-, Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Henry H. Higuera William Jon lenkowski B.A., Cornell University, 1974· M.A. 1976 Ph D 1983 U · · f " I . .. . ' ' ' · ., , mvers1ty o wronto· nstructor m Political Science, Dickinson College, 1981-82· Tutor St J h ' C ll ' Annapolis, 1982-. ' ' · 0 n s o ege, B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of philosophy, Rutgers University, 1968-76; Visiting Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. B.A., St. John's College, 1965; M.A., Pennsylvania State University 1966· Instructor Pennsylvama State University 1966-68· PhD Candidate Cath '1· u' · · f, A · . . , ' .· · , o 1c mvers1ty o menca, 1970-74, Editor of St. Johns Review and Tutor, St. John's College 1983-. Thomas May Michael Blaustein B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University 1984· Ti t St. John's College, Annapolis, 1984-. ' ' _u or, S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. Walter Sterling Anita L Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. Patricia M. Locke B.A., _Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984· Teachmg Fello"'., Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. Johns College, Annapolis, 1984-. Stewart Umphrey Michael G. Oink Harvard University, 1970-72; B.A. St. John's College, Annapolis, 1975; M.A., 1978, Ph.D. 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. B.A., Senior College of the New School for Social Research 1966· MA 1971 PhD., 1973, Graduate Faculty of The New School; As;istant 'Pr~fe;sor ~f Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty The New School, 1976-1980, University of Oklahoma 1980-1984· 1i t . s· John's College, Annapolis, 1984-. ' -· u or, r ?f Pamela Kraus Howard Beall Active duty, US. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 197981, National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Researchr Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C, 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of Amenca, 1975-80; Assistant Professor of Philosophy, The Catholic University of Amenca, 1980-85; Amencan Fellowships Program Panel, American Association of Umvers1ty Women, 1985-present; Tutor, St. John's College, 1985-. WiHiam Pastille AB. in Musi_c, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. m _Musicology, Cornell University, 1985; Visiting Faculty, School of Music, Umvers1ty of W1sconsm at Madison 1985-86· Tutor St J h ' C 11 Annapolis, 1986-. ' ' ' · 0 n s o ege, �74/ST. JOHN'S COLLEGE FACULTY/75 Catherine R. Haigney Radoslav Datchev B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Degree in Philosophy; University of S f 1982 A . University of Sofia, '1982-83· Tutor os~a,J h _; CSSlllstant Professo~ of Philosophy, 0 ege, Annapolis, 1992-. ' ' · 0 ns Abraham Schoener Carl Page B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. B.A., University of Auckland, New Zealand 1980· MA (H ) . . Auckland 1982 PhD p ' ' ans, Umvers1ty of '. ; . ., ennsy~vania State University, 1987; Assistant Prof sor of P~1losophy, Emory University, 1987-1994· Tutor St Joh , C II es Annapolis, 1994-. ' ' · n s o ege, Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, Sl. John's College, 1989-. Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Jnstitute, Indiana University, 1984-89; Visiting Assistant Professor, part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Cordell D. K. Yee SANTA FE President John Agresto AB., 1967, Boston College· Ph.D 19 74 C ll U . . ... Department of Political Econ~my, U~iversit~ ol~:;onton~=~~ty; V1s1tmg Lec~urer, ~o~essolr, Departi:n.ent of Political Science, Kenyon College, i~io19{;};;:.;:~1Iitant at10na Humanities Center, 1978-79· Pro· D. : , e ow, ~cts . rrector, National Humanities Center, North Carolina 1979-82· v· '.t" ~~l:it!~~l ~~~~C:.~~:tk~~~~~:e~~~a~~;f~g~iE~~'tlrfIte~s~~~t~ner~~~;~a~: p B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. Endowment for the Humanities 1985-86· Ad" f g harrman, Natrona] Social Research, New York, 19S8· De u't d~n.ct ro ~sor, The New School for the J:Iumanities, 1985-88; Presiden~, Tte Jadis:~r~;;er ~~o~~l ;ndowment for President, St. John's College, Santa Fe, 1989-. ' s mg on, D.C., 1989; Andre Barbera Dean of the College in Santa Fe Stephen R. Van Luchene B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; V;siting Assistant Professor of Music, Cornell University, 1979-1982; Assistant Professor of Music, University of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College, Annapolis, 1990-. B.A., Arizona State University 1969· MA 1971 PhD 1973 U · · fN ?tar;e~ ~eaching Assistant, D~partdien~ of Engli~h, N~~re D;me~ 1~~~~~~ Tu~~:~ · o ns College, Santa Fe, 1973-, Director of Admissions 1979-81 D" t f The Graduate Institute in Liberal Education, 1982-85; De~n, 1991-'. rrec or o Kathleen C. Blits Dean R. Haggard B.A., Mount Holyoke College, 1968; graduate study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. C II Erik Sageng Robert D. Sacks B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. 19~:~;. ~1~ers1t.~, Je~u~~~m, 1954-56; Ecole des Langues Orientales Vi~antes'. ~~~FuReed Colle~e, 0 1955; Instructor in M~thematics, Loyola College, 1957-1960; ndzlow ~Philosophy, Johns Hopkms University, 1960-61; Tutor, St. John's ege, napohs, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73. B.A., St. John's College, Annapolis 1954· Ph D Johns H k" H b U · · ' ', · ., op ms , mvers1 Y o 1963· rcago, 1957-59; Tutor, St. John's College Anna oli St. Mary's CoIIege, Califo~ia 196t6;: esearc , erusalem, 1971-72. ' ' ~9~11-691 ,RSanta Fhe, 1J969-; Visiting Lecturer, 1 1ca umvers1ty · · �l ;\( I JI TY/77 76/ST JOHN'S COLLEGE S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-, l 96~-68· Glenn A. Freitas Assistant Dean, 1970-72. Don B. Cook A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965; Woodrow Wilson Honorary Fellow, 1959; National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. B.A.,I Classical Languages , St . Ma rys C o II ege, C ahfornia 1957· Th L . . 0 b . . L ava' _ue ec, 1964; LJCentiate in Sacred Seri t p .. ' ' .. , Umversite Rome, 1966; L'Ecole Biblique et Arch I . pure, ont1f1Ca! Biblical Commission A · p eo og1que Francai d J' I ' ss1stant rofessor Theology St M , C II se e erusa em, 1964-66· Santa Fe, 1969-, Assistant Tutor, St. John's College: Dea~, la;~:-7~. ~~~21::86:-69; leCuyer Elliott T. Skinner B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D., Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow \Nilson Fellowship, Princeton University, 1964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. E. Davis, University of .Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, 1977-81 S. Peterson A.B., Harvard College, 1953; A.M, 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State University, 1962-66; Tutor, St. John's College, B.A., Colorado College 1966· Merton C II in Biology, University o/New Mexico 197~-;~·eB Oxfo~d University, 1969; Studies Scholar, 1963-66; Rhodes Scholar 1'966-69· o;ttc her Scholar, 1962-66; Perkins Woodrow Wilson Fellow (honor~ry), 1966· ;:tort Graduate Fellow, 1966-72; Humanities Institute Colorad C II ' or, English Literature, Summer 0 · . ' o ege, 1968· Tut B. I Inst1tute of SoC1a! Research and Develo me , . - o_r, io ogy and Chemistry, Tutor, St. John's College, Santa Fe, 1t72_nt, Umvers1ty of New Mexico, 1971-72; D D;;vid Edward Starr BA, Gordon College, 1962; M.A., 1966 Ph • . Assistant in Philosophy Bo ·t U . ' - . .D., 1972, Boslon University· Grad11ato . ' nivers1ty 1963-64· T. h. ' - ~ · 5 on Univers1ty College of Basic St d. 196 , ' _eac mg Intern, Boston r Rh d u ies, 4-66· Instructo · Ph"] or o e Island, 1966-71; Tutor, St. John's 'c II rm I _osophy, University 0ffector of The Graduate Institute in L"b loEJge, Annapolis, 1972-80, 1982-, i era ucat10n, Santa Fe, 1980-82. Br'lce L Venable Santa Fe, 1966-. SwentzeU B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966- Timothy E Miller A.B, Harvard University, 1948; B. Mus, 1949, M. Mus., 1951, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scott College, 1957-61; Director of Music, University of Richmond, 1961-66; Piano Chairman and Member of Graduate Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor, St. John's College, Santa Fe, 1967-; Assistant Dean, 1984-88; Graduate Institute Director, 1988-. R. Thomas Hanis, 1967; Visiting Associate Professor, 1967--68 Visit. ' . . York University; Corporate Consul ta t M' . mg f rofessor, Summer, l 969, New York, Summer, 1968· Tutor St John'snC 11 ana~ement Science, IBM, Armonk New University of Maryland v· o. ege, anta Fe, 1968-; Associate Professor• . , · , 1s1tmg Professor U · Santa C ruz, 1985-86, 1988. . , mvers1ty of California at J:c BA., Reed College, 1955; MA., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor, Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as Assistant Professor, University of California at Berkeley, 1962-63; National Science Foundation Consultant for India Project, Lucknow, India, Summer, B.A , St. Mary's College, California, 1969· M A University of Washington Tutor St J h , ' C .II ., 1972, Ph.D., Classics, 1976, ' ' · 0 ns o ege, Santa Fe, 1973-. David Bolotin 1 BA• -'1 . . Cla · Cornell U · y ] University, 1966·' PhD ·· 1'ew vrOL( Un1vers1'y 1974 L . · . ss1cs, a e mversity, 1971-73· Tutor S J , _ ' ' ; ecturer m Santa Fe, 1982-· Visiting Asso _' t p , f t. ohns College, Annapolis, 1974-82· U __ . ' c1a e ro essor Co ·tt S . ' nivers1ty of Chicago, 1986, 1987-88. ' rnm1 ee on OC!al Thought, Georgia S. B.S, Philosophy, 1970, M.A., English 1972 11 . 1970-74; Tutor, St. John's Colle e S, ' eachmg Fellow, University of Utah, g , anta Fe, 1974-; Assistant Dean, 1988-1990 Kent H. Taylor · B.A , Yale University, 1963 MA U . . . fG . of California at Santa Cru?' 19~6--.,U mvers1ty o eorg1a, 1965; Ph.D., University D f -, , mvers1ty of Californ· t S C e ense Language Institute M t C 1·f . ia a anta ruz, 1967-68· ·t ' on erey, a 1 orma 1968 69 H ·d lb ' s1 y, 1971-73; Instructor, Universit1 of G . , - ; e1 e erg UniverUmversity of California at Sant Cy eorg1a, 1965-67; Teaching Assistant Fe, 1974-. a ruz, 1967-71; Tutor, St. John's College, Sant~ �78/ST JOHN'S COLLEGE FACULTY/79 Elizabeth S. Engel h Ti . M Phil 1971, Ph.D., Philosophy, 1973, eac mg B.A., Pomona College, 1967, · ., h sh· College 1971-73· Assistant 69 v I U ·versity· Teac er imer ' ' Assistant, 19 , ra e m ' '. . H boldt 1973-75; Tutor, Professor of Philosophy, California State Umvers1ty at um ' St. John's College, Santa Fe, 1975-. Lynda Lamson Myers . ' . MA B.A., St. Johns College, 1971, . St. John's College, Santa Fe, 1977-; Education, 1985-88. University of Tutor, ·D.!fee tor o f the North Carolma, 1975;Liberal Graduate Institute in Anthony James Carey . . . . B A University of North Carolma, 1967, St. John's College, Annapolis, 19631-R65, . h., 1973· US Marine Corps, 1967-69; M A Th N School for SoC1a esearc ' , . . 1. ., e ew . . f N th C olina 1969· Part-time Instructor Graduate Study in Music'. Umvers1ty o or . arart-ti~e Ins~ructor in Philosophy, in Philosophy, East Carolma Umvers1ty, 1977:~~/ St John's College, Annapolis, North Carolina Wesleyan College, 1976- , u or, . 1979-83, Santa Fe, 1984-, Dean, 1986-1991. Nancy Dunning Bu.chenauer . . . A Ancient History Cornell Umvers1ty, 1969; Ph.D., B.A., History, 1967, M. ·· F d F d, t. Fellow 1966-68· University U · ·t 1980· or oun a 10n ' ' Classics, Brown_ mvers1 y,U . ' .t 1969-70· Tutor St. John's College, Santa Fellow in Classics, Brown mvers1 y, . , , Fe, 1980-; Director of The Graduate Institute, 1991-. Charlotte Gray Martin . D t cher Akademischer Austauschd1enst B.A., University of _Colorado, 19_72; eu ;2-73· Ph.D., Classics and Comparative Dankstipendmm, University of Freiburg, 19 ' B U · ·ty 1975-78· . . . Ti h. Fellow, oston mvers 1 , , Studies, Boston UCmvlers1dty, e Assistant Professor, University of Visiting Lecturer o ora o o eg , ' F 1980 Colorado, Sprin~, 1980; Tutor, St. John's College, Santa e, -. ~9~f' e~~7~n!79. Peter Dragan Pesic As.si~;ant a~d . . S 1970 PhD 1975 Stanford University; A.B., Harvard Umvers1ty, 1969;_ M: Research Associate, Stanford Danforth Graduate Fellow, 196 9 75 , ·t 1976-80· Tutor f d U · , ' Linear Accelerator C enter, 1970- 75 ; Lecturer Stan R ·d mvers1 y, . .' ' . or 1984s t Jo h ns I' llcgn ua . ' ,__o - '.::., c: 'nta Fe ' 1980-·' Musiuan-m-1 es1 ence, .Edward Cary h Albert-Ludw1gs B.A., St. John's. College, Annapolis, 1975; M ~-J,o~~~~~i1e~, Santa Fe, 1980Universitaet, Freiberg, W. Germany, 1979· Tutor, S · of Philosophy, University of Virginia, 1989-90; President, University of Vffginia Philosophy Club 1989-90; Tutor, St. John's College, Santa Fe, 1983-. Katharine S. Mi;:lford B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. Frank N. Pagano AB., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. Jorge H. Aigla Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975. M.D., University of California San Francisco, 1979. American Heart Association Student Research Associate, 1974. Fellow, Cancer Research Institute, University of California San Francisco, 1976. Resident, Pathology Department, University of California San Francisco, 1979-1980. Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981. Lecturer in Anatomy, Sonoma State University, California, 1981-82. Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985. Private translator, 1982. Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985. Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. John E Cornell BA., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's ColJege, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Richardson Park College, 1960; Woodrow Wilson Fellow, Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985-. Wiener A Dougherty . w ii· A PhD Harvard University, 1980; Teachmg Felio B.A., Yale College, 197 ., M . . , II . . , 1976-78 1979-80; French Government in Government at Harvard Co ege, '. . · Stonehill College, h. 1978-79· Assistant Professor of Poht1cal Science, F II St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. l ~8~\111;/~utor, Frederick Houser . R.A., St. John's College, Santa Fe, 1979 ; S~n Francisco7 Conservatory of Music, . . 90 . MA University of '980-82; President's Fellow, University of\ 1r~1;~~'. ~91 -In~tru~t;r, Department v;rginia, 1989; Ph.D., Umvers1ty of V1rgm1a, , .., B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; PostDoctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985. Lawrence Levine AB. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) �f'ACULTY/81 80/ST. JOHN'S COLLEGE 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. Lawrence Cave B. Mas. Oberlin College Conservatory of Music, 1981; M.A. Harvard University, 1983; Ph.D. in Music Composition, Harvard University, 1986, Tutor, St. John's College, Santa Fe, 1987-. in Economics, University of Chicago, 1976-77· U . . U . , . mvers1ty of Colorado Graduate Fellowship 1983-87 MA Cl . ' ' · " ass1cs mvers1t 0 f c0 1 Graduate Study in Ancient Philoso' h T .. Y orado-Boulder, 1985; 1987-88; Reynolds Fellowship, 1988-:9.YPh 8n~ ~-~l, ~ambrid~e University, of Colorado-Boulder· Instructor in Lat' ' U . . . ~n I ate m Classics, University S 1985 v· , m, mvers1ty of New Mexi L Al ummer, ; isiting Assistant Professo U . . co- os amos, S r, mvers1ty of Colorado-Boulder Summer, 1990· Tutor St John' C 11 ' ' · s o ege, anta Fe, 1989-. ' Joan E. Silver B.A., State University of New York C 0 11 St J h ' C 11 ' ege at Old Westbury, 1971 · MA . o n s o ege, Annapolis 1976· PhD G d ., , . ., Theology and The Arts, 1993; Tuto~ st' ., Ira uate Theological. Union, in Tutor, St. Mary's College Inte ral Pro , . ~ohn s College, Annapolis, 1974-77; in Liberal Education, S~. Joi!' s Colf;am,S 977-79; Tutor, The Graduate Institute 1988; Tutor, St. John's College, Santa g;~, ;~;_.Fe, Summer, 1985, 1986, 1987, Sean D. Collins B.A., Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval University Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 1985-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 1987-. Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston Coliege, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistan'. Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1988. George L. Iannacone B.A. St. John's College, 1982; M. Phil., Department of Geology and Geophysics, Yale University, 1985; Doctoral work in Geology, Yale University, 1986; Summer Research Fellow, Bermuda Biological Station for Research, 1986, 1987; Visiting Assistant Professor in Geology, West Indies Lab of Fairleigh Dickenson University, 1987-; Tutor, St. John's College, Santa Fe, 1988-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; clerk to Judge Cecil F. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Basia C. Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D. University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois- Urbana, 1976; Graduate Study W.J. Torrance Kirby B.A., Classics, University of Kin 's C ll University, 1980· D Phi'l Mod gH. 0 egeO, 1977; M.A., Classics, Dalhousie ' · " em 1story xfo d u · . weal~h Scholar, Christ Church, Oxford, 19Bl-84· ~ mvers1ty, 1987; ~ommonKmg s College, 1984-89; Lecturer in Classics ' ~tor and F~llow, Umversity of St. John's College, Santa Fe, 1989-. ' Acadia Umvers1ty, 1988-89; Tutor, Krishnan Venkatesh B.A., English, Magdalene College Cambrid e U . . 1985; Wissenschaftlicher Mitarb~iter (on ~h kmvers1ty), 1982;. M.A., Cantab., University of Muenster, West Germany 1982-8:· ~pe~re '. EEnghsh Department, of New Mexico Albuquerque 1985 86 'Le t .' Be~. em1c xchange, University ' ' · . ESL Curnculum-Developer Shanx' - .; c. urer m ntish and Am encan L' U To . 1terature, 1986-89; Lecturer in Film Anal si~ mvers1ty, . a1Y1'.'an, People's Republic of China, 1989; Tutor, St. John's Colleg/ S~n%o~~~ ~;~~~Film and Broadcasting Institute, Sally Dunn B.A., St. John's College Santa Fe 1971 · MA Ph'! Dame, 1973; Post-maste;s Doctoral Pro ;am. " . I osophy: Univ~rsit~ of Notre Mexico 1974-77· PhD W S d'g '~mencan Studies, Umvers1ty of New lnstruc~or, Wom~n S.tudies op~~; tu ~s'. Um?n Graduate School, 1979; Part-time St John' C 11 S ram, mvers1ty of New Mexico 1975-81· MA . s o ege, anta Fe, 1989; Tutor, St. John's College, S~nta Fe, 1990~. " argaret Anne Kirby .A, University of King's College 1977· MA D . m"'.ersity, 1979; Commonwealth Sch~lar. fep~rtment of Classics, Dalhousie 980-82; M.Litt. Faculty f M d L, ert or College, Oxford University, . h" 0 ' o em anguages, Oxford Univ 't 198 ast orer, Ruprecht-Karls-Universitiit H 'd lb . ers1 y, 2; ollege, University of Toronto 1983-85: Phe~ eDerg, 1982; Jumor Fellow, Massey d L't U ' ' · " epartment of Germanic L I eratures, niversity of Toronto 1988· F II d Ti . . anguages ollege, 1987-89· Tutor St J h , c' II , Se ow an utor, Umvers1ty of King's 0 ns ' ' · o ege, anta Fe, 1990-. ri' uce M. Perry A., Greek, 1973, M.A, Classics 1975 PhD Cl . assi~s, 1983, University of ashington; Ph.D. Candidate 0 . 't l S 'd. · · isiting Tutor St Joh , C 11' neSn a tu ies, 1985, University of Pennsylvania· ' · ns o ege, anta Fe, 1990-. ' �82/ST. JOHN'S COLLEGE James P. Forkin B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California Davis, 1986; M.A., Political Science, University of California Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. Frank R. Hunt St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., ~ew York University, 1976; M.A., 1980, Ph.D., 1985, Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. Gerald P. Proietti B.A., Music, State University of New York College at Fredonia, 1973; M.A., Classics (Greek), Ph.D., Political Science, Boston College, 1982; Killam Postdoctoral Fellow in Classics, 1982, Dalhousie University; Adjunct Assistant Professor, SUNY College at Oswego, 1982-85; Lecturer, University of Wisconsin-Eau Claire, 1985-88; Visiting Assistant Professor, University of Dallas, 1988-90; Tutor, St. John's College, Santa Fe, 1990-. James Cohn B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College FACULTY/83 national Editions, Life Magazine, 1963-69; Adjunct Associate Professor Philosoph Long Islan~ Un~versity, 1984-91'. Adjunct ~ssociate Professor, Jour~alism, Lo~ I~land University, ~986-~1; AdJunct Assistant Professor, Continuing Education, New York University, ~989-91; ~djunct Assistant Professor, Philosophy, Baruch College, 1981-85; Adjunct Assistant Professor, Philosophy, St. Francis College, 1982; Tutor, St. John's College, Santa Fe, 1992-. Michael David Rawn B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics Brown University, 1977; Undergraduate study in mathematics education, Universit; of New Orleans, 1979-80; _Gradua_te study in mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology: Kharagpur 1991· Instru~tor, Univer~ity of New Orleans, 1977-80: Assistant' Professor, Institu~ Supeneur Peda~ogi~ue de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence Umversity, 1983-86; Assistant Professor, Manchester College 1988-92· Tutor, St. John's College, 1993-. ' ' Victoria Mora B.A. i~ English-Philosophy, University of New Mexico, 1985; Yale University Teac~mg Fellow, 19_86-1988; M.A., M. Phil. in Philosophy, Yale University, 1990, F~rd F?undahon D_issertation Fellow, 1990-1991; Ph.D. in Philosophv, Yale Umversity, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. · 1991-. Charles N. Fasanaro B.S., Chemistry, Manhattan College, 1965; M.A.R. with distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Postdoctoral F~llow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assist.ant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 198,6; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. Johns College, Santa Fe, 1991-. Joshua L. Kates B.A., St. John's College, Annapolis, MD, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. Bruce K. Sawhill B.A., Stanford University, 1979; B.S., Stanford University, 1979; Ph.D., Stanford University, 1985; Postdoctoral Fellow, University Karlsruhe, 1986-87; Postdoctoral Fellow, Max-Planck Institute, Munich, 1987; Co-founder-Shuman Interface Technology Labs, University of Washington, Seattle, 1989-90; Research Fellow, Santa Fe Institute, 1991-; Tutor, St. John's College, Santa Fe, 1991-. Olivia Delgado de Torres B.A., Vassar College, 1963; M.A., Philosophy, Graduate Faculty, New School, 1972; Ph.D., Philosophy, Graduate Faculty, New School, 1980; Reporter, Inter-. Barry E. Goldfarb BA., Ya~e l!niv~rsity, 1975; M.A., University of Chicago, 1978; M.A., UniversitJ: of C_mcmnati, 1981; Ph.1?., Johns Hopkins University, 1986; Visiting Lecturer, Umvers1~ of_ Southern California, 1986-88; Assistant Professor, Pennsylvania State Umversity, 1988-1992; Language Coordinator and Lecturer Tohns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993.', Julie Reahard B.A., ~nglish, Michigan State University, 1980; M.A., Old Germanic Languages an~ Lite~atures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, Un~vers~ty of Colorado, Boulder, 1991. Teaching fellow, Department of English, Un~versity of Nevada, Reno, 1981-1984; Instructor, Department of English, Um~ersity _of Colorado, Boulder, 1987-1988; Instructor, College of General Stu~ies, _Umversity of Pennsylvania, 1988-1989. Graduate work, Literary Theory, Ur:ivers1ty of Pennsylvania, 1988-1991; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-1993; Tutor, St. John's College, Santa Fe, 1993-. Claudia A. Honeywell B.A., 1986, University of Chicago; 1987-1988, Account Executive, American Bankcard Services, Woodland Hills, CA; M.A., 1991, Ph.D., 1993, Classics and Mo~err~ Greek Stud~es, University of Minnesota; 1990, Surveyor, Kavousi/ Thnphh Archaeological Survey, Crete; 1991, Mochlos Archaeological Excavation, Crete; 1993-1994 Visiting Assistant Professor of Classics, Cornell College; 1994-, Tutor, St. John's College. �f'AC I JLI Y/8S 84/ST. JOHN'S COLLEGE Jam es H. Wilkinson B.A., Williams College, 1973; M.A., The Graduate Faculty, The New School for Social Research, 1979; Ph.D. in Philosophy, The Pennsylvania State University, 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, 1982-84; Fulbright-Hays. Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, 1984-85; Wissenschaftlicher Mitarbeiter, Philosophisches Seminar, Johannes GutenbergUniversitaet Mainz, 1985-88; Visiting Assistant Professor, Department of Philosophy, The University of Kentucky, 1989-94; Honors Program, The University of Kentucky, Fall 1992; Tutor, St. John's College, 1994-. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. TUTORS EMERITI AND RETIRED TUTORS Hugh P. McGrath John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow T~omas J. Slakey Michael S. Littleton Elliot Zuckerman Geoffrey Comber Samuel Emmons Brown HONORARY FELLOW Paul Mellon B.A., Yale · Universit University' 1929· BA·., 1931 ' MA ., 1938 , Cambridge University; Litt.D., Oxford . ' · . · y, 1961, LLD., Carnegie Institute of Technology, 1967· LH . . , vra1 U mvers1ty, 1967. D · · , e �86/ST. JOHN'S COLLEGE PROFILE/87 OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President Christopher B. Nelson President John T. Agresto Dean Stephen R. Van Luchene Vice President for College Advancement Jeffrey D. Morgan Treasurer Bryan E. Valentine Director of Graduate Institute Edward Carey Stickney 1995 SANTA FE Dean Eva T. H. Brann Vice President for College Advancement Jeffrey A. Bishop Treasurer Fred H. Billups, Jr. Director of Graduate Institute John Verdi Assistant Deans Wye Allanbrook Jonathan Tuck Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Karen Holland Director of Continuing Education John Verdi Director of Financial Aid Caroline Christensen Librarian Kathryn Kinzer Director of Information Services Barbara Goyette Registrar Nancy R. Lewis Director of College Health Services Marilyn Mylander College Physicians S. David Krimins Sigmund A. Amitin Superintendent of Buildings and Grounds Charles L. Wallace Assistant Dean Don Cook Director of Admissions Lawrence H. Clendenin Director of Alumni Relations Cynthia Jokela Director of Placement Jennifer Chenoweth Director of Financial Aid Michael Rodriguez Director of Laboratories Hans Von Briesen Librarian Inga Waite Musician in Residence Peter D. Pesic College Physicians Fen Sartorius Steven Wright Nurse Practitioner Carolyn Roberts Registrar Diane M. Trudell Director of Student Activities Mark St. John Director of Personnel! Buildings and Grounds Ted R. Gonzales Annapolis Santa Fe States Represented .. ... .... ..... 30 Alabama.......................... 2 Alaska.............................. 2 Arizona............................ California ......................... 4 Colorado.......................... Connecticut .......... .... .... ... 3 Delaware.......................... 1 Florida.............................. 2 Georgia ............................ 3 Idaho................................ Illinois .. .. .. .. .. .... .. .. .. .... .. .. .. 5 Indiana............................. Iowa.................................. Louisiana .. ... ... .. .. .. .. .. .. .. .. . Maine............................... 1 Maryland ................ ......... 28 Massachusetts ............ .... . 9 Michigan .. ...... ....... ........ ... 3 Minnesota ........ ................ Mississippi....................... 3 New Hampshire ............. 2 New Jersey ...................... 5 New Mexico .................... 28 4 20 7 2 2 2 1 4 2 2 1 1 6 2 1 3 1 22 Annapolis Santa Fe Number of Students Canada....................... China.................................... Egypt.................................... England................................ Finland ................................. . Holland................................. Turkey................................... Ukraine................................. 4 7 3 2 13 3 2 1 1 1 1 1 1 Annapolis Santa Fe Previously Attended College ............................. 30 Range of Ages ...................... 16-35 Veterans ................................ 99 40 3 Receiving Financial Aid .................................... 68% 77% 17-43 Rank in Class* First Fifth ......................... First Tenth ..... Second Tenth ............... Second Fifth ..................... Third Fifth ....................... Fourth Fifth ..................... Last Fifth .......................... 55% 34% 21% 22% 13% 7% 3% 47% 17% 30% 27% 11% 6% 9% 0 Fall 1994 ........................... 113 January 1995 .................... 29 Men .................................. 71 Women ............................. 71 Early Entrance ..................... 6 Kind of School Attended Public ............................... Independent .................... Parochial .......................... Annapolis Santa Fe New York ....................... 9 North Carolina ................ 2 Ohio................................. 1 Oregon............................. 1 Pennsylvania .. .... .... .. .. .. .. . 21 Rhode Island .... .. .... .. .. .. .. . South Carolina .............. .. Tennessee ................ . 1 Texas .............................. 4 Utah ....................... .. 1 Vermont .......................... . 1 Virginia .. ...... ...... .. .. .. .. .. . .. 11 Washington .... .. .. .. .. .. .. .. .. . 1 West Virginia .. .... .. 1 District of Columbia . 3 National Me~it Honors ....... 44 27 95 18 9 Scholars ............................ Finalists ............................ Semi-Finalists .................. Commended Students ... 2 9 6 27 3 4 10 10 103 19 71 51 6 43 Director of Conferences and Symposia Mary Ann Powers *Not included in this table are 116 students for whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1995-1996 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 87 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1995-1996 Date A point or period of time associated with an event in the lifecycle of the resource 1995-1996 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1995-1996 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e24bf2eb2adf685b380d84643ffbf512.pdf 019d80cad1823780eae4438e6dc1f995 PDF Text Text STATEMENT OF THE ST. JOHI,J'S PROGJU\Jvl 1996 -1997 MARYLAND SANTA FE, NEW MEXICO 21404 87501 (410) 263-2371 (505) 984-6060 Founded as King William's School, 1696; chartered as St. College, 1784; accredited by the Maryland State Department of Education, the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Seco'."ldary Schools. The College is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or u>0;cwH11. Academic facilities and most residence halls are accessible to persons with physical disabilities. The College reserves the right to modify the programs and policies herein stated without notice. �ANN APO US 1996-1997 August 27 ................................. Upperclass Registration . August 28 ................................. Freshman Registration and Convocat10n August 29 ................................. Classes Begin with Seminars October 11-14 ............................ Long Weekend November 27 - December 1 .... Thanksgiving Recess December 12 ............................. End of First Semester December 13-January 5 ........... Winter Vacation January 6 .................................. .Second Semester Registration January 20 ................................. January Freshman Registration January 31-February 3.............Long Weekend February 28-March 16 ............ .Spring Vacation May 16 ....................................... End of Second Semester May 18 ....................................... Commencement SANTA FE 1996-1997 August 22 ............................. ., .. .Sophomore and Senior Registration August 22 .................................. Undergraduate Classes Begin with Seminars August 22 .................................. Convocation August 23 .................................. Freshman and Junior Registration August 26 ...... ., ....................... ,..Graduate Institute Begins October 4-7,. .............................. Long Weekend Nov. 28 - Dec. 1.. ...................... Thanksgiving Recess December 12 ............................. End of First Semester December 13-January 12 ......... Winter Vacation January 10 ................................ .January Freshman Registration 13 ................................. Second Semester Registration 8-23 ............................... .Spring Vacation 16 ...................................... End of Second Semester 18 ....................................... Commencement SUMMER 1997 May 26 ...................................... January Freshman Second Semester Begins June 16 ....................................... Graduate Institute Summer Sess10n Begms Awmst 1 ....................................January Freshman Second Semester Ends Au~ust 7.................................... Graduate Institute Summer Session Ends SUMMER 1997 26 .......................................January Freshman Second Semester Begins 16 ............................... "" ...... Graduate Institute Summer Session Begins 31.. ...................................... January Freshman Second Semester Ends August 8 .................................... Graduate Institute Summer Session Ends �...... 6 CunticuRurra Serninar ....................... 8 .................. 10 ............................. 11 ................... 16 ....... 20 ........ 22 Tutoria.ls La_boratory Formal Lecture St John's List of Books The fa,,_caderrui.c Ord~:r Tutors Instruction Comrnittee Library Schedules Essays and Exan1inations Academic Standing ............... . of Bachelor of Arts Graduate Studies and Careers After St. John's D egre2 of f./1aster of Arts Graduate Institute in Liberal Education ...... . Graduate Program in Eastern Classics D11ectory Information and Right to Privacy ........ 28 ........ 29 ................. 30 ................................. 31 .......... 33 . ......... 33 .................. 35 ................. 35 .............. 36 . ........ 36 ....... 37 ... 37 1 Strndent Life .......................... ····················· ............................. 38 Santa Fe Both Carnpuses Site Plans of the Carnpuses .......................................... 43 ............................ 47 ......... 50 and Procedure .54 .56 Fees and Fi:n_ancial fa-"-id Procedures and D.2adlines .. Grants and Loans St11dent Budget and Deposits Refund Policy ................ . Criteria for Judging Satisfactory Progress .. . ... 58 ......... 60 .................. 62 ......................... 62 ...... 63 . ..... 65 ............................... 67 fi:ibliography .............................. 68 Faculty ......................................................... 69 ....................................................... 88 PD:ifille: 1995-19% Freshman Classes PHOTO CREDITS ~Front Cover: Kitty Lea/cen/Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom) ............. 89 �6/ST JOHN'S COLLEGE St. John's College is a community dedicated to liberal educatioR Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas, They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations, They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and citizens, St John's College is persuaded that a genuine liberal education requires the study of great books-texts of words, symbols, notes and picturesbecause they express most originally and often most the ideas by which life is knowingly or These books are the most teachers, They are both they illuminate the of human directly on the as freshly as spoke for the time, for what have to tell us is not of merely academic concern or remote frorr1 our true interests, They change our minds, Inove our hearts, and touch our spirits, The books to us in more than one In the persisting human questions, they lend themselves to interpretations that reveal a variety of independent and yet meanings, And, while seeking the they please us as of art wrth a clarity and a beauty that reflect their intrinsic intelligibility They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophicaL They are also linked together, for each of them is introduced, supported or criticized by the others, In that sense they converse with each other, They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation, This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire, To remedy this defect is the goal of the St John's seminar, Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably It is presupposed that the students are willing to submit their opinions to one another's ~uestions, The demands of the individual and those of the group are m contmuous mterplay, setting limits within which the discussion moves with the utmost possible freedom, The discussion may concern itself THE INTRODUCTION /7 primarily v1ith trying to establish, the meaning of a poem or the validity of an argument, On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students , bring, to Lthe seminar the assumptions they have derived from the'IT expenence in tue coi:temporary world, Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations, Pri,ncipally, however, the aim is to ascertain not how things were, but hmv thmgs are-to help the students make reasonable decisions in whatever circu.mstances face, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should contmue with them throughout their lives, Most of the teaching at St John's takes the form of a discussion, The conversational methods of the seminar are carried over into the tutorials, As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students, The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings, St. John's seeks to restore the true meaning of a liberal arts education, The function of the liberal arts has always been to bring about an awareness the forms that are embodied in combinations of words and in numbers so that they become means of understanding, Traditionally, the liberal arts were, seven, m number: grammar, rhetoric, logic-the arts of language; and anthmehc, geometry, music and astronomy-the arts of mathematics, In more contemyorary terms, the liberal arts bring to light what is rnvolved m the use or words and numbers in all kinds of discursive in analyzing, speaking and writing, and also in measuring, deducand demonstratmg, , There are many ways to develop these arts, The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration and musical analysis, Whatever methods are used, they all serve the same end: to ii:vite the students to think freely for themselves, By these means,, students will be able to envisage actual situations, to deliberate by artlculatmg cle,ar alternatives with the hope of arriving at a proper chmce, The acqms1hon of these intellectual skills will serve the students who have learned them throughout their lives, I~nowle~ge, advances and the fundamental outlook of man may change over che cenLunes, but these arts of understanding remain in one form or ~-nother mdispensable, They enable men and women to win knowledge of che world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths, Under their discipline they can acquire the habit of listenina to r~as~~, A gen~inely conceived liberal arts curriculum cannot avoid aiming at th~"e most rar-reachmg of all human goals, �THE CURRICULUM/9 8/ST JOHN'S COLLEGE 1 The heart of the curriculum is the seminar-a discussion of readings from the books of the program. In each seminar seventeen to twenstudents work with two members of the who serve as leaders. The group meets on and Thursday until ten-or sometimes well under discussion has aroused a sustained conversation. The assignfftent for each selTtinar an-1ounts, on the average, ca•uuc,o;, but may be much shorter if the text hap- asked by one of the leaders. Thereafter the se:rninar consists of student discussion. Students talk with one to the do not raise their hands for permission to be but enter the discussion or withdraw from it at wilL The is the use of formal modes of address. Once seminar rnay take many forms. It may range from the most to the most The reading of Thucydides, for exam.ple, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' and fears abrout .the wisdom or error of national Dolicies. Homer Dante prompt rerlechons on human virtues and vices" and on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, .staying close to the text· at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after semmar, students from different groups compare the points made in their discuss10ns. Except for the requirements of common courtesy, there are only two rule:;: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported b.y argument-a_n unsupported opinion does not count. In a freshman semma.r the studems may tend to express their with little regard for theu relevance t.o the question or their relation to the opinions of others. Grndually, m theu interplay with one another, the students learn to proceed with care, keepmg to the topic and trying to uncover the meanings of the terms they. use. They learn, gradually also, that to some extent the procedure of the semmar vanes with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the se.mmar members, or occasions when the seminar as a whole achieves illummahon. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly srnooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument within the sequence of analogies and other imaginative devices by the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argurnento If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major of the process called enabling. (See page 34). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would.not otherwise encounter. There are generally not more than ten students m a preceptorial. Guided by a. tutor, they proceed at a p~ce mor~ leisurely than that permitted by the semrnar. Usually, the students work is comp!eted by ~h_e writing of papers, which may be read in draft to the preceptonal and cnhcized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Wysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T.S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they sttidy language as the �12/ST. JOHN'S COLLEGE THE CURRICULUM/13 discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, the intermedi~ry of foreign tongues, they study their own language. drsco.ver rhe resources of articulate speech and learn the rules that must govern rt 1f is to be clear, consistent and effective-if it is to be adequate and In the beginning, the emphasis is on the forms of . the grammatical constructions, and the vocabulary of each language bemg studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, on.e t~cat is concerned with particular details and shades of meamng and wnh che abstract logical structure and rhetorical pattern of a given work Those ar: matters that do not come directly into semmar d1scuss10ns. The students concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. . A secondary purpose of the language tutorial is su.ppmt of the sei:111nar. Some of the works read for seminar are also studied m the tutonal, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually pernnts. This habit of precision, in its turn, can then become more common in sem1narc The language tutorial cannot and should not aim at mastery of. the foreign language, but the students can reasonably exped to obtmn ~ knowledge of grammatical forms and a grasp of the peculiar quahhes or the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. . The choice of foreign languages is in part dictated by the semmar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. . . _ The French of the third year begins with a bnef, mtens1ve study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of theu models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understandmg and enioyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relat10n of that art to the traditional liberal arts of language. Writing assignments mclude exercises in translation more ambitious than those attempted in the third The year ends with analysis and discussion of modern British and poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE I'i[ATHEMATICS TUTORIAL l'-1fathematics is a vital part of education; that this is true or ought to be is '"""'e··-·"''-~ by the word itself, for it is derived from a Greek word meaning " It is regrettable, then, that students should come to dislike mathe:c-natics or to think of themselves as unmathematical. It is equally regrettable ~..~~···~--·~ mathematicians are often unaware of the philosophical upon which mathematical equations and formulas are based. lv!:itl\ernahcs at St. John's is studied as a liberal art, not artificially separated lrnrn what have come to be called the humanities. When mathematics is o.t an unhurried pace, in an atmosphere of reflective inquiry and from tre3.tises chosen not only for their matter but also for their elegance and as it is at St. John's, mathematics becomes not only the most learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades modern world, perhaps even defines it. Therefore anyone who means to eihc1ze or reform, to resist or cooperate with this world not only must have come familiarity with the mathematical methods by which it is managed, also must have thought about the assumptions that underlie their applicatrnn It is the task of the mathematics tutorial and the laboratory together students to think about what it means to count and measure things in. the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, close connection with the human capacity for learning, its rs especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully commathematical treatises, demonstrate propositions at the blackboard �JM& 41 14/ST. JOHN'S COLLEGE and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse", "ugly " and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. . The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a not10n of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginnmg of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. . In the fourth year, the reading of Lobachevski's approach to non- THE CURRlCULUM/15 Euclidean geometry invites reflection on the postulates of geometry, as well ~s o~' tl~e nat~re of the geometnc art ~s a whole. Seniors also study .ti1nsrem s special theory of relativity, which challenges our conventional cmdemtanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorithat includes a. close. study of classic paintings, beginning with Giotto's frescoes and endmg with Picasso's Les Demoiselles d'Avignon. THE I\1:US!C TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed tov.J2.rd performance but toward an understanding of the phenomena of r:-rus1c. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind 2cssoc1ated with the mind's power to grasp number and measure. The lib~ eral a.rt of music was based for them on the ratios among whole numbers. the music program at St. John's aims at the understanding of cr'.us1c through close study of musical theory and analysis of works of rnGs;ca! hterature. In the freshman year, students meet once a week to study nmdamentals of melody and its notation. Demonstration takes place prisrngmg, and by the second semester the students perform some of choral works. In the sophomore year, a tutorial meets three times a Besides continuing the singing, the music tutorial reflects two different but aspects of music. On the one hand, music is inti. to language, rhetoric and poetry. On the other, it is a unique and ~, art, which has its roots deep in nature. .. ~:·he vvork of .the tutorial includes an investigation of rhythm in wmas as well as m notes, a thorough investigation of the diatonic system, a of the ratios of musical intervals and a consideration of counterpoint and harmony, None of these are done apart from v•o0u•.•··''' reality of good music. The inventions of Bach, the songs of _ . . masses of Palestrina, the operas of Mozart and the instruw.e:rttal ·works of Beethoven are the real textbooks. In the second semester at le~st one major work is analyzed closely. ' <:o •' .~:;;:m1~ars on great works of n:usic are included as part of the regular ~·-Lunar s,_hedule. Instead of readmg a text, students listen to recordings �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain int~grated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory sess~on may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory .meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the Coll~ge, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18/ST. JOHN~; COLLEGE THE CURR!CULUM:/19 LABORATORY TOPICS The general of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving, in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to-be used to formulate alternative theories of light -corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culrninating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism-but the atorn itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger' s What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, W~ti;onand Crick, Jacob and M:onod-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox ''What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Parable of Don Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B.F. Bart '£ianford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield ~esis and the End of Art" •fohr\Sallis �THE CURRICULUM/23 22/ST. JOHN'S COLLEGE FRESHMAN YEAR Homer: Herodotus: Flato Euchd: Lucretius: Pb}tarch: l"hcomachus: Lavo1sier: ST. JOHN'S LIST OF GREAT BOOI<S The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continued review at St John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk Iliad, Odyssey Agamemnon, Clwephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics'' Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals'', Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR A;:-istotle: Ph1tarch: Tacitus- Plotinus: Anselm Dante Chaucer: Des P:r2z: Machiavelli Luther Rabelais: The Bible* De Anima, On Interpretation *,Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologiae Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/ZS Marvell, Donne and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibniz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence," Constitution of the United States of America, Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery," Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Darwin: Hegel: Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Lobachevsky: Theory of Parallels* Tocqueville: Democracy in America* Lincoln: Selected Speeches Kierkegaard: Philosophical Fragments, Fear and Trembling Wagner: Tristan and Isolde Marx: Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Brothers Karamazov Tolstoy: War and Peace Mark Twain: The Adventures of Huckleberry Finn W:!lliam James: Psychology, Briefer Course Nietzsche: Thus Spake Zarathustra*, Beyond Good and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Einstein: Selected Papers The Electron* Millikan: Conrad: Heart of Darkness Vlrginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Dries ch Boveri Second Year Third Year Fourth Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Locke Rousseau Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart P~scal Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Faraday Lobachevski de Broglie Mendel J,J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S.Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Lorenz Rutherford Minkowski Bernard Davisson Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern II �28/ST JOHN'S COLLEGE THE ACADEMIC ORDER/29 ~ft 23' ~Gt: o~'O;, ;;)q ~4 1c':·:t::~ THE \~~: ;~to' ~~ At St. John's, the teaching members of the fac- ~~ ulty are called tutors. The title professor is avoid- .~. ed to signify that it is not the chief role of the tutors to expound doctrines in their field of J'kl expertise. Instead, learning is a cooperative ~f¥ enterprise carried out in small groups with per- '.~ sons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studymg the text that is the principal teacher of the class it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good queshonern, able to raise i~portant issu:s that will engage the intellectual and imagmahve.powers 01 .their studems. Next, they must be good listeners, able to determine the d1fficult1es of theIT students and to help them to reformulate their observations and examme their opinions. The tutors should be ready to supply helpful examples ·5 and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, dernonstration or explanation, but first of all the tutor will call on the students w try to help themselves. In order that conversations at St. John's will not be limited to what fits inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead tutorials requiring translations from Sophocles or Racine. The of this for students is that they are under the guidance of active learners vvho will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comorehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program This preparation is necessarily demanding because no full-time h 1 tor is confined to a single part of the program. They are, and have to be, members of a seminar and of either two tutorials or of one tutorial hrn<>~'''"'' section, and they are continually teaching their colleagues and from them. It is irnportant that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the danger of succumbing to routine performance, they are grantleaves to allow for leisure and serious study. Between sabbatical faculty study groups are set up. Leaders of such groups are somehrnes relieved of part of their ordinary teaching duties. The groups engage ffl a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learnh1g at St. COlVIMITTEE The Instruction Committee is a committee of tutors responsible for the Deans on all matters of instruction. It also advises the on appointments to the faculty. The Committee consists of the and twelve tutors, six elected by the tutors on each campus of the .._,.v,.,~"'-' the Presidents sit with the Instruction Committee ex officio. The over the Instruction Committee meetings on their own cammen-,bers of the committee on each campus constitute the Committee for that campus and meet regularly throughout the full Committee meets annually, alternating between the two camand the Dean at the host campus presides at those annual meetings. �30/ST JOHNS COLLEGE THEACADElVllC ORDER/31 the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the sar.r,e immediate preparation. This may be the week when all freshmen are leami:he Greek alphabet; or the weeks when they are meeting the highest type of mathematics in the fifth book of Euclid's Elements; or the time of the first in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, a common program of study, have a common ground for conversation. TI-IE The books chosen for study at St John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need f~r a specialized, highly technical collection. Each year books are purchased m mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 93,000 volumes. In Santa Fe, the collection now numbers over 60,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. A new library was opened in Annapolis in 1996. In addition to comfortable individual study carrels, open stacks and traditional reading rooms, the library contains computer terminals for student use, with access to local networks and the internet. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores and over 8,000 records, tapes and compact disks are located in a special music room. A SAMPLE FRESHMAN SCHEDULE, SANTA FE JVlONDAY TUESDAY Mathematics WEDNESDAY THURSDAY Mathematics Language FRIDAY Mathematics Language Language Laboratory Chorus Sew.mar Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, schedule is the same for all students. The language, mathematics and music t\.l.toriols each meet for three and one-half hours to four and one-half hours per week. Freshmen, juniors and seniors spend up to six hours each week in the la.hioratory. Two evenings from eight to ten, all students attend a seminar. A formal lE;cture or concert is given once a week. Sixteen to nineteen hours per week are spent ill regular classes. The year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS . . Toward the end of each semester, oral examinations are held. These are con. ducted by the seminar leaders. The students are questioned freely and inforµi_ally on the texts they have read or the paper they have written and on meir c:ritical and interpretive opinions. It is not the principal aim of the :examiners to find out how much students remember. Students are encouri;t~d to consider the different parts of their study in relation to each other . ;ljmd to problems that may not have been treated in any of their classes. For men the first oral examination of the year is given before the winter cation, and for juniors and seniors just before preceptorials begin. ALGEBRA EXAMINATION the second semester of their sophomore year, students must pass an · ation in elementary algebra and trigonometry. Review sessions are ed. FINAL ESSAY AND ORAL EXAMINATION senior year, the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to be e of specialized research, but rather a sustained performance in the libs. Four weeks at the starf of the second semester are reserved for writing; during this period the seniors attend no classes. If the final is approved by the faculty committee to which it has been assigned for g, the student is examined upon it by the committee in an hour-long examination. No degree is awarded unless both the essay and the amination are satisfactory. The senior essay is regarded as a culminathe student's learning. DEMIC STANDING St. John's classes are small and intimate, and because students paractively, tutors are aware of their students' progress from day to day. rs' appraisals of a student are based on the student's total perfora member of the tutorials and seminar. �34/ST. JOHN'S COLLEGE It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE ACADEMIC ORDER/35 i ~ ;: .~· ?!:' ~~ ·~ "%%'" t~: THE DON RAG ~ Within the College, the most important form of evaluation is the don rag .·~_,_r_._;,' Once a semester, freshmen, sophomores and juniors meet with their tutors -:•i, in the don rag. The tutors report to one of the seminar leaders on the stu- ·~;, dents' work during the semester; the students are then invited to respond to ~t their tutors' reports and comment on theidr obwn wodrk. Advice may bde.-~_)_.~,--·.· requested and given; difficulties may be aire ; ut gra es are not reporte <. or discussed. :::•• In the junior year, conferences replace some of the don rags. In confer- ·-~. ences, students report on their own work, and then the tutors comment on ~j that report. By the time students are semors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that ~­ there is a special need for one. .-~1 If a student's work as a whole falls below a satisfactory level, the stu- ~J dent may be placed on academic probation, with the stipulation of condi- ~;~"· tions that must be met if the student is to continue in the College. The nor- ~~ mal probationary period is one semester. ;t LETTER GRADES Students are encouraged not to work for grades but to develop their powers· of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's come prehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is ai a satisfactory level. Such a grading system is necessary for students wh wish to enter graduate or professional school or to transfer to another col lege. If it becomes evident that a student is not progressing or that the learn ing process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with t advice of all the tutors of sophomores, of the student's learning during t two years spent in the College. The sophomore essay is especially impo tant in the enabling procedure. Consequently, no students are enabl to enter the JUrnor class unless they have written a satisfactory essay, and then if in the judgment of the Instruction Committee they are sufficientfor the work of the final two years. In particular, the enabling looks to the possibility of the student's writing an acceptable . vvho completes the four-year curriculum satisfactorily is awarddegree of Bachelor of Arts. Students who enter in the January session in three and one-half years, but they spend their first summer in . cc,m1pletrn their freshman year, so that they, too, complete a four-year curthe transcript, St. John's seminars, tutorials and laboratories are 1nto terms of conventional subjects. The curriculum is the equivaone hundred thirty-two semester hours. CAREERS in. •0rhich careers and work environments are changing rapidly, a based liberal arts education is recognized increasingly as . . the best long-term career preparation. Research studies in business 'Jn2ss101:i.E and recent national commission reports have reaffirmed the liberal arts in inculcating broadly applicable skills, such as f-''"-''-'"::111 solving abilities, written and oral communications �36/ST. JOHN'S COLLEGE skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: .. 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; ., 20% are in business or business-related occupations; " 13% are in sciences and engineering; " 10% are attorneys; .. 8.5% are in the visual and performing arts; .. 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. TI-IE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. It is offered year round on both the Annapolis and Santa Fe cam- THE ACADEMIC ORDER/37 The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptonal The seminars, like those of the undergraduate college, have two tutors as lea_ders and are limited to twenty students. Tutorials are smaller classes devoted to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to The Graduate Institute in Liberal Education, St John's College, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. c;RADUATE TERN CLASSICS IN The Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads to a master's degree. Its seminars, tutorials and preceptorials follow the sarne educational principles as the other degree programs of the college, In the tutorials students choose to study Sanskrit or classical Chinese. The seminar and preceptorials consider the works in English translation. The concludfr,g summer segment is devoted to directed readings and the writing of a substantial essay. The Eastern Classics program is offered only on the Santa Fe campus. A detailed description and application materials are available from the office of The Graduate Institute in Liberal Education in Santa Fe DIRECTORY INFORMATION AND RIGHT TO PRIVACY In with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student currently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of ~ttendc:nc:e, degrees and awards received, and the most previous educafmnal agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to such directory information. Students have a right to inform the ·within a reasonable period of time that any or all of this directory should be withheld. The College will respect any such for privacy. �38/ST. JOHNS COLLEGE RESIDENCE & STUDENT LIFE/39 RESIDENCE & STUDENT LIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in .the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six. s~dent dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of th College administration to discuss matters of mutual concern and maint · a Student Committee on Instruction, which works with the Facult Instruction Committee on academic matters. A Food Committee works wit the dining hall manager to develop satisfactory dishes for the regular a vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expre sion of opinion to the community as a whole. Controversy ranges from pe to vital; short stories, poetry and news take up the rest of the spa other student publications, The Collegian and Energia, appear less fre:tl:y, and publish longer and more polished essays and fiction. Students o welcome to contribute to The Reporter and The St. John's Review, the fficial publications of St. John's. acurricular organizations at St. John's are generally informal. Some e year after year while others spring up and die out as the individual . of the community come and go. Many extracurricular activities irectly out of the curriculum as students' interests overflow from the �40/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 41 classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Heg_el, Leibniz, Afro-American literature and selected women wnters. Other activities stem from interests independent of the College curriculum, such as gardening, dance and the martial arts. . : Computer facilities are provided to students by the College m coniunction with a student owanization, the SL John's College Computer Trust. 0 This group maintains a computer room to which students have twentyfour-hour access, as well as several individual computer stations m the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend, the student film club presents foreign and domestic films-the classics of cinema art The selection is eclectic: recent screenings have included La Dolce Vita, Wings of Desire andSaturday Night Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events; the Small Chorus recently presented a concert version. of Purcell's Dido_ and Aeneas; The College provides practice rooms and pianos and a music library or scores and recordings" Private study can be easily arranged on campus or m town. Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provi_de_ places _to develop specific skills" The College's Mitchell Art Gallery specializes m CE'culating exhibitions by artists of major stature. Recent shows have mcluded the drawings of Henry Moore, Old Master Drawings, and works of the Austrian Secessionists. Lectures and discussions are scheduled dunng each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washin»ton and Baltimoie; transportation is free of charge for St. John's student~. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors •. meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings, including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spnng Cotillion. Vigorous square dances and quiet jazz parties occur once or twice. a year. A festival in the spring, Reality Weekend, begins with student sk:ts and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Foru invites lecturers to speak on weekday evenings. Annapolis itself offe church groups of all denominations, synagogues, concerts, plays, tours, sea.~ood, sailing, the Naval Academy, hiking, cycling, state governrnent, polu1cal work, commumty service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities too numero_us to mention; the Director of Student Activities schedules trips to both cities to attend plays and films as well as for individual explorations. CoJJ.ege provides an extensive intramural program that includes team ·}".·<~0n1nE0 tit] in soccer, flag football, basketball, volleyball, softball and track, as individual tournaments in tennis, badminton and table tennis. between intramural teams is passionate, but good natured. . . and tutors also pursue interests in sailing, canoeing, kayaking, do, yoga, weight training and aerobics. The College also has active rowand fencmg clubs that compete with other college and university teams ocal and tournaments. There is also an annual croquet match a team from the neighboring United States Naval Academy, for the include a gymnasium with racquetball courts and weight tennis courts and a boathouse. �RESIDENCE & STUDENT LIFE/ 43 FE CAMPUS In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeo.al and historical research. Scientists in nearby Los Alamos do research and related fields. Neighboring institutions of higher the Institute of American Indian Arts, the College of Santa Fe Community College and the University of New Mexico Sixty miles to the south, Albuquerque provides the attracconveniences of a city of 400,000 people. campus of 250 acres lies in the southeast quadrant of the city, two the historic Santa Fe Plaza and the Palace of the Governors. The re of the Santa Fe campus reflects the territorial style introduced in the last century. The campus, at an elevation of 7,300 feet, and offers superb views of the Cerrillos, the Jemez, the Sangre de Cristo mountain ranges . .,ne.ranum~. includes a classroom building, a laboratory, a library, a stua music and fine arts building, an administration building, of dormitories and ten furnished two-bedroom apartments. A �44/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 45 conference services office, dining hall and student health office are al located in these buildings. Each of the 16 dormitory units on the main camp~s house from 12 to students, and the eight dorm suites which house five people serve as smaller community of friends within the College. More than half the roo are singles. The others are designed in suites of two or three rooms to I:' vide each student with the privacy of his own quarters and at the ~ame close companionship with a fellow student. The eight dorm s11:ites ho five private rooms. Students living in these dorms are resp?nsible for cleaning in their rooms, bathroom and co~mon ro~m ..The ~irector of r dential life helps students arrange to live m dorrmtor.ies with ~thers share similar opinions about smoking, music and so on m a dorrmtoi_y ar . Students in Santa Fe find it effective to work out problems and ideas an individual basis with the administration and faculty, as well a~ thro the machinery of a formal student government, since both the size of College and the form of the program are conducive to inform~ and communication. There are permanent student r~presentatives to Financial Aid Committee, Campus Planning Committee and ~he Boa Visitors and Governors. Students also belong to advisory committees, concern themselves with such things as Friday night lect:rres or ~he food s Santa Fe students and faculty have initiated a wide variety o~ ex ricular activities, including the artistic, the academic a~d the at~etic. . expression is encouraged by extracurricular classes m drawmg, pa1 photography, pottery, weaving, ballet and modern dance .. The ar~ stu the Fine Arts Building, the darkroom and the pottery stud10 provide s~gs for these activities. The College's art gallery, which is open to .blic, has a new show by professional artists monthly. A student art 1s scheduled each year, ai:id .awards are given for achievement in pothotography, drawmg, pamting and making jewelry. The Moon, a stuewspaper, provides students in Santa Fe with a medium through to ex~ress their vie~s about both the College and the world at large. , a literary magazme, contains essays, art work, poetry, short stories tography from students and faculty alike. ·cal performances of many kinds are given by students through the Mus~cu.m. Form~d in order to stimulate musical activity on cam~ssociation provides members of the College community with an . ty to perform before a small, receptive audience. Through this on students and faculty who play instruments or who sing can ers and fellow musicians with whom to study or perform. The St. orus and the small chorus also give recitals. The College provides keyboard ins~uments, including two grand pianos and a harpsistudent practice and performance. Practice rooms are available in Building. John's Film Society is organized by students to provide a wide variand current films for the College community every Saturday night. .dents are attracted to the town of Santa Fe by its crafts, music, v1su~l arts. Ot~ers have participated in tutoring in elementary ehng, working on local church restoration or in other local buses stop every half hour near the campus, providing ecoortation to town. �RESIDENCE & STUDENT LIFE/ 47 46/ST. JOHN'S COLLEGE wilderness survival, rock climbing and cliff evacuation. The team is ceoum all d t · · al" eroergen_cies sever times a year; students have permission to be absent from campus m the event of_a se':1'ch or rescue. The Santa Fe Ski Basin (17 miles to the no~) '.111d the Taos Ski Bas~ (two hours away by car) offer fine slopes for both ,pegmnmg and advanced skiers, and several cross country ski trails branch off th;m. Studen~s may borrow ~kis, boots and poles from the College, and the ~ s bus_provides_transportation. When the weather is warmer, the Student ties_ Office organizes excursions down the Rio Grande by rubber raft and tnps to local lakes, where students can enjoy windsurfing and sailing. Most students come to St. John's with definite interests outside th scope of the program and pursue these interests in extra~urric~lar class and discussion groups both on and off campus. Inform~l discussions of co. temporary literature, forums on public concerns and slide sho~s on art tory are frequent on-campus activities, as are study groups ii: su~h la guages as Latin, German, Spanish and Hebrew. Tho_rne Fellowships giv~ .e gible students support toward fulfillment of medical school prerequ1~1 during summer months, during a leave from the college or after graduatio As in Annapolis, waltz parties, rock parties and such regular events the Octoberfest (in the mountains surrounding the College), the Hallow Costume Party, the Fasching Ball, the Graduation Ball and Reality Weeke. provide occasions for informal gatherings of tuto~s and st~~ents. Real Weekend includes a talent show, a picnic and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program offers opportunities for training and competition in a wide range of s · from skiing and river rafting to soccer and fencing. These last two are s in which St. John's challenges other colleges and universities, and the C usually has one of the finest fencing teams in the Southwest. The College ports a Karate-Do that has gained a high rep~tati?1'. over many years. are indoor facilities for judo, tai chi chuan, weightlifting, gymnastics and ing, but during much of the year these activities. can be done out-of-doors Intramural programs in tennis, soccer, track, volleyball and bad are conducted at the College's facilities. A men's soccer team and a wo soccer team both play with other teams in the area and are hosts to tournaments in the fall and spring. The St. John's basketball team c with different city and college teams. Santa Fe has five municipal s · pools in which St. John's students can purchase yearly swim passes. may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of miles of forest and wilderness areas for hiking and camping. Here, the S Search and Rescue Team trains regularly in techniques of map reading, · ~rter of ~784 established St. John's College as a non-denominational tlon. In its early years, there were some ties with the Protestant pal _C~urch, b~t these no ~onger exist. While the College schedules no relig10us services, there is a baccalaureate service before commencettendance is voluntary, in consonance with the Charter. Many tutors ~ents at~end church or synagogue in town. It is customary for tcular Bible classes to be conducted by tutors of the College. IES FOR STUDENTS ege Boo~tore on each campus has all the books and supplies the stufor therr classes. It also maintains a stock of books related to all phases am, and books of_more g~ne~al interest. It is operated without profit. pports for an active social hfe, the College provides on each came shop and a junior common room for the use of all students. In there are smaller, comfortably furnished social rooms in the dormielsewhere on the campus. ries form small communities within the larger college commug the i11:coming s~de11:ts to make proper use of the support that can give them m their college life. ~ students not living at home are required to live in the col' ies ~1:d to take their meals in the college dining hall, unless n. wntmg to and obtain permission from either the Assistant ctor of Residential Life to live off campus. ege does not guarantee housing for married students. However, re ~re a small n~ber of furnished two bedroom apartments, available fo~ married students during the academic year. Such c~eck with the appropriate Admissions Office about the usmg oi:i campus or in the local community. m~nt is the responsibility of the Assistant Deans in con. Director of Residential Life. Returning students have the g for rooms before they leave for the summer vacation. �RESIDENCE & STUDENT LIFE/ 49 48/ST. JOHN'S COLLEGE In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted t_o remam in residence during winter vacation. They may remain dunng sprmg vacation, although a small fee is charged. DINING HALL The dining hall in Annapolis is operated by a catering service; it is self-operated in Santa Fe. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician, Nurse Practitioner or Assistant Dean. CAREER SERVICES The Placement Office on each campus offers offer a wide range of program and services that include: "' individual career counseling , "' information and assistance in applying to graduate and professional schools ., internship opportunities . assistance with resume-writing and other job search skills "' access to a national alumni career network " pre-law and premedical advising . . . "' on-campus career workshops and meetings with alumrn .. " information and referrals on current career and ]Ob opportunities SL John's remains committed to providing high-quality assistance students and alumni as they make the transition to activities and purs beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students unde_r the supervi~ of the Placement Office, locates off-campus iobs. Pnmanly, it seeks partemployment for students during the academic year, but it can also ~id dents looking for full-time summer employment m the local commuruty HEALTH SERVICES A Student Health Center on each campus provides a variety of health vices for enrolled students. Counseling services are also available on pus. These services are free of charge or low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain of residence governing the use of dormitories. These rules have been de upon by the Dean in consultation with students and faculty. Every ent provides a housekeeping staff to care for the dormitories. The cts ~tce_ ~omns period_ically and repairs, at the expense of the ccupaflrs, any dormitory room and furniture that have been ond normal wear and tear. Any damage to college property is . fee of the student or students responsible for the , -~·v"'"''"-'= IS not responsible for the loss of, or damage to, any c.c:a.uuH;: from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland Site Plan Santa Fe, New Mexico ~ COLLEGE CREEK LOWER PLAYING FIELD BOATHOUSE SOCCER FIELD UPPER PLAYING FIELD TENNIS COURTS tu w a: fen w 0 a: 0 w 0 0 z '2 Coffee Shop SUITES LIBERTY TREE BARR-BUCHANAN. Graduate lns!itu Continuing Edu Fine Arts ,d L_--------~ L-----------~ COLLEGE AVENUE L---~ 1-IPARTMENTS �52/ST. JOHN'S COLLEGE ADMISSIONS/53 ADMISSIONS The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee-five tutors and the Director of Admissions on each campus-regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one-show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has· the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion sex, age, color, physical handicaps or national or ethnic origin of a applicant, or by any other factors unrelated to the work of the College [he application asks a minimum of personal data. Need for financial assisce does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the stunts and faculty are known to each other. Each campus has between 0 and 400 students. The size of each class is limited on each campus. Ost freshman classes are about equally divided between men and omen. Classes enter in late August and January in Santa Fe, in ptember and January in Annapolis. Occasionally, there may be a ary class on only one campus. New students are enrolled only as hmen; a fourth or more of each entering class have done one, two, or en three years of college work elsewhere. These students, despite d records at other colleges, relinquish their advanced standing to e part in the St. John's program. Freshmen w~o enter in January stay on campus the following summer complete the fu~t year. They c~n thus graduate a year earlier than if they postponed theu entrance until the following fall. The January class is of cular interest to students who come to St. John's from other colleges, have traveled or worked since graduation from high school, or who to enter St. John's immediately after the first semester of their senior of high school. �ADMISSIOh!S / 55 54/ST COLLEGE Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work in mathematics and language is advised, as well as two or three years of natural science. to the application essays and secondary school report, each must present transcripts of any college work and two letters of reference, including one from a teacheI. In exceptional cases, cedain of these requiientents may be waived, OI additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either subn1it the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases St. John's is authorized under federal law to enroll foreign students. .applications for both fall and but applicants are advised tha~ th e ear1. . . ' ier greater their chances of securing Dositions in 1 pus of their choice. - tt te Upon notification of acceptance , appl.rcan.s l1ave the t "-h ll en er campus. In order to npru-·e - 1 ._ 'l . lO enro on r - '·c . "'-~ 1 a P ace in r 1e entenng class app.1ccn1.a must submit a deposit of $250 t I. . '. campus at which their appl' t' o t "e Adm1ss10ns Office on 'che .. .1ca . 10ns werP proressed t '-h . ment specifying the camp-us the· .1 t ogei. er with a state1 b b . , Y w1s 1 o attend. Once t}e su mitten, the campus preferPnce , b t i.as een ·. . are nonrefundable, ex~~a[ a~~~ Le changed except as noted hrsi: semester tuition and feesP oced and are to are accepted on a firsc rom _,. t fable . are filled. Typically t~~ f 1~' rlirs -sefrved b~sis until the avail"80 cl~ ' 1 . ' .a - c asses ill by the middle of - . ucere is amp e time to consider offers f d . tut10ns, the earlier a decision can b h d ~ a m1ss1on from other insti_cilly fill the end of December Set r~ac e , _t e better. January classes usu- d f c1.. ' ' u ents who submit 1...~f o. we rust week of May ('or th e f a 11 t.erm ) or December 31 (' th ue ore {11e 1 Lrrn have a significantly 111.gher ch ance 01 secunnl" .c . ror ..1 e · .,_ l o in c1e c1asses than those who submit d If "" eposlls ater. ' .HLnng class on the applicant's first-ch . ' e deposit is received the Ad . . - ,. mce campus is rull when 'ons'. 1' tb" . , m1ss10ns Ofnce will offer the " .. ..:_! . k . deposit may be transferred to the other ie111&1ns m that entering class· 2) the d . campus'. ce on the waiting list or ._ ' b eposit may be used to secure a . in a su sequent class - 1 'h 1. h 01ce campus· 3) the de " - on e app rcant's ·ons is acceptable. posn may be returned if neither of the first two L L ' <] . ) 0 . 0 I St. John's College is one college located on two campuses. Although applic tions must be initiated and completed at one campus or the other, adnussio to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statentent of the St. John' College program, an application for admission and recommendation for to be completed by schools and references. Applications may be submit as early as the second semester of the eleventh grade. Because the Coll welcomes all serious applicants, there is no application fee. Students sho submit their application materials to the Admissions Office on the camp they prefer to attend. Students planning to apply for financial aid sho:L refer to the section on Fees and Financial Aid and notify the appropri Admissions Office of their intentions as soon as possible. L College 2ndeavors to meet the full d . . t O:monstrated need of enrollmg stus requesfow financial o -assis ance. i necessity, however, the amount �56/ST. JOHN'S COLLEGE ADMISSIONS/57 . . limited. It is essential, therefore, of financial aid available for each _cl~ss i:nd financial aid early. that candidates applY: for ~~h -t:.~~~~rocessed for approved applicants on Applications for fmanc1 . ru til h ail ble aid is exhausted. Therefore, a first-come, first-served bas~s un . t e avh auld file the Free Application for tin financral assistance s o . , . ·. 1 applicants reques . g d the Colle e Scholarship Service s Fn:ianc1_a Federal Student Aid (FAFSA) an "bl d p~omptly supply the Financial Aid Aid Profile form as early as poss1 e an_ th t ma be requested. Students Office with any a~d~tion~l d~cume~~a!~:s b:fore ~ebruary 15 (for fall classwho complete therr financral md app ) h .gnili.cantly higher chance of 30 (f J uary classes ave a s1 es) or September or ~ alify th n those who complete them later. a receiving all the aid for which they qu WAITING LIST . the available aid is exhausted, a wai~g ~st Once the entermg classes are full ?r hich de osits or completed financial rud will be established in the_ order m w . d PPositions in the entering classes files from approved applicants aredrec:e become available. Every effort will and financial aid will then be offere as ~~ list b allowing them to change be made to accommodate those o~ '.he w:seq guent dass, as noted above. their campus preference or to enro m a s . INTERCAMPUS TRANSFER tudents may transfer to the other at the Once enrolled on either ~ampus, s .d d their records are in good stand~g beginning of _any acade~c b:~' pr~v:he~r intentions by the last Thursd~y m and they notify the Dean s ice o d t who wish to apply for fmanFebruary of the previous year. T~ose s_tul ~nd fsorms by February 15. All such . 1 fil their new fmancra a1 ·11 b cial aid must a so e h D f both campuses and w1 e •.·. . al by t e eans o transfers are subject to approv . d. ection or the other could pose restricted if a very large s~rplus m on~ rr problems for staffing class sizes, or housmg. INQUIRIES d Director of Admissions, St. John's Colleg Inquiries should b~ addresse ;~ 1404_2800 (Phone: 410-263-2371 or 800-72 P.O. 2800, Annapo~s, ~aryla~ Director of Admissions, St. John 9238; E-mail: adm1ss10ns@s1ca.edu) ors t F New Mexico 87501-45 College, 1160 Camino Cr;~ ~ 1;;~~,E-=-ai~ a~~ssions@shadow.sjcsf.e~ (Phone: 505-984-60~0 o~ 80 - - ld Wide Web Home Page: Annapolis Each campus_ ma1dntam; Sa ::~e =http:/ /www.sjcsf.edu http:/ /www.sica.e u an a 3 CAMPUS VISIT . . t ndin St John's to see the Coll. It is best for those who are cons1~en~g at te first-~and advance knowledg for themselves. It is probably w1s~ o ged. but it is especially wise in any college one may be t~ng ~ atten i_nglum and teaching methods. case of St. John's because of it~ ~mque cur:1~~nd a seminar on Monda While on ~ampus the v1s~to;t m~ytutorials in mathematics, lan Thursday evenmg at 8:00 p.m., a en and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Adlnissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be otified as soon as possible. The only expense for visitors is transportation. They will be provided a om in a dorlnitory and meals in the dining hall without charge. St. John's stuts dress informally for tutorials, but more formally for seminar and formal . The seminar readings can usually be located in inexpensive paperback 'tions in the College Bookstore if a visitor has been unable to locate a copy of book being discussed in seminar. Linens are provided by the College. VISitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go the Admissions Office. On weekends and any day after 5:00 p.m. visitors uld go to the college receptionist. The receptionist is at the switchboard Campbell Hall at Annapolis and in the Student Center at Santa Fe. NSPORTATION The Baltimore-Washington International Airport is located twenty miles Annapolis. An airport limousine goes to and from Annapolis; visitors vised to check schedules in advance. Bus service from the airport is ractical. Hourly buses run between Baltimore and Annapolis, and the will let visitors off near the campus if asked. Buses from Washington frequent and let passengers off on West Street, about six blocks from liege. By car, take Route 50 from Washington; from Baltimore take 2 or I-97. limousine service from the Albuquerque airport to Santa Fe also is le. It is called the "Shuttlejack," and reservations should be made in e. Greyhound and Continental bus lines pass through Santa Fe. stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service able to town (reservations should be made with the taxi service one advance). Upon arrival at the bus station or at one of the Santa Fe the easiest way to get to the campus is by taxi. �FEES & FiNANCIALAID/59 COLLEGE 58/ST 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; each year they wish to be considered for aid. students reapply 7. Students receiving financial aid must meet the criteria for satisfactory progress in order to retain their award (See page 65). 8. Financial aid awards are made in accordance with the of Title IV of the Civil Rights Act of 1964 and Title IX the Higher Education Act of 1980 which prohibit discrimination on the basis of race, sex, physical handicap, age, marital status, creed or ethnic or national origin. The procedure for applying for financial aid is as follows: 1. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St John's requires students seeking institutional grant aid to file the College Scholarship Service's PROFILE form. These forms may be obtained from either schools or the Fmancial Aid Office at St. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return, 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. A The underlie St. financial aid program: . . ., r· . .• He e education lies v\1ith respons1b1hc/ for _nnancT1hng ~ c~~g~ can offer aid only to the student s parents. e o funds the family provides. : .' to meet college expenses is determined ~y 2. The ab1hty of a . . th ·n terms of income, assets, . ,-~ e fmanc1a1 streng 1 assessm.g w -. 1 debts and family members m col ege. t t . e emuloy. . . . ,, . .c r 'of a £rant, loan or par - im . . ' 3. Financial aid may be m ,ne i0-;11 d ta package that combines on~ ment and will be offered to all scu en s as a . or rn.ore forms of aid. . h that students should contribute to . . . . 4 In keeping with dl.e philosop first component of a financial aid educational expenses, self-help is ie . c • . . band an educational loan. At St self-help consists of a pan-time JO tf 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Residents of Maryland must apply for State Scholarships, 6. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office Students applying for and receiving financial aid from St. John's are to notify the Financial Aid Office of any scholarships, loans, gifts, employment or other financial benefits for which "'·' ''Q~nw. ~ eligible; any change in their or their family's financial situation; changes of name, marital status and address. �60/ST JOHN'S COLLEGE FEES & FINANCIALAID/61 C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Likewise, the St. John's Financial Aid Application should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February 15 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application by April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 25. .. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availc '. ability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by th College from its own resources, and all awards are made on the basis financial need. FEDERAL PELL GRANT: This federal program is designed to provid financial assistance to those who need it to attend a post-secondarf ins · tution. Pell Grants are intended to be the first form of assistance in financial aid package and may be combined with other forms of aid order to meet a student's demonstrated financial need. Eligibility for t Pell Grant and the amount awarded are determined on the basis of financial resources of the applicant and the applicant's family. No repa ment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNI GRANT: The College awards SEOG's to incoming freshmen enrolled students each year. The grants are awarded to students demonstrate substantial need w'"h . . . · . 11 · LO 1ents. Eligibility for the SEOG · ll pnonty given " p e_ G rant recip1. .,_ d 1s lilllLe to $4000 per year. FEDERAL WORK STUDY PROGRAMS· . nuts the College to give part-tim 1 . This federal program persuch earnin~s to purQue th . e emp oyment to students who need . . o eir course of stud St d only a luruted number of ho Y. u ents may work classes are in session. urs per week while enrolled and while u FEDERAL PERKINS LOAN· Th I l . ese oans are mad b 'h d Irect y to students using funds .d d .c , e yr e College tl1e Federal Governmen" p k. Lprov1 e ' ior rhe most part by L er Ins oans are d . ' dents with high financial need Th . ma e available to stueach year of undergraduate stud ~ maximum loan is $3,000 for ment is required while the b y. ? mterest accrues and no paymterest rate during repay::ino:v.er51:enrolled at the College. The c, f ent is 10 · There is a prov1s10n for · · 0_e_erment if the borrowe t r re urns to at le t h If . another institution. as a -time study at o FEDERAL STAFFORD LOAN: The Fe . enables a student to borrow d. tl f- deral Stafford loan program lTec Y rom a bank d· · and loan association or other t' . . ' ere It umon, saving to make the educatio~al loa Tphar lClpatmg lender who is willn. e maximum a t h F moun an undergra d uate may borrow is $2 625 f ].. sop11omore year $5 500 .c0 r /th J or .t e reshnrnn y ear, $3,500 for the . ' ' i e un10r year a d $5 500 f '. n .' or the Senior year. I\To mterest accrues and rower is a full-time student Rno payment is .reqmred while the bormination of college attenda. epFayment begms six months after ter. · nee. or new borrowers tl · 1s variable wit~ a maximum rate of S. 253 . ' 1e mterest rate Unsubs1d1zed Stafford Loans . . not meet the financial need . 't . afre available to students who do en ena or the 8 b 'd· d S gram Unsubsidized bo u s1 ize tafford pro. rrowers are charged · t 1 m-smool, grace and deferment periods. m erest during . PLUS LOAN: Unsubsidized r d 1 without regard to financial d t h re era loans are available nee o t e parents of d d epen ent stu. The maximum annual PLUS 1 mated. cost of education less fi. I oan Is the student's total es ti. nancia assistance PL L ongmation fee, a guarantee fee of u to . '-' o.ans h.ave a est rate with a cap of 901 I t p 1 3, and a variable mter1 0. r n erest accrues fro th d · ror all PLUS Loans. m e ate of disburse- uc �62/ST. JOHN'S COLLEGE FEES& 1996-97 STUDENT BUDGET 1 ANNAPOLIS CAMPUS Tuition Room&Board Books Activities Fee Personal Expenses Transportation 1 Fees 2 The AlD/63 SANTA FE CAMPUS $19,840 5,950 275 200 800 100 350' 6002 f Tuition Room& Board Books Activities Fee Personal Expenses Transportation: $18,520 6,005 275 200 800 100,350,6002 are subject to change without notice. allowance for transportation varies with the distance between the student's home and the College. BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester and December 1 for the second semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register irr September. A deposit of $200 on the fees for the following year is therefor due on or before the second Monday in April for prospective sophomore juniors and seniors. Payment of this deposit guarantees a student a place · the class. If the deposit is not paid, he may have to be placed on a waiti list; students to whom financial aid awards have been made and who do pay their deposit by the due date will have that award cancelled. T deposit is refundable only in case of withdrawal due to ill health, acade dismissal or (in the case of prospective juniors) failure to enable. If the s dent should decide not to enroll in the year for which he made the dep the deposit is forfeited, and he must make a new deposit to secure his pl in a subsequent class. If there should be any difficulties in making t deposit, the student should contact the College Treasurer at the earliest sible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Cau · Deposit, which is used as a last resort to recover unpaid student bills. fee is paid once at the beginning of the Freshman Year. If unused, i refunded when the student leaves the College. Each graduating senior pay a Commencement Fee of $25 at the beginning of the second semest the Senior Year. Unless otherwise requested, the College presents its bills directly to student, with a copy to the parents. There is a fee of $25 for late registr for each semester. The cost of books is about $275 a year. Class cop· many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educa · benefits may arrange with the Treasurer for a payment schedule of tuiti on the first day 100% refund of institutional charo-"'s o- 90% refund of· ti. · ms tutional charges from after the first the first 253 of the period from after the first rhe enrollment period ng'n '"'e nrst 50% of the 'I· ;:· o11rnent period !Ji c . o 01 , . drawal after 50% of ollrnent period 503 refund of institutional charges 25% refund of institutional charges No refund �ST JOHN'S COLLEGE/65 64/FEES & FINANCIAL AID rata or the alterthe order listed After the refund amount is nate refund schedule, the below: 1. Unsubsidized Federal Stafford Loan 3. Federal PLUS Loan 4. Federal Perkins Loan 5. Federal Pell Grant 6. Federal SEOG 7 , Other Student Federal Aid 8. Other Federal, State, Private or Sources of Aid STUDENTS 9, The Student , , 'he difference between the amount A refu~d i.s defined as c d the amount the school can retain towards msntutional charges an . t d . ·' who lives off campus may , ' - efund policy A s u em the appropnace r .. f f, . , l aid to help cover living expenses. given a cash disbursement o mhanrl_1da , :~'nes that the student received. and the sc oo e1eri,t1 b , hd a student wit raws 1 e or she could have reasona disbursement in excess of livinhg expe_nse~. 1Ii of the disbursement must 'l , ·n enrolled t en a poruo t , incurre d w h l e sn _, ' d . l , d ·pro~rams. this is defined as t 'le rP '6d en. t o I t -- era ai db-asPd on the number of wee repaid by the stu , 1, , , enses are prorate-- repayment. ~1vmg exp , - semester to determine if a repayment the student complet_es dunngSth;f d. Lo ns are excluded from the repa required. FWS earnmgs _andL or ~ede~al aid recipients must be ment calculation. Repaymefns rom i uted as follows: 0 • t; l. Federal Perkins Loan 2. Federal Pell Grant 3. Federal SEOG 4. Other SFA Programs 5. Other Federal, State, Private or Institutional Sources of Aid Examples of calculations of refund policy are available frorn Financial Aid Office upon request 91· . . . a isions of the Higher Education Act of 1980 require that each post-secry institution make available information concerning the criteria for ng s2,hsfactory academic progresso The criteria for St John's College ding the determination of satisfactory progress for recipients of federally ed (Trtle IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a nt must be permitted to enter the next semester and that next semester not include the repetition of any work This permission is normally l by the Dean in consultation with a committee of all the student's the "Don Rag Committee." The Don Rag Committee assesses a stuwork in all parts of the program and approves its quality before recto the Dean that the student be permitted to enter the next ter. assessment is conducted in the student's presence by all of his tutors in common. At the end of the Sophomore Year, the Dean and truchon Committee with the advice of the tutors review all of the studuring the first two years and determine whether or not the stube 2Jlowed to continue" der some circumstances a student who has not satisfactorily coma Sefftester's work may be allowed to repeat the work in order to at the College. Students are not eligible for financial assistance (fedstitutional) while they are repeating work efurces students are permitted to enter a new semester V'Tith the requirethey n1eet special conditions during the course of the semester. In these dent is not repeating work and is deemed to be making satisfactory until the Dean determines that the conditions have not been met When 'tions have not been met, the Dean, in consultation with the Instruction e, decides what further determination is to be made of the case. �66/FEES & FINANCIALAlD ST. JOHN'S COLLEGE/67 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and, determine whether or not the student is making satisfactory progress. BESTOR, ARTHUR E.: Educational Wastelands Th . . . 'K e Umvers1ty of Illinois Press, Urbana, 1953. The Restoration o+ L J earnzng, nopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster 1987 BRANN, EVA: The Paradoxes of Edu t · · R . ' · Press, 1979. ca wn ma epublzc, University of Chicago VETERANS/DEPENDENTS ~~~NER, JEROME S.: The Process of Education, Harvard University Press, In compliance with Federal and State regulations, St. John's has developed set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all in dents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student f below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA A third semester of certification may not be granted for VA benefits without approval of a V.A counseling psychologist. 3. The VA requires that grades be given for all courses undertaken and t all grades be considered in arriving at a grade point average. Should a VA enrolled student withdraw from any course at any point subseq to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA when a student has not successfully pleted 75% of the credits attempted. 5. St. John's will inform students on VA benefits of this policy on standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at College. However, liberal arts credits previously earned will be dedu from the training time eligibility offered by the Veterans Administrati to the transferring student. BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYE . . . Education, University of Chicago Press, 1958. R. The Revolution zn BARZUN, JACQUES: The American Universit H Teacher in America, Little, Brown and Co., 194!.' arper and Row, 1970. :;;~, l~~~IEL: The Reforming of General Education, Columbia University UCHANAN, SCOTT· Embers of th Wi ld d. enter for the Study a/Democratic :ns:~ti e It~d by Harris Wofford, Jr., 970. ons, anta Barbara, California, ~:~~l;~Li!;.~~~~;~~tor et al): Three Dialogues on Liberal Education, St. SKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. ~~~~~ll~~:dE~~-,~·9~~~itor): Higher Education and Modern Democracy, T, GERALD and DAVID RIESMAN· Th p Experiment in the American College, Unive~si; o~t~~al D;am: Reform RVARD COMMITTEE icago ress, 1978. ·versity, Cambridge, Mas~:ci~!~s~~~~~l Education in a Free Society, The TCHINS, ROBERT M · The Co fl· t · Ed . . er and Brothers, 1953:·Educati~nfa/;reed:c;tz~n z~ ~ De"::,ocratic s.ocie~, , 1943. The Higher Learning in America Yale ?ms1~na tate Umvers1ty 'ng Society, Praeger 1968 "'o F . dl 'Vi . mvers1ty Press, 1936. The .t . ' · 1 v' rzen Y ozce Greenwood 1936 sz Y of Utopia, University of Chicago Pres;, 1953. ' · IS, C. S.: The Abolition of Man, Macmillan Publish" C I TAIN JAC . mg o., nc., 1947. QUES: Educatwn at the Crossroads y, 1e U . 'ty p LE 0 ' cu mvers1 ress, 1943. rs,Jl9~~, ALEXANDER: Education Between Two Worlds, Harper and U 1 p;~r:~~RJ~~~s CSealrlch fopr the Liberal College; The Beginning of the St. ' · o ege ress, 1983. DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. �68/BOARD ST. JOHN'S COLLEGE/ 69 ANNAPO US OFFICERS President Chairman Mr. Stephen L. Feinberg Mr. Gerald D. Cohen New York, NY Mr. John Duncan Mack Ringoes, NJ Vice Chairman Mrs. Harriet Higgins Warren Mr. Gregory D. Curtis Ms. Jill Z. Cooper Santa Fe, NM Mr. Peter S. McGhee Boston, MA Mr. Gregory D. Curtis Pittsburgh, PA Mr. Charles Miller Houston, TX Mr. John Dendahl Santa Fe, NM JI/Jr. John E. Robson San Francisco, CA Mr. Vernon E. Derr Boulder, CO Mr. Mikael Salovaara Bernardsville, NJ Ms. Glenda Eoyang Circle Pines, MN Mr. Jeremy Shamos Denver, CO Mr. Stephen L. Feinberg El Paso, TX Mr. Marvin Slaves New York, NY Mr. Ronald H. Fielding Rochester, l\TY Mr. Warren Spector New York, NY Mr. Hillel G. Fradkin Milwaukee, Wl Mr. Carl A TenHoopen, Jr. Annapolis, MD Mr. Thomas P. Geyer Morristown, NJ Ms. Cheryl F. Thomas Tulsa, OK Mr. Robert Goldwin Washington, D.C. Mr. Paul Tierney New York, NY Mrs. Anna E. Greenberg Annapolis, MD Mr. William R. Tilles Rockville, MD Mr. Stewart H. Greenfield Westport, CT Mr. Michael E. Tobin Tesuque,NM Mr. Allan P. Hoffman Lawrence, NY ]\/Jrs. Harriet Higgins Warren Atlanta, GA Dr. S. David Krirnins Annapolis, MD Mr. Stewart A Washburn Lakeville, MA Mrs. Anne Lane Placitas, NM Mr. Charles H. Watts Boston, MA Ms. Barbara L. Lauer Laramie, WY Mr. John D. Wirth Santa Fe, NM Mrs. Barbara Leonard Oberlin, OH Mr. K. Martin Worthy Sea Island, GA Ms. Harriett Page Long Baltimore, MD Mr. Jonahan Zavin New York, NY Secretary Mr. William R. Tilles MEMBERS EMERITI Mr Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A Nelson Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. J0!111 L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Miss M. Brownell Anderson Washington, DC Mr. J. Burchenal Ault Santa Fe, NM Mr. John Balkcom Chicago, IL Mr. Richard E. Berkowitz Atlanta, GA Ms. Sharon Bishop Reston, VA Mrs. Sandra Brock Annapolis, MD Mr. Nicola Caiola New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Ray C. Cave New York, NY Christopher B. Nelson St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St John's College, 1991-. Dean of the College in Annapolis Eva. T.H. Brann. Brooldyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology; Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and CuJtural Affairs, 1975-77; Tutor, St. Jolm's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-; Dean, St. John's College, Annapolis, 1990-; Doctor of Humane Letters, Whitman College, 1995. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de I·fancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-92. Berns 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Ric.hard Hammond Elliot Tutorship, 1980-. University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Offic2, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Comn1ittee for the Study of War Documents of the American Historical �ST JOHN'S COLLEGE/71 70/FACULTY Gisela Berns Abitur' H oe.ld er i·m Gymnasium St u . . Umvers1ties of Heidelberg F, UlL~gart, 1959; Classics and c· t , ran c1urt · . ~raa sexmnen I, University of Heidel l\1u-me h , Tuebrn.gen, 1 . Akadem1scher Austauschdienst U-. ~erg," 1963; Fellow Deutscher Umvers1ty of Heidelberg 1964'. I mvers1ty .or Florence, 1963-64· Gymnasium, m Classics and , de1delberg, 1965· Instructo . Cl . - 5; Staatsexamen 1966-67; Tutor, st.'John's C o llrege, Aass1cs and Philosophy, in nnapohs, 1967-. Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. ~1Smarck · Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Nicholas Maistrellis B.S, h. Bates College 1962· De par t ' , 'eac mi; Assistant,/ 1962-66 un· ment of tt·istory of Science, 1962-67 . 1 W1sconsm; Tutor, St. John's co'11ege1vAers1ty Fl.ellow, 1966-67, University of o , nnapo is, 1967-. '-""·"''"'"' S. Kutler B.A., SL John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Physics Laboratory; Instructor, American University, 1960; Visiting St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Flaumenhaft 1960, 1900 u . 0 fell ow,.1:farvard1962 '. Umversity, ~ ' mversit-yo f Chicago,. Woodrow VVilson 1960-61 · ~.dnumsuahon Fellow, 1963-65· L , Nat10nal Aeronautics and S ;oice U';!vec;ity, 1965; Ledo m in .Po!W" I ?cience, It fov.1UCLOr m Government, Wheaton Coll 'Umvers1ty or Chicago, 1965-66; St. College, Annapolis 1968-· F 11 ege (Massachusetts), 1966-68· was h'mgton Umversity, 1981;eMlT /H . ' ' ow, Institute L s·- s . ' c ior mo- ov1et Studies, \/V·-apons. and Arms Control, Summer 1-9 ._arv.ard Vlforkshop on Nuclear 1,i~~nan~hes ~onshtutional Fellow, 1984-8~3, Nanonal Endowment for the N.wH Imerpreuve Research Grant 1987-89· ~/'N~H Plannmg Grant, 1986-8'7; ~c~cc,c,at10nal Studies, University of Dela. ismng Professor, Department of orca1ey Foundation Grant, 1992-94. ware, 1989; and .L Tutorship, 1972-, Dean, 1982-84. E Cohen B.A., St. John's College, Annapolis, 1956; J.n, University of Maryland Lavv School, 1976; Department of Philosophy, University of Chicago, 1956-57, ·University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. rn,'"~'l~;=' m J. Fisher B.A., University of Rochester, 1965; Technician, Harvard Universit Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965 Visiting Lecturer in Physics, Western New England College, 1980; Visiti Senior Niember, Linacre College, Oxford University, 1982-83. Charles Milner, Jr. Emory University, 1949; B.D., Columbia Theological Seminary, Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity Sch 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Litera and Interpretation, Wellesley College, 1959-65; Tutor, St. John's Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Gradu Institute in Liberal Education, Annapolis, 1980-83. Coll~ > Ro~,;~, Wye Jami.son AHanbrook RJ~~ V~ssar. College, 1964; M.A., 1965 Ph . . WovJrow Wilson Fellowship 1964-65· 1' h:D., Stanford Umversity, 1974· mg Assistant in Stan'or_; Urnvers1ty, 1967-69· Tutor St J h ; Cente;, Annapolis, 1969-; ' u National Professor, University of North C 'l' ss1stam Dean, 1987-90 1992-· National Endowment for th H aro .ma, Chapel Hill, Janu'ary-l:Vlay 1990,-91, American Council Fellow!hip for College Blocrt Professor and Lecturer, .bellowship, 1990-91; - o a I orma, Berkeley, 1994-95 Humanitie~ George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D, 1965, University Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. >-""""'''·~"'· Ka~lsruh~ ~~~~uitor ~ac 1986~8.; l ~.olle~e, if L~~amtles Univ~~~dtyS~~ey~s E White T~~cherc Erne;t . '·'""~""'rr·n John's .College, Annapolis, 1965; T p . 1970, Alvm Johnson Fellow 1970-71· ¥-New School for Social 1971-. ' ' utor, St. College, E Raditsa A, Harvard College 1956' U . . 61-6~, - . Colu~bia Uni~~::f;ty Scho.lar, 1960-61; University Fellow, l::mg;tt~ Umversity of Munich, 196l6i9~2,/res1dent s Fellow, 1962-63; iver,::,1ty, Wa.shmgton Square Colle e '1 er ~n, _1965,. Instructor, New York .D., •~olumb1a University 1969· T t g 's 965 68, Assistant Professor 1968 Endowment for the College, Annapolis,' 1973-'. over lnstitute on War, Revolution and p eace, SLanford, California,Program, e ow,, National Fellows 1977-78. tiona~ Hu~a~i~[~s ~ Jl~hn's �72/FACULTY ST. JOHN'S COLLEGE/73 Howard Zeiderman . 967 MA S J hn's College Annapolis, 1 ; . ., Dartmouth College, 1962-63; J?.A., t. ti nal Fello~ 1972· Tutor, St. John's Princeton University, 1972; Prmcet~ 1 ;78~ ' ' . College, Santa Fe, 1973-77, Annapo s, J Deborah Schwartz Renaut . 8 . MA The Johns Hopkins B.A. St. John's College, Annapohs,Ul~ 6 ' ·t· {974. Tutor St. John's ·' ·t , ' Universi y, 1971· Ms ., Georgetown niversi y, , · College, Annapolis, 1974-. David L Townsend . · , d . A H d 1970· Diplome Umversite e B.A., Loyola College, 1969; M. ., d a~~'lf6 .' J.D. 'Yale Law' School, 1981; Paris, 1967,.1973; Ph.D., Har~a~ 9 6 9 _ 1974, High School English Teacher, Graduate Pnze Fellow, Harvar·R 'd tTu'tor Eliot House, 1971-73;Tutor, Cambridge Free School, 1970F72, 19e;~-~~ Ann~polis, 1984-; Intern, U.S. 1980; Ma. Bar, 1981-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Marilyn Douville Higuera ~~i~::J ~r~~:%~J:~~~ce,eManhatta~, B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Michael Comenetz . . . . MA 1967 Ph.D., 1972, Brandeis Umfversityf B.A., The Johns I:Iopkinps ro essor o ~:~he~a.tics, University of Kansas, University; Assistant . 1972-75; Tutor, St. John's College, Annapolis, 1975-. William Jon Lenkowski Joe Sachs · Th N 1968· Graduate Student, e ew B.A., St. John'.s College, Annapoy~;k 19 73 ; M.A., Pennsylvania State School for 1975; Rese~rch, ~ew ' University, SocialTeachmg Assista:i-t, p ennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. I' 71_ John Verdi . . 1972 . MA 1974 Ph.D., Philosophy, B.S., Psycholo9J, Fordham Umver.sity, . . M.A: Ex eri~ental Psychology, 1975' University. of S~mthern S:ahf~~~t.' Tutor,'St. fohn' s College, Santa Fe, D 1988-91 '· Director, Graduate University of California, San Die90, 1975-85; Annapolis, 198~-; Assistant ean, Institute in Liberal Educat10n, 1992-. Chaninah Maschler . ·ty, 953· MA in Philosophy, Yale Umversi ' B.A., City C~llege of Ne::; Y-&r~, 1 .ty,' 1953~55; Alice Freeman Palmer Felio~ 1955; University Fellow'. Ycu~ ruvers1 . ' ent of Philosophy, Pennsylvania work on Peirce, Yale University, 1956-53, ~~~~ilosophy, C.C.N.Y., 1961-62; State University,.1959-61; DepaJt~te e 1962-64; Reader and Translator for Department of Philosophy, Barnar ~ ACE Program 1970-72; Queens Harper T~rchbooks, 1965.-70; ~~~~;fr ~ale Stre~t College of Education, 1972; College Liberal Arts lns?-tute'. L'b al Education St. John's College, Santa Fe, Tutor the Graduate Institute m i er ' lis 19761970, '1972, 1975, 1976; Tutor, St. John's College,Annapo ' · B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, 1976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. J' Robert P. Druecker ·1 F ll 1966-67· Teachin B.S., Marquette University, 1966; Wo~~ro~::0~tn~v~;ity, 1972~76; M-, Assistant, _Dep~rtment .ot~~~h~f1~~American Scandanavian Foundati Boston University, 1974, Fellow, Norway, 1976; Tutor, St .gJ ohn's College' Annapolis, 1977-. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science �ST. JOHNS COLLEGE/75 74/FACULTY Pamela Kraus . s Office of Technology Assessment, United Fellow, Umted States Co_ngres DC 1978-79· Project Scientist, BKD, States Cong~es~, _Washmgt~n, tio;,.'al Acade~ of Sciences/National Arlington, Vug;ima, 19{~81, N~ Laboratory Resfa.ent Research Associate, Research Council/ Nava esearc rch Naval Research Laboratory, E.0. Hulburt Center for ~p~ce ~esealtan't E 0 Hulburt Center for Space Washington, D.C., 1981-83; emor o~suWashin. t~n, D.C., 1983-; Tutor, St. Research, Naval Researfh ~~~~=-a~e~ber of t~e Science and Engineering John's College, Annapo is, ' . . . . 1991Advisory Board, High Frontier, Arlington, Vugmia, . M.A., 1973; Ph.D., 1~80, The Catholic University of America; NDEA Fellow, 1968-~0; Woodrow W~son Fellow, 1973-74; ~ecturer, The Catholic University of Ame~ca, 1975-80; Ass1St'.'11t Professor ?f Philosophy, The Catholic University of Amenca, 1980-85; Amencan Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. Elizabeth M. Blettner . . 1969 G duate Study in English Literature, B.~., St~nford 1:Jniversity, _ ;_ r~. in Philoso hy, Pennsylvania Sta~e Umversity of Wisconsin, 1970f ~~-r· hy and HJmanities, Pennsylvama Universio/, 19!8; Instruct~r ? i oso\veaver Fellowship, 1981; Ph.D. in State Umversity, 1979-8_0, Richa~d .-M· "ty 1985· Tutor St. John's College, Philosophy, Pennsylvama State mversi ' ' ' Annapolis, 1982-. Henry H. Higuera . f . MA l976 PhD 1983 University o B.A., Cornell Uni'.'erpsitlyt'. li~~ien~e fackin~on Coilege, 1981-82; Tutor, St. , Toronto; Instructor m ~ i ica John's College, Annapolis, 1982-. Walter Sterling . · 6· 965 MA p nnsylvania State Umversity, 196 ' B.A., St. John's Colleg~, 1 ; · i;er:it 1966 _68; Ph.D. Candidate, The Instructor, P~nnsylvanfiaAStat~ U~970-7/ Editor of St. John's Review and Catholic Umversity o menca, ' Tutor, St. John's College 1983-. Michael Blaustein . ·t l984· B.A., St. John's College, Annapol.is, 1974; Ph.D., Harvard Uruversi y, ' Tutor, St. John's College, Annapolis, 1984-. Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. 11 . . 977· MA Ph.D. in Philosophy, Boston Co e_ge, B.A., Gonzaga University, 1 'c i1 ., 1978-1982· Instructor, Assumption 1984· Teaching Fellow, Boston o ege, . ' 4 Coll~ge, 1981; Tutor, St. John's College, Annapolis, 198 -. William Pastille A.~. in _Music, Brown yniver~ity, 1976; M.A. in_ Musicology, Cornell Umversity, 1979; Ph.D. _m M~sicol?gy, Cor_nell U_mversity, 1985; Visiting Faculty, School of Music, Umversity of Wisconsm at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Abraham Schoener B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the ·Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Patricia M. Locke Stewart Umphrey MA 1971 N S h 1 for Social Research, 1966; · ., ' B.A., Senior College of t~e ftyw ~ ;~e New School; Assistant Professor of Ph.D., 1973, Graduate acu o k Geneseo 1972-1976· Graduate Philosophy, State UruS·vehrsi7 fJ7~~;8~o~n;~ersity of Oklahoma,'1980-1984; Faculty of The New c oo , . ' Tutor, St. John's College, Annapolis, 1984-. .A., English, Pomona College, 1977; M.J. Journalism, University of alifornia, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of ·sconsin-Madison, 1989; Associate Researcher, History of Cartography roject, Department of Geography, University of Wisconsin-Madison, 988-89; Tutor, St. John's College, Annapolis, 1989-. dre Barbera .A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry rary, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, ; Visiting Assistant Professor of Music, Cornell University, 1979-1982; "stant Professor of Music, University of Notre Dame, 1982-1989; Visiting istant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; tor, St. John's College, Annapolis, 1990-. �76/FACULTY Oksana Lassowsky Kathleen C. Blits G d t Study, New School for Social B.A., Mount Holyoke College,~~; Research, 1970-72; M.S., _1985, p . ., 'uJn~versitJ of Delaware; Tutor, St. John's College, Annapolis, 1990-. . 1t;9 Princet~n Erik Sageng . . M.A., , Ph.D., 1989, BA University of Alaska, 1983, . F 1985 83-86· Mellon Fellow m 11ow, 19 . ., . IS . e Foundation e ' 11 . th University; Nationa cienc . ht Fellow 1987-88, Visiting Fe ow m e the Humanities, 19_83-89;_ Ful~mg f Edinbu'rgh, l987-88; Rockefelle! Fellow, Science Studies Urnt, Urnversitb-%u t or, St. John's College,Annapohs, 1990-. University of Oklahoma, 1989-9 ' Radoslav Datchev . S f 1982 . Assistant Professor of Degree in Phil_osophy,of o ia, USni;er~~72 ~~·' ~u~~~, St. J~hn's College, Annapolis, Philosophy, Urnversity 1992-. Carl Page al d 1980 . MA (Hons), University of B.A., University of Auckland, New Ze iaa~t~te U~iversity, 1987; Assistai;t Auckland,of Philosophy,Pennsyl~n·versity, 1987-1994; Tutor, St. Johns Professor 1982; Ph.D., Emory m College, Annapolis, 1994-. William T. Braithwaite . . Washin ton & Lee University, BA Virginia Military Institut~, l9~l~D., Mayer £.own & Platt, Chicago, 1964; U.S. Army, 1968-70; Uni;ersity, Chicago, 1980-9 l973-80; Associate Professor o . ' 5 Tutor, St. John's College, Annapolis, 199 -. Assoc;ai~w aLo;~la ¥: Robert Goldberg . 7 79 . BA Harvard College, 1981; St. John's College, Aru:apoli_s, 19~ Tor~nto;.,Adjunct Lecturer in Pohtic 1983, Ph.D., 199?, Umversity o 1989-90; Visiting Assistant Professor Science, University of Toronto, 1990-94· John M. Olin Faculty Fellow Political Science, Kenyon Colle~e, C~llege ' 1994-95; Tutor, St. John History and Poli_tical Theory, enyon College, Annapolis, 1995-. Katherine Heines . MA 1986 Doctoral Candi~ate ~9 B.A., St. John's College! Santa Fe, 1?8~, Le.ct~rer, The Catholic Umvers1ty The Catholic University of Ame~a, uette University, 1988-89; Tutor, America, 1987-1988; In~tructor, arq John's College, Annapolis, 1995-. U . .ty of Chicago 1988; Jaco Emily H. Brooker Langston ' . .t .. ' ... mversi B.A., Emory Umversi y, 1987· MA , J wish Studies, The Oxford C~n 11~r~ss College, Oxford Univ~rs1ty, Javitz Fellow, 1989-93; Certi!ica~t Postgraduate Hebrew Studies,_ . .t 1992-· Tutor, St. Johns Col Ph.D. Candidate, Emory Umvers1 y, ' Annapolis, 1995-. ST. JOHN'S COLLEGE/77 B.A., Clarion State College, 1983; Ph.D. in Mathematics, The Pennsylvania State University, 1994; Haskell B. Curry Fellow, 1984, Mathematics Teaching Assistant, 1985-1990, The Pennsylvania State University; Assistant Professor of Mathematics, Annapolis, 1995-. Albright College, 1990-1995; Tutor, St. John's College, SANTA FE President John Agresto AB., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Anthony James Carey t. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 967-69; Graduate Study in Music, University of North Carolina, 1969; art-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time tructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. hn's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991, 1996-. A., Reed College, 1955; Instructor in Mathematics, Loyola College, 57-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 0-61; Dean, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, istant Tutor, 1971-73. bert D. Sacks ., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins · ersity, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues tales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. 's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. 's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, d States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching w, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, -67, Santa Fe, 1967-; Assistant Dean, 1970-72. �78/FACULTY FACULTY/79 Don B. Cook . . f California at Davis, 1965; AB. Occidental College, 1958; p~iD., U~~~~sWa~onal Science Found_ation Wilson Fe, 1965-72, 1973-, Assistant Fellow, 1959-61; Tutor, St. er, · Dean, 1981-82, 1990-; TeachJo Sant a Fe Prepatory School, 1972-73. Wo~drow Ski~ner c·a~didate Honorarhn~: c~"fi~ge, S~nta ~niversity, P~mc;t~m t~~vrr~iv~rsity, 61 ·M.A., Princeton 1963; Ph.D. Elliott T. BA University of Colorado,_ 19 ' U . ity· Assistant and Preceptor, in Philosophy, 1964; Fello:-" of the Woodrow Wilson Fellowship,. rmSce Institute in Greek Philosophy Ph"l hical Studies ummer Council for 1970; Tutor, St . Jo h n 's College' Sante Fe, 1965-. and Science, i osop E. Ray Davis, Jr. . . B A St. John's College, 1962; M.A., University of "Yisconsm, f 1i~3!~ Uni~ersity of Indiana! 1965; N._D.E.~ History and Philos~phy o d~ie l962-65· Ph.D., University o~ Caliform Fellowship, University osf IJn ;a;iaCollege' Santa Fe, 1966-, Assistant De Riverside, 1980; Tutor, t. o n s 1977-81. Ralph Swentzell . . sit 1963; Instructor, Comput B.S. New Mexico Hig~lan~s ~mJebni~ersity, 1965-66; Tutor, St. Jo Programming, New Mexico Hig an s ' College, Santa Fe, 1966-. Glenn A. Freitas BA Classical Languages, St .. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director Dean, 1991-1996. of The Graduate Institute in Liberal Education, 1982-85; David Bolotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Georgia S. Knight :S.S., Philosophy, 1970, M.A., English, 1972, Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 988-90. ent H. Taylor .A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., niversity of California at Santa Cruz, 1976; University of California at ta Cruz, 1967-68; Defense Language Institute, Monterey, California, 8-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 5-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; or, St. John's College, Santa Fe, 1974-. , C llege California, 1957; ':'.h. Ma~~ s_ ~acred Scripture, Pontifical Bib Uru,;'ernite LavoL Quet;'~6J~~~~'!"J;fb~;.e et A<cheologique Frnn~~ . Comnuss10n, Rome, ' Th ology St Mary's College, Jerusalem, 1964-66; Assistant i;rof~~~~=, Ass~stant De~, 1976-77, 1982-84. ' Tutor, St. John's College, Santa e, 7 Philip Lecuyer C lle e Oxford University, 1 BA Colorado College, 19.66; MertonMo · g l970-72· Boettcher Sch . ., U . ty of New exico, ' 9 D Studies in Biology, mversi 66· Rhodes Scholar, 1966-6 ; an 1962-66· Perkins Scholar, 1963- 'Wil Fellow (honorary), 1966; Graduate .Fellow, 1966-72; Colorado College, English Literature, SuIIll!1er .tute of Social Research and Develo Tutor, BiologyNew Mexico, University of and Che1:11S~~J~~~-' Tutor, St. John's College, Santa Fe, W~~:~itiess~~stitute, David Edward Starr 966 PhD l972 Boston Univ B.A., Gordon Colleg_e, 19~2; M.A., 1ost~n uni;,ersity, 1963-64; '] Gr aduate Assistant m Philosophy, f B . Studies 1964-66; Inst . .ty College o asic , hn' Intern, Boston ymv~rsi f Rh de Island, 1966-71; Tutor, St. _Jo ~ Philosophy, 1972_80 1982- Duector of The Graduate Institute m Umversity o ~ Annapo 1. is, ' ' Education, Santa Fe, 1980-82. abeth S. Engel ., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, hing Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; tant Professor of Philosophy, California State University at Humboldt, -75; Tutor, St. John's College, Santa Fe, 1975-. da Lamson Myers , St. John's College, 1971; M.A., University of North Carolina, 1975; St. Education, 1985-88. beral John's College, Santa Fe, 1977-; Director of the Graduate Institute Dunning Buchenauer History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., "cs, Brown University, 1980; Ford Foundation Fellow, 1966-68; sity Fellow in Classics, Brown University, 1969-70; Tutor, St. John's , Santa Fe, 1980-; Director of The Graduate Institute, 1991-94. University of Colorado, 1972; Deutscher Akademischer schdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., sand Comparative Studies, Boston University, 1979; Teaching Fellow, University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; nt Professor, University of Colorado, Spring, 1980; Tutor, St. John's , Santa Fe, 1980-. �ST. JOHN'S COLLEGE/81 E ComeH 80/FACULTY Peter Dragan Pesic PhD 1975 Stanford University; AB Harvard University, 1969; M.i 1970h A~si~tant a~d Associate, Stanford D~clorth Graduate Fellow, 1969-6~+5· el:~~rer, Stanford. University, 1976-80; Linear Accelerator Center, 19~ 19;0-· Musician-in-Residence, 1984-. Tutor, St. Jolm's College, Santa e, o , Edward Cary Stickney . . MA. Philosophy, Albert-Ludwigs A St John's College, Annapolis, 11997759,· Tu:to~ St John's College, Santa Fe, B · ., . . ·b VI/ Germany, , ' Univers1taet, Fref1 Te~~'Gr~duate Institute, 1994-. 1980-; Director o Janet A. Dougherty Harvard University, 1980; Teaching B.A., Yale College, 1974; M.A., Ph.Dd, College, 1976-78, 1979-80; French Fellow in Government at Harva~- . t ' Professor of Political Science, Government Fellowship, 1978-79; StssJ~~~'1s College, Annapolis, 1982-85; Stonehill College, 1980-82; Tutor, . Santa Fe, 1985-. Stephen Frederick Houser . San Francisco Conservatmy o~ BA. St. John's College, Santa. Fe, 1;;.9, . :i.ia 1989; Ph.D., University or 1 Mu;ic, 1980-82; M"A., n:,versityUof. ~~~i1ty df Virginia, 1987-90; Tutor, SL . . . Virgmia, 1990· President s Fellow, mv 3 John's College, Santa Fe, 198 - 1f I Katharine S. Mulford . .t of New Mexico, 1975; l' · Univers1 Y B.U.S., Philosophy and Re ig10~duate Theological Union, 1978; Philosophy and Theology, G h 1983· Tutor, St. John's College, , Philosophy, University of Okla oma, Fe, 1983-. I FrankN.Pagano . . h D Boston College, 1981; A.B. Cornell Univers1'.y, 1969, p - .1 .Director of the Division of Science,, 19p75 , P rof~ssor of PoliticalA ociace roSfess or of Political ,Science, . 83 - 983Learnmg, 1980- , ss d· ~ t St John's College, Sarna Fe, 1 . University of New Englan , iu or, . Jorge H. Aigla , d Mexico Mexico City, . . Universidad Nacional Auton~ma19;5. M.D., University of Cahfor~cia Saint Mary's College, California, . ti Student Research Assoc1are1 1 Francisco, 1979; American H~art Aff~~~rs~n of California San Francisco, 19 Fellow, Cancer Research Institute, U ·versiY of California San Franc1~co, ' Resident, Pathology Department, ~ one~ s Office, City and County or 1980· Assistant Medical Exarmner,. o~ t my Sonoma State Umvers Fra~cisco, 1980-1981; Lect.:irer ~~mnaa~d Physiology, City c.o~eq.,e of. California, 1981-82; Lecturer m An -Y 1982· Lecturer, Colleg1ace ::ie . Francisco, 1981-1985; Private .traf~~~tf~ss· As~istant Instructor, San Fran Saint Mary's Colle ~eT, Ct alif~rnJ~n' s C~lleg~, Santa Fe, 1985-· Karate-Do, 1982-8 , u or, . 5 1975, 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa 1985-; Visiting Assistant Professor of History of Science, University of 1990. Robert Richardson Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A., Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St John's College, Santa Fe, 1985-. Lir,da Wiener B Biology, University of ~v1iami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; PhD., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. Da:rid Lawrence Levine AB St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary)l 967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971, Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of · Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. ;~· l\IL3s. Oberlin College Conservatory of Music, 1981; Harvard .University 1983; Ph.D. in Music Composition, Harvard University 1986, .:Tutor, St. John's College, Santa Fe, 1987-. ean D, Collins Jl.A, Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval ll.Jniversity Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 85-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 87-. �ST. JOHN'S COLLEGE/83 82/FACULTY Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1989; Tutor, St. John's College, Santa Fe, 1990-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Basia C. Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urban 1976; Graduate Study in Economics, University of Chicago, 1976-7 University of Colorado Graduate Fellowship, 1983-87, M.A., Classi University of Colorado-Boulder, 1985; Graduate Study in Ancie Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynol Fellowship, 1988-89; Ph.D. Candidate in Classics, University Colorado-Boulder; Instructor in Latin, University of New MexicoAlamos, Summer 1985; Visiting Assistant Professor, University Colorado-Boulder, Summer 1990; Tutor, St. John's College, Santa 1989-. Joan E. Silver B.A., State University of New York, College at Old Westbury, 19 M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theolo · Union, in Theology and The Arts, 1993; Tutor, St. John's Coll Annapolis, 1974-77; Tutor, St. Mary's College, Integral Prog 1977-79; Tutor, The Graduate Institute in Liberal Education, St. Jo College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. Jo College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College Carob . . Cantab., 1985; Wissenschaftlicher Mitarbeft~~g( University, 1982; M.A., Department, University of Muenster West G on Shakespeare), English Ex~~ange, University of New Mexic~ Alb ermany, 1982-86; Academic Bntish and American Literature ESL cuq~erque, 1985-86; Lecturer in Univer ~1·ty,, 1aiyuan, People's Republic of Chi · ' urnculum - D eve1oper, Shanxi 198 Ana~ys1s, North China Film and Broadcasti na, I ?-89; Lecturer in Film Johns College, Santa Fe, 1989-. ng nstitute, 1989; Tutor, St. Sally Dunn B.A., St. John's College, Santa Fe 1971 ·MA . No~re J:?ame, 1973; Post-Masters' Doct~ral. P;op~~losophy, ~niversity of Uruvers1ty of New Mexico 1974-77· PhD W g m, .American Studies School, 19!9; Part-time Unio:r1: New, Mexico, 1975-81; M.A., St. John's Colle ie~ rogram, University of Johns College, Santa Fe, 1990-. ge, anta Fe, 1989; Tutor, St. In~tructor, 'wo~~~ S~~n S~dies, Graduat~ Margaret Anne Kirby B.A., Un~versity of King's Colle e 1977. MA Dalhousie University, 1979; coJ~onw~alth S., Department of Classics, Oxford University, 1980-82· M Litt F lty f cholar, Hertford College uruvers1ty, 1982; Gasthorer Ruprecht-Karl o Modern Languages, oxford' · · ., acu ' ' · U . . Junior Fellow, Massey co'llege U . .~- n:vers1tat, Heidelberg, 1982; Department of Germanic Lan c/. mvers~ y o Toronto, 1983-85; Ph.D., 1988; Fellow and Tutor Unifers~es ~~'k_~1te;atures, University of Toronto, John'sCollege,SantaFe,'1990-. ty mg s College, 1987-89; Tutor, St. Bruce M. Perry B.A., Greek, 1973, M.A, Classics 1975 PhD C . Washington; Ph.D. Candidat~ 0 . ' t ·1 l~ss1cs, 1983, University of Pennsylvania; Visiting Tutor St J~hn;iecn lal tusdies, 1985, University of ' · s o ege, anta Fe, 1990-. S James P. Forkin RA., St. John's College Santa Fe 1980· Ms v; California Davis 1986· MA p l'f 1 s' ·.' egetable Crops, University of D.avis, 1986' Tuto; St John'~ C.o,11o1 iSca cF1ence, University of California ' ' · ege, anta e, 1990-. I r 1971 Yo~k University, 197Ko~A. 19B73; Cornell University, 1~73-7~; B.A., t John's College Anna w Amenca; Editor, Catholic Uni~ersi~' ~~·f°' 19.85, The Catholic Umversity arymount Universit of Vir i i y i:i-en~a Press., 1980-86; Lecturer, ss, 1987-89· Tutor Sf John's gCnlla, 19S85-86,FEd1tor, Prmceton University ' ' · o ege, anta e, 1990-. ., Music, State Ph f ssics (Greek) University ?. N ew.Yiork College at Fredonia, 1973; M.A ~doctoral Feho~?r{ gfl~~~~l ;~i;~cb ~~stor: Coll~ge, ~982; Killa~ istant Professor SUNY C 11 ' t 0 ' a ous1e Umvers1ty; Adjunct isconsin-Eau Claire 198~-8~~V 'ti sw~o~ 1982-85; Lecturer, University as, 1988-90· Tutor St John' c' lllSl nsg SSIStant Professor, University of s o ege, anta Fe, 1990-. ' , · i �FACULTY /85 84/FACULTY James Cohn lb . ht Scholar Germany 1981-82; Ph.D. B.A., Dartmouth College, 19~1; ~u ni:;,_ of Chic~go 1990; Tutor, St. John's Committee on Social Thoughi:, UmversHy - ' College 1991-. Charles N. Fasanaro · · · ILIFF 1965 . M.A.R. with Distmct10n, . 11 B.S., Chemistry, Manhattan Co ege, o· Ph.D., Philosophy of Relig10n, School .of Theology,/ C~i~r~~ °3. ~~~l~ssman Scholarship for the Study ~f University of Denver _IL , '. than M. Daniels Fellow, 1982 Pos1Philosophy and Rehg10n, 1980-82'. Jon\ f Colorado 1983-84; Program doctoral Fellow, Philosophy, Uhn1vDersity oWrhng Pro'gram, University of "1stant w t fe irecCenter for Philosophy an d Rel'igmn, or, ' . Ombud sman an d A s" . Colorado, 1986-91; Associate Pro es;or, Philosophy and Religion, Colorado, Colorado, 1986; Professo_r, Center or 1990; Tutor, St. John's College, Santa Fe, 1991 . 8 L Kates _ r MD 1980· Advance d Summer Greek St. John's College, AnnapoC1s1'1 . ' Ph~enomenologicum, Perug1a, N y y City 1981 · o egmm U · ·ty Institute, ew or' . , D 1991 C mparative Literature, State mvers1 Italy 1987; 1988, Ph. .,. - .. ' o . t t Professor of Comparative of l'Jew York at Buffalo; Vis~tN1ng A~s1~ ~Binghamton, 1991; Tutor, St. Literature, State University or ew or John's College 1 Santa Fe, 1991-J o hy Graduate Faculty, r' ew Vassar College, 1963; M.A., ~ New School, 1980; School)972; Ph.D., Ph1l()~ophy,L~r~au:zine, 1963~9; Adjunct Associate Reporter Internat10nal Ed1lions, U .g . 4-91 · AdJ·unct Associate h L ng Island mvers11y, 198 ' . , ' h'l Professor, p 1 oso:p y, o 1 d University, 1986-91; Adjunct Assiscant Professor, Journalism, Long Is an N York University, 1989-91; Ad1unct Professor, Continuing Education, e; h College 1981-35; Ad jun cf Assistant Professor, Ph1losopShy,D arucCollege 19s2· Tutor, St. John's. Assistant Professor, Philosophy, t. 'ranc1s ' ' College, Santa Fe, 1992-. 0liria v \ de Torres Ph'l 0 \ [ Fa~ult MichaelDavidRa'IAm . t't t 1974·1Vl.S. R 1 r Polytechnic 1ns i u e, ' . t B.S., Mathematics, _enss.e ae . Under raduate Study in Mathemati~s Mathematics, Brown University, 19~, 1 ~979-80· Graduate Study r.n Education, University of ~ew. r le;;,~S6; PhD.,'Mathematics, Indi JVlathemat1cs, Clarkson Umvers1ty, 1991 · Instructor, University of N hu:':'tute of Technoloi:;;y, Khara~pur, Institut Superieur Pedagog1q11e Orleans, 1977-80; Ass1stant.J:~~t~~soA.ssistant Professor, St. Law:re Bukavu, Zaire, 19A80-82, t p ofe~sor Manchester College, 1988-92,; University, 1983-86; _ss1stan r , St. John's College, 1993-. Victoria Mora M · 198i::; · Ya_._· . . h U iversity of New exico, J, B.A. in Enghsh~Ph1losop y, -~ 988 . M.A., M. Phil. in Philos_?phy, Y University Teaching Fellow,d1;s6 Dis~ertation Fellow, 1990-1991; Ph.D. University, 1990; Ford ~o:m ano~ . so -h Instructor, Albuquerque Philosop~y, Yale UmverSHyl,9~~~~ ~::l~t. foJn's College, Santa Fe, 1992c. Community College, 1991' u ' Barry E. Goldfarb B.A., Yale University, 1975; M.A., University of Chicago, 1978; University of Cincinnati,1981; Ph.D., The Johns Hopkins University, Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. College, Santa Fe, 1993-. Rea.hard B.A., English, Michigan State University, 1980; Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Comparative Literature, University of Colorado, Boulder, 1991; Teaching Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, 1987-1988; Instructor, College of General Studies, University Pennsylvania, 1988-1989; Graduate Work, Literary Theory, University of Pennsylvania, 1988-1991; Post Doctoral Research, History of Science, i\liassachusetts Institute of Technology, 1992-1993; Tutor, St. John's College, Santa Fe, 1993-. Claudia A. HoneyweH B.A., 1986, University of Chicago; 1987-1988, Account Executive, American Bankcard Services, Woodland Hills, CA; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; 1990, Surveyor, Kavousi /Thri ph ti Archaeological Survey, Crete; 1991, Mochlos Archaeological Excavation, Crete; 1993-1994, Visiting Assistant Professor of Classics, Cornell College; Tutor, St. John's College 1994-. B.A, Williams College, 1973; M.A., The Graduate Faculty, The New School for Social Research, 1979; PhoD. in Philosophy, The Pennsylvania State University, 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, 1982-84; Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet 1984-85; Wissenschaftlicher Mitarbeiter, Philosophisches Semmar, Johannes Gutenberg Universitaet Mainz, 1985-88; Visiting . Assistant Professor, Department of Philosophy, The University of Kentucky, 1989-94; Honors Program, The University of Kentucky, Fall 1992; Tutor, St. John's College, 1994-. ~Alice Behnegar 'A.B., Smith College, 1975; J.D., Stanford University, 1978; Ph.D., Committee cin Social Thought, The University of Chicago, 1994; Carthage PostDoctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State University, 1994-95; Attorney, GODO Searle & Co./The -NutraSweet Company, Skokie, IL, 1981-83, 1986, and Aubonne, ffewitzerland, 1983-84; Attorney, Schiff Hardin & Waite, Chicago, IL 1978-81; ifutor, St. John's College, Santa Fe, 1995-. �86/FACULTY Michael Candelaria B.S., Southern Bible College, 1981; M.Div., Southwestern Baptist Theological Seminary, 1983; Th.D., Harvard University, 1987; Lecturer and Assistant Professor in Philosophy and Religious Studies, California State University, Bakersfield; Tutor, St. John's College, Santa Fe, 1995-. Maren Ormseth Cohn B.A., 1987, Humanities/Modern Thought and Literature, Stanford University; M.A. 1993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, 1995-. Samuel B. Johnson B.S., Davidson College, 1970; Instructor, English and German, Shikoku Gakuin Daigaku, Zentsuji, Japan, 1970-92; M.A., Ph.D. in Mathematics, Duke University, 1974, 1979; Deutscher akademischer Austauschdienst Stipendient, University of Heidelberg, 1974-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College, 1979-85; Associate Professor of Mathematics, Guilford College, 1985-89; Chinese Language Studies, Beijing Waiguoyu Shifan Xueyuan, 1988; J.D., Yale University, 1992; Arabic Language Studies, Institute for Foreign Studies of Arabic, Damascus, Syria, 1992; Attorney, Spiegel & McDiarmid, Washington, D.C., 1992-95; Tutor, St. John's College, Santa Fe, 1995-. Leonard W. Ortmann B.A., Yale University, 1976; Fulbright Scholar, Germany 1986-87; Ph.D.1 Philosophy, The Pennsylvania State University 1990; Humanities Instructor, The Pennsylvania State University 1980-86; ESL, Internationale Bildungsstaette, Germany, 1988-89; Lecturer, Germanic Languages and Literature, University of Pittsburgh, 1990; Adjunct Assistant Professor of Philosophy, St. Francis College, 1991; Assistant Professor of Philosophy; Conception Seminary College, 1991-95; Tutor, St. John's College, Santa F 1995-. PRESIDENTS EMERITI FACULTY/87 Edwin Jules Delattre William M. Dyal, Jr. TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith FS C Robert Bunker ' · · · Douglas Allanbrook Bryce Du Val Jacobsen Barb~ra Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow T~omas J. Slakey Michael S. Littleton Elliot Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. HONORARY FELLOW Paul Mellon B.A., Y~e University, 1929; B.A., 1931 MA . Uruvers1ty, 1961; LLD. Carnegie Insti~t~ of'J!~~~~mb~dg~ University; Litt.D., Oxford gy, 67, LH.D., Yale University, 1967. �88/ST. JOHNS COLLEGE PROFILE/89 ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John Agresto Dean Eva T. H. Brann Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Treasurer Bryan E. Valentine Treasurer Fred H. Billups, Jr. Director of Graduate Institute Edward Carey Stickney Director of Graduate Institute Thomas Assistant Dean Don Cook Assistant Deans William Pastille Abraham Schoener Director of Admissions Lawrence H. Clendenin Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Karen Holland Director of Continuing Education Thomas May Director of Financial Aid Caroline Christensen Director of Placement Jennifer Chenoweth Librarian Inga Waite Family Nurse Practitioner Carolyn Roberts Registrar Nancy R. Lewis Registrar Diane M. Martinez Director of College Health Services Marilyn Mylander Director of Student Activities Mark St. John Superintendent of Buildings and Grounds Charles L. Wallace Director of Personnel Ted R Gonzales North Car~!~~~ Ohio ... Oklahoma .. . Oregon ............ . Pennsylvania ..... . South Carolina .. Tennessee... . .. Texas .. . Utah ... . Vermont... Virginia ... Washington .. . West Virginia .. . Wisconsin .. . Wyoming .. . 2 2 2 4 2 2 2 2 San la Fe 14 4 9 2 2 14 2 6 3 3 24 3 10 1 2 2 District of Columbia ... Albania ... Austria China ... Denmark. .. England Germany. .. Ghana ................... . l 2 l 2 18 Musician in Residence Peter D. Pesic Director of Information Services Barbara Goyette New York 2 2 22 10 1 Mississippi ...................... Missouri ............................ 1 Nebraska ........................... l New Hampshire .............. 1 New Jersey. ....................... 10 Director of Laboratories Hans Von Briesen Annapolis 31 Miiu1esota ......................... - Director of Financial Aid Michael Rodriguez Librarian Kathryn Kinzer Santa Fe Arizona ............................ 1 California .......................... 9 Colorado ··························· Connecticut. ..................... 3 Delaware ........................... 3 Florida ............................... 5 Georgia ...................... l Hawaii ............................... l Idaho .................................. Illinois ................................ 2 Indiana ······················· ······ 1 Iowa ................................... l Kentucky........................... 1 Louisiana ........................... 1 Maine ................................ 2 Maryland .......................... 19 Massachusetts .................. 7 Michigan ........................... l Director of Alumni Relations Elizabeth Skewes College Physicians Fen Sartorius Steven Wright College Physicians S. David Krimins Sigmund A. Amitin Annapolis States Represented ················ 34 Alabama ........................... l Alaska ................................ - Annapolis Nrnnber of Students Fali 1994 ............................ lll January 1995 ..................... 35 Men .................................... 85 Women... ....................... 61 Early Entrance ............ ........... 2 Previously Attended College... .................... 34 Range of Ages ····· ········· .... 100 Independent. .................... 40 Parochial .. 3 Santa Fe Annapolis 116 14 66 64 3 31 17-30 2 95 25 10 Rank in Class'' First Fifth ... First Tenth ... Second Tenth ... Second Fifth ... Third Fifth Fourth Fifth ... Last Fifth National Merit Ho~;~~: Scholars ... Finalists .... Semi-Finalists .................... Commended Students ... Director of Operations & Auxilary Joseph Shaffer 'N t· Santa Fe 71% 75% 50% 28% 22% 21% 18% 7% 4% 39 54% 31% 23% 24% 17% 3% 2% 37 Receiving Financial o mcluded in this table are 73 students for whom rank-m· -cla . . ss is not available. 2 5 5 9 9 12 20 14 � STATEMENT OF THE ST. JOHI,J'S PROGJU\Jvl 1996 -1997 MARYLAND SANTA FE, NEW MEXICO 21404 87501 (410) 263-2371 (505) 984-6060 Founded as King William's School, 1696; chartered as St. College, 1784; accredited by the Maryland State Department of Education, the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Seco'."ldary Schools. The College is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or u>0;cwH11. Academic facilities and most residence halls are accessible to persons with physical disabilities. The College reserves the right to modify the programs and policies herein stated without notice. �ANN APO US 1996-1997 August 27 ................................. Upperclass Registration . August 28 ................................. Freshman Registration and Convocat10n August 29 ................................. Classes Begin with Seminars October 11-14 ............................ Long Weekend November 27 - December 1 .... Thanksgiving Recess December 12 ............................. End of First Semester December 13-January 5 ........... Winter Vacation January 6 .................................. .Second Semester Registration January 20 ................................. January Freshman Registration January 31-February 3.............Long Weekend February 28-March 16 ............ .Spring Vacation May 16 ....................................... End of Second Semester May 18 ....................................... Commencement SANTA FE 1996-1997 August 22 ............................. ., .. .Sophomore and Senior Registration August 22 .................................. Undergraduate Classes Begin with Seminars August 22 .................................. Convocation August 23 .................................. Freshman and Junior Registration August 26 ...... ., ....................... ,..Graduate Institute Begins October 4-7,. .............................. Long Weekend Nov. 28 - Dec. 1.. ...................... Thanksgiving Recess December 12 ............................. End of First Semester December 13-January 12 ......... Winter Vacation January 10 ................................ .January Freshman Registration 13 ................................. Second Semester Registration 8-23 ............................... .Spring Vacation 16 ...................................... End of Second Semester 18 ....................................... Commencement SUMMER 1997 May 26 ...................................... January Freshman Second Semester Begins June 16 ....................................... Graduate Institute Summer Sess10n Begms Awmst 1 ....................................January Freshman Second Semester Ends Au~ust 7.................................... Graduate Institute Summer Session Ends SUMMER 1997 26 .......................................January Freshman Second Semester Begins 16 ............................... "" ...... Graduate Institute Summer Session Begins 31.. ...................................... January Freshman Second Semester Ends August 8 .................................... Graduate Institute Summer Session Ends �...... 6 CunticuRurra Serninar ....................... 8 .................. 10 ............................. 11 ................... 16 ....... 20 ........ 22 Tutoria.ls La_boratory Formal Lecture St John's List of Books The fa,,_caderrui.c Ord~:r Tutors Instruction Comrnittee Library Schedules Essays and Exan1inations Academic Standing ............... . of Bachelor of Arts Graduate Studies and Careers After St. John's D egre2 of f./1aster of Arts Graduate Institute in Liberal Education ...... . Graduate Program in Eastern Classics D11ectory Information and Right to Privacy ........ 28 ........ 29 ................. 30 ................................. 31 .......... 33 . ......... 33 .................. 35 ................. 35 .............. 36 . ........ 36 ....... 37 ... 37 1 Strndent Life .......................... ····················· ............................. 38 Santa Fe Both Carnpuses Site Plans of the Carnpuses .......................................... 43 ............................ 47 ......... 50 and Procedure .54 .56 Fees and Fi:n_ancial fa-"-id Procedures and D.2adlines .. Grants and Loans St11dent Budget and Deposits Refund Policy ................ . Criteria for Judging Satisfactory Progress .. . ... 58 ......... 60 .................. 62 ......................... 62 ...... 63 . ..... 65 ............................... 67 fi:ibliography .............................. 68 Faculty ......................................................... 69 ....................................................... 88 PD:ifille: 1995-19% Freshman Classes PHOTO CREDITS ~Front Cover: Kitty Lea/cen/Ricardo Trombetta. Back Cover: Keith Harvey (Top), Lisa Law (Bottom) ............. 89 �6/ST JOHN'S COLLEGE St. John's College is a community dedicated to liberal educatioR Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas, They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations, They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and citizens, St John's College is persuaded that a genuine liberal education requires the study of great books-texts of words, symbols, notes and picturesbecause they express most originally and often most the ideas by which life is knowingly or These books are the most teachers, They are both they illuminate the of human directly on the as freshly as spoke for the time, for what have to tell us is not of merely academic concern or remote frorr1 our true interests, They change our minds, Inove our hearts, and touch our spirits, The books to us in more than one In the persisting human questions, they lend themselves to interpretations that reveal a variety of independent and yet meanings, And, while seeking the they please us as of art wrth a clarity and a beauty that reflect their intrinsic intelligibility They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical or philosophicaL They are also linked together, for each of them is introduced, supported or criticized by the others, In that sense they converse with each other, They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation, This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire, To remedy this defect is the goal of the St John's seminar, Here, a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably It is presupposed that the students are willing to submit their opinions to one another's ~uestions, The demands of the individual and those of the group are m contmuous mterplay, setting limits within which the discussion moves with the utmost possible freedom, The discussion may concern itself THE INTRODUCTION /7 primarily v1ith trying to establish, the meaning of a poem or the validity of an argument, On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students , bring, to Lthe seminar the assumptions they have derived from the'IT expenence in tue coi:temporary world, Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations, Pri,ncipally, however, the aim is to ascertain not how things were, but hmv thmgs are-to help the students make reasonable decisions in whatever circu.mstances face, And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should contmue with them throughout their lives, Most of the teaching at St John's takes the form of a discussion, The conversational methods of the seminar are carried over into the tutorials, As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students, The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings, St. John's seeks to restore the true meaning of a liberal arts education, The function of the liberal arts has always been to bring about an awareness the forms that are embodied in combinations of words and in numbers so that they become means of understanding, Traditionally, the liberal arts were, seven, m number: grammar, rhetoric, logic-the arts of language; and anthmehc, geometry, music and astronomy-the arts of mathematics, In more contemyorary terms, the liberal arts bring to light what is rnvolved m the use or words and numbers in all kinds of discursive in analyzing, speaking and writing, and also in measuring, deducand demonstratmg, , There are many ways to develop these arts, The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration and musical analysis, Whatever methods are used, they all serve the same end: to ii:vite the students to think freely for themselves, By these means,, students will be able to envisage actual situations, to deliberate by artlculatmg cle,ar alternatives with the hope of arriving at a proper chmce, The acqms1hon of these intellectual skills will serve the students who have learned them throughout their lives, I~nowle~ge, advances and the fundamental outlook of man may change over che cenLunes, but these arts of understanding remain in one form or ~-nother mdispensable, They enable men and women to win knowledge of che world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths, Under their discipline they can acquire the habit of listenina to r~as~~, A gen~inely conceived liberal arts curriculum cannot avoid aiming at th~"e most rar-reachmg of all human goals, �THE CURRICULUM/9 8/ST JOHN'S COLLEGE 1 The heart of the curriculum is the seminar-a discussion of readings from the books of the program. In each seminar seventeen to twenstudents work with two members of the who serve as leaders. The group meets on and Thursday until ten-or sometimes well under discussion has aroused a sustained conversation. The assignfftent for each selTtinar an-1ounts, on the average, ca•uuc,o;, but may be much shorter if the text hap- asked by one of the leaders. Thereafter the se:rninar consists of student discussion. Students talk with one to the do not raise their hands for permission to be but enter the discussion or withdraw from it at wilL The is the use of formal modes of address. Once seminar rnay take many forms. It may range from the most to the most The reading of Thucydides, for exam.ple, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' and fears abrout .the wisdom or error of national Dolicies. Homer Dante prompt rerlechons on human virtues and vices" and on man's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, .staying close to the text· at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after semmar, students from different groups compare the points made in their discuss10ns. Except for the requirements of common courtesy, there are only two rule:;: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported b.y argument-a_n unsupported opinion does not count. In a freshman semma.r the studems may tend to express their with little regard for theu relevance t.o the question or their relation to the opinions of others. Grndually, m theu interplay with one another, the students learn to proceed with care, keepmg to the topic and trying to uncover the meanings of the terms they. use. They learn, gradually also, that to some extent the procedure of the semmar vanes with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the se.mmar members, or occasions when the seminar as a whole achieves illummahon. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly srnooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument within the sequence of analogies and other imaginative devices by the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argurnento If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major of the process called enabling. (See page 34). �THE CURRICULUM/11 10/ST. JOHN'S COLLEGE THE PRECEPTORIAL For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would.not otherwise encounter. There are generally not more than ten students m a preceptorial. Guided by a. tutor, they proceed at a p~ce mor~ leisurely than that permitted by the semrnar. Usually, the students work is comp!eted by ~h_e writing of papers, which may be read in draft to the preceptonal and cnhcized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Wysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays T.S. Eliot: Selected Poetry Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Nietzsche: Twilight of the Idols THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject, which they may later teach. Writing assignments are normally made in all classes: mathematics, music and laboratory sections as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by a training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they sttidy language as the �12/ST. JOHN'S COLLEGE THE CURRICULUM/13 discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, the intermedi~ry of foreign tongues, they study their own language. drsco.ver rhe resources of articulate speech and learn the rules that must govern rt 1f is to be clear, consistent and effective-if it is to be adequate and In the beginning, the emphasis is on the forms of . the grammatical constructions, and the vocabulary of each language bemg studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, on.e t~cat is concerned with particular details and shades of meamng and wnh che abstract logical structure and rhetorical pattern of a given work Those ar: matters that do not come directly into semmar d1scuss10ns. The students concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. . A secondary purpose of the language tutorial is su.ppmt of the sei:111nar. Some of the works read for seminar are also studied m the tutonal, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually pernnts. This habit of precision, in its turn, can then become more common in sem1narc The language tutorial cannot and should not aim at mastery of. the foreign language, but the students can reasonably exped to obtmn ~ knowledge of grammatical forms and a grasp of the peculiar quahhes or the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. . The choice of foreign languages is in part dictated by the semmar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. . . _ The French of the third year begins with a bnef, mtens1ve study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of theu models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understandmg and enioyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relat10n of that art to the traditional liberal arts of language. Writing assignments mclude exercises in translation more ambitious than those attempted in the third The year ends with analysis and discussion of modern British and poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats and Wallace Stevens. THE I'i[ATHEMATICS TUTORIAL l'-1fathematics is a vital part of education; that this is true or ought to be is '"""'e··-·"''-~ by the word itself, for it is derived from a Greek word meaning " It is regrettable, then, that students should come to dislike mathe:c-natics or to think of themselves as unmathematical. It is equally regrettable ~..~~···~--·~ mathematicians are often unaware of the philosophical upon which mathematical equations and formulas are based. lv!:itl\ernahcs at St. John's is studied as a liberal art, not artificially separated lrnrn what have come to be called the humanities. When mathematics is o.t an unhurried pace, in an atmosphere of reflective inquiry and from tre3.tises chosen not only for their matter but also for their elegance and as it is at St. John's, mathematics becomes not only the most learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades modern world, perhaps even defines it. Therefore anyone who means to eihc1ze or reform, to resist or cooperate with this world not only must have come familiarity with the mathematical methods by which it is managed, also must have thought about the assumptions that underlie their applicatrnn It is the task of the mathematics tutorial and the laboratory together students to think about what it means to count and measure things in. the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, close connection with the human capacity for learning, its rs especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully commathematical treatises, demonstrate propositions at the blackboard �JM& 41 14/ST. JOHN'S COLLEGE and solve problems. By doing this over four years they learn a good deal of mathematics, and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse", "ugly " and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. . The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a not10n of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginnmg of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. . In the fourth year, the reading of Lobachevski's approach to non- THE CURRlCULUM/15 Euclidean geometry invites reflection on the postulates of geometry, as well ~s o~' tl~e nat~re of the geometnc art ~s a whole. Seniors also study .ti1nsrem s special theory of relativity, which challenges our conventional cmdemtanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorithat includes a. close. study of classic paintings, beginning with Giotto's frescoes and endmg with Picasso's Les Demoiselles d'Avignon. THE I\1:US!C TUTORIAL One of the aims of St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed tov.J2.rd performance but toward an understanding of the phenomena of r:-rus1c. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind 2cssoc1ated with the mind's power to grasp number and measure. The lib~ eral a.rt of music was based for them on the ratios among whole numbers. the music program at St. John's aims at the understanding of cr'.us1c through close study of musical theory and analysis of works of rnGs;ca! hterature. In the freshman year, students meet once a week to study nmdamentals of melody and its notation. Demonstration takes place prisrngmg, and by the second semester the students perform some of choral works. In the sophomore year, a tutorial meets three times a Besides continuing the singing, the music tutorial reflects two different but aspects of music. On the one hand, music is inti. to language, rhetoric and poetry. On the other, it is a unique and ~, art, which has its roots deep in nature. .. ~:·he vvork of .the tutorial includes an investigation of rhythm in wmas as well as m notes, a thorough investigation of the diatonic system, a of the ratios of musical intervals and a consideration of counterpoint and harmony, None of these are done apart from v•o0u•.•··''' reality of good music. The inventions of Bach, the songs of _ . . masses of Palestrina, the operas of Mozart and the instruw.e:rttal ·works of Beethoven are the real textbooks. In the second semester at le~st one major work is analyzed closely. ' <:o •' .~:;;:m1~ars on great works of n:usic are included as part of the regular ~·-Lunar s,_hedule. Instead of readmg a text, students listen to recordings �16/ST. JOHN'S COLLEGE THE CURRICULUM/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain int~grated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory sess~on may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory .meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the Coll~ge, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18/ST. JOHN~; COLLEGE THE CURR!CULUM:/19 LABORATORY TOPICS The general of study have been chosen from elementary physical and biological science. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving, in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to-be used to formulate alternative theories of light -corpuscular and wave-and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culrninating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism-but the atorn itself has become the object of study. Prepared by his work with electrical phenomena, the student can focus on the questions of atomic stability that lead to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger' s What is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance, in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology-for instance by Beadle and Tatum, W~ti;onand Crick, Jacob and M:onod-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox ''What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "The Tears of Odysseus" Carey Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Parable of Don Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B.F. Bart '£ianford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield ~esis and the End of Art" •fohr\Sallis �THE CURRICULUM/23 22/ST. JOHN'S COLLEGE FRESHMAN YEAR Homer: Herodotus: Flato Euchd: Lucretius: Pb}tarch: l"hcomachus: Lavo1sier: ST. JOHN'S LIST OF GREAT BOOI<S The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continued review at St John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk Iliad, Odyssey Agamemnon, Clwephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Co/onus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics'' Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals'', Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR A;:-istotle: Ph1tarch: Tacitus- Plotinus: Anselm Dante Chaucer: Des P:r2z: Machiavelli Luther Rabelais: The Bible* De Anima, On Interpretation *,Prior Analytics*, Categories* Conics* Aeneid Lives* Discourses, Manual Annals* Almagest* The Enneads* Confessions Proslogium Summa Theologiae Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/ZS Marvell, Donne and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Cervantes: Galileo: Hobbes: Descartes: Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: Epitome IV Leibniz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Kant: Critique of Pure Reason*, Fundamental Principles of Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Essays by: Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Taylor, Euler, D. Bernoulli SENIOR YEAR Articles of Confederation, "Declaration of Independence," Constitution of the United States of America, Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery," Selected Essays Moliere: The Misanthrope, Tartuffe Faust* Experiments in Plant Hybridization Origin of Species Darwin: Hegel: Phenomenology*, Logic (from the Encyclopedia), Philosophy of History* Lobachevsky: Theory of Parallels* Tocqueville: Democracy in America* Lincoln: Selected Speeches Kierkegaard: Philosophical Fragments, Fear and Trembling Wagner: Tristan and Isolde Marx: Capital*, Political and Economic Manuscripts of 1844* Dostoevski: Brothers Karamazov Tolstoy: War and Peace Mark Twain: The Adventures of Huckleberry Finn W:!lliam James: Psychology, Briefer Course Nietzsche: Thus Spake Zarathustra*, Beyond Good and Evil* Freud: General Introduction to Psychoanalysis Valery: Selected Poems Kafka: The Metamorphosis, The Penal Colony Einstein: Selected Papers The Electron* Millikan: Conrad: Heart of Darkness Vlrginia Woolf: To the Lighthouse Joyce: The Dead Flannery O'Connor: Everything That Rises Must Converge by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, Einstein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, Weismann, Millikan, de Broglie, Heisenberg, John Maynard Smith, Driesch, Boveri, Mendel, Teilhard de Chardin Goethe: Mendel: �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature First Year Homer Aeschylus Sophocles Euripides Aristophanes Philosophy and Theology History and Social Science Mathematics and Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Dries ch Boveri Second Year Third Year Fourth Year Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Locke Rousseau Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Adam Smith U.S. Constitution Hamilton, Madison, Jay Toqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart P~scal Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Faraday Lobachevski de Broglie Mendel J,J. Thomson Bohr Millikan Schriidinger Darwin Freud Einstein Heisenberg Whitehead Maxwell Wagner Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S.Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Lorenz Rutherford Minkowski Bernard Davisson Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern II �28/ST JOHN'S COLLEGE THE ACADEMIC ORDER/29 ~ft 23' ~Gt: o~'O;, ;;)q ~4 1c':·:t::~ THE \~~: ;~to' ~~ At St. John's, the teaching members of the fac- ~~ ulty are called tutors. The title professor is avoid- .~. ed to signify that it is not the chief role of the tutors to expound doctrines in their field of J'kl expertise. Instead, learning is a cooperative ~f¥ enterprise carried out in small groups with per- '.~ sons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studymg the text that is the principal teacher of the class it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good queshonern, able to raise i~portant issu:s that will engage the intellectual and imagmahve.powers 01 .their studems. Next, they must be good listeners, able to determine the d1fficult1es of theIT students and to help them to reformulate their observations and examme their opinions. The tutors should be ready to supply helpful examples ·5 and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, dernonstration or explanation, but first of all the tutor will call on the students w try to help themselves. In order that conversations at St. John's will not be limited to what fits inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead tutorials requiring translations from Sophocles or Racine. The of this for students is that they are under the guidance of active learners vvho will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comorehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program This preparation is necessarily demanding because no full-time h 1 tor is confined to a single part of the program. They are, and have to be, members of a seminar and of either two tutorials or of one tutorial hrn<>~'''"'' section, and they are continually teaching their colleagues and from them. It is irnportant that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the danger of succumbing to routine performance, they are grantleaves to allow for leisure and serious study. Between sabbatical faculty study groups are set up. Leaders of such groups are somehrnes relieved of part of their ordinary teaching duties. The groups engage ffl a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learnh1g at St. COlVIMITTEE The Instruction Committee is a committee of tutors responsible for the Deans on all matters of instruction. It also advises the on appointments to the faculty. The Committee consists of the and twelve tutors, six elected by the tutors on each campus of the .._,.v,.,~"'-' the Presidents sit with the Instruction Committee ex officio. The over the Instruction Committee meetings on their own cammen-,bers of the committee on each campus constitute the Committee for that campus and meet regularly throughout the full Committee meets annually, alternating between the two camand the Dean at the host campus presides at those annual meetings. �30/ST JOHNS COLLEGE THEACADElVllC ORDER/31 the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the sar.r,e immediate preparation. This may be the week when all freshmen are leami:he Greek alphabet; or the weeks when they are meeting the highest type of mathematics in the fifth book of Euclid's Elements; or the time of the first in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, a common program of study, have a common ground for conversation. TI-IE The books chosen for study at St John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the College has little need f~r a specialized, highly technical collection. Each year books are purchased m mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in selecting books and periodicals. The Annapolis library maintains a collection of about 93,000 volumes. In Santa Fe, the collection now numbers over 60,000. Both libraries hold interesting special collections. Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. A new library was opened in Annapolis in 1996. In addition to comfortable individual study carrels, open stacks and traditional reading rooms, the library contains computer terminals for student use, with access to local networks and the internet. The Faith and John Meem Library opened in Santa Fe in 1990. The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given time. Listening carrels, scores and over 8,000 records, tapes and compact disks are located in a special music room. A SAMPLE FRESHMAN SCHEDULE, SANTA FE JVlONDAY TUESDAY Mathematics WEDNESDAY THURSDAY Mathematics Language FRIDAY Mathematics Language Language Laboratory Chorus Sew.mar Seminar Formal Lecture Except for the preceptorials in the junior and senior years and certain periods of laboratory work for which the upperclassmen may choose their own time, schedule is the same for all students. The language, mathematics and music t\.l.toriols each meet for three and one-half hours to four and one-half hours per week. Freshmen, juniors and seniors spend up to six hours each week in the la.hioratory. Two evenings from eight to ten, all students attend a seminar. A formal lE;cture or concert is given once a week. Sixteen to nineteen hours per week are spent ill regular classes. The year is divided into two semesters of sixteen weeks each. �THE ACADEMIC ORDER/33 ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS . . Toward the end of each semester, oral examinations are held. These are con. ducted by the seminar leaders. The students are questioned freely and inforµi_ally on the texts they have read or the paper they have written and on meir c:ritical and interpretive opinions. It is not the principal aim of the :examiners to find out how much students remember. Students are encouri;t~d to consider the different parts of their study in relation to each other . ;ljmd to problems that may not have been treated in any of their classes. For men the first oral examination of the year is given before the winter cation, and for juniors and seniors just before preceptorials begin. ALGEBRA EXAMINATION the second semester of their sophomore year, students must pass an · ation in elementary algebra and trigonometry. Review sessions are ed. FINAL ESSAY AND ORAL EXAMINATION senior year, the student is required to present to the faculty a final related to some aspect of the four years' work. It is not intended to be e of specialized research, but rather a sustained performance in the libs. Four weeks at the starf of the second semester are reserved for writing; during this period the seniors attend no classes. If the final is approved by the faculty committee to which it has been assigned for g, the student is examined upon it by the committee in an hour-long examination. No degree is awarded unless both the essay and the amination are satisfactory. The senior essay is regarded as a culminathe student's learning. DEMIC STANDING St. John's classes are small and intimate, and because students paractively, tutors are aware of their students' progress from day to day. rs' appraisals of a student are based on the student's total perfora member of the tutorials and seminar. �34/ST. JOHN'S COLLEGE It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE ACADEMIC ORDER/35 i ~ ;: .~· ?!:' ~~ ·~ "%%'" t~: THE DON RAG ~ Within the College, the most important form of evaluation is the don rag .·~_,_r_._;,' Once a semester, freshmen, sophomores and juniors meet with their tutors -:•i, in the don rag. The tutors report to one of the seminar leaders on the stu- ·~;, dents' work during the semester; the students are then invited to respond to ~t their tutors' reports and comment on theidr obwn wodrk. Advice may bde.-~_)_.~,--·.· requested and given; difficulties may be aire ; ut gra es are not reporte <. or discussed. :::•• In the junior year, conferences replace some of the don rags. In confer- ·-~. ences, students report on their own work, and then the tutors comment on ~j that report. By the time students are semors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that ~­ there is a special need for one. .-~1 If a student's work as a whole falls below a satisfactory level, the stu- ~J dent may be placed on academic probation, with the stipulation of condi- ~;~"· tions that must be met if the student is to continue in the College. The nor- ~~ mal probationary period is one semester. ;t LETTER GRADES Students are encouraged not to work for grades but to develop their powers· of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's come prehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is ai a satisfactory level. Such a grading system is necessary for students wh wish to enter graduate or professional school or to transfer to another col lege. If it becomes evident that a student is not progressing or that the learn ing process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with t advice of all the tutors of sophomores, of the student's learning during t two years spent in the College. The sophomore essay is especially impo tant in the enabling procedure. Consequently, no students are enabl to enter the JUrnor class unless they have written a satisfactory essay, and then if in the judgment of the Instruction Committee they are sufficientfor the work of the final two years. In particular, the enabling looks to the possibility of the student's writing an acceptable . vvho completes the four-year curriculum satisfactorily is awarddegree of Bachelor of Arts. Students who enter in the January session in three and one-half years, but they spend their first summer in . cc,m1pletrn their freshman year, so that they, too, complete a four-year curthe transcript, St. John's seminars, tutorials and laboratories are 1nto terms of conventional subjects. The curriculum is the equivaone hundred thirty-two semester hours. CAREERS in. •0rhich careers and work environments are changing rapidly, a based liberal arts education is recognized increasingly as . . the best long-term career preparation. Research studies in business 'Jn2ss101:i.E and recent national commission reports have reaffirmed the liberal arts in inculcating broadly applicable skills, such as f-''"-''-'"::111 solving abilities, written and oral communications �36/ST. JOHN'S COLLEGE skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: .. 21 % of all St. John's alumni are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; ., 20% are in business or business-related occupations; " 13% are in sciences and engineering; " 10% are attorneys; .. 8.5% are in the visual and performing arts; .. 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology and journalism. Over 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. TI-IE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. It is offered year round on both the Annapolis and Santa Fe cam- THE ACADEMIC ORDER/37 The Summer term is eight weeks long; the Fall and Spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: seminar, tutorial and preceptonal The seminars, like those of the undergraduate college, have two tutors as lea_ders and are limited to twenty students. Tutorials are smaller classes devoted to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to The Graduate Institute in Liberal Education, St John's College, Santa Fe, New Mexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. c;RADUATE TERN CLASSICS IN The Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads to a master's degree. Its seminars, tutorials and preceptorials follow the sarne educational principles as the other degree programs of the college, In the tutorials students choose to study Sanskrit or classical Chinese. The seminar and preceptorials consider the works in English translation. The concludfr,g summer segment is devoted to directed readings and the writing of a substantial essay. The Eastern Classics program is offered only on the Santa Fe campus. A detailed description and application materials are available from the office of The Graduate Institute in Liberal Education in Santa Fe DIRECTORY INFORMATION AND RIGHT TO PRIVACY In with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information about each student currently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of ~ttendc:nc:e, degrees and awards received, and the most previous educafmnal agency or institution attended by the student. As required by the Act, the College will provide public notice annually of its intention to such directory information. Students have a right to inform the ·within a reasonable period of time that any or all of this directory should be withheld. The College will respect any such for privacy. �38/ST. JOHNS COLLEGE RESIDENCE & STUDENT LIFE/39 RESIDENCE & STUDENT LIFE The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in .the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the State and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six. s~dent dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to allocate time and use of facilities such as the student kitchen, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of th College administration to discuss matters of mutual concern and maint · a Student Committee on Instruction, which works with the Facult Instruction Committee on academic matters. A Food Committee works wit the dining hall manager to develop satisfactory dishes for the regular a vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expre sion of opinion to the community as a whole. Controversy ranges from pe to vital; short stories, poetry and news take up the rest of the spa other student publications, The Collegian and Energia, appear less fre:tl:y, and publish longer and more polished essays and fiction. Students o welcome to contribute to The Reporter and The St. John's Review, the fficial publications of St. John's. acurricular organizations at St. John's are generally informal. Some e year after year while others spring up and die out as the individual . of the community come and go. Many extracurricular activities irectly out of the curriculum as students' interests overflow from the �40/ST JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 41 classroom. The past years have seen small classes - some led by students, others by tutors - in harmony, Latin, German, the New Testament, Heg_el, Leibniz, Afro-American literature and selected women wnters. Other activities stem from interests independent of the College curriculum, such as gardening, dance and the martial arts. . : Computer facilities are provided to students by the College m coniunction with a student owanization, the SL John's College Computer Trust. 0 This group maintains a computer room to which students have twentyfour-hour access, as well as several individual computer stations m the Library. The members of the Computer Trust will train students in the basics of computers and word processing. They also offer hardware and software for sale at student discount prices. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included Love's Labours Lost, Equus, and No Exit. Every weekend, the student film club presents foreign and domestic films-the classics of cinema art The selection is eclectic: recent screenings have included La Dolce Vita, Wings of Desire andSaturday Night Fever. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at College events; the Small Chorus recently presented a concert version. of Purcell's Dido_ and Aeneas; The College provides practice rooms and pianos and a music library or scores and recordings" Private study can be easily arranged on campus or m town. Individual artistic expression needs a time for training and a place to work Permanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provi_de_ places _to develop specific skills" The College's Mitchell Art Gallery specializes m CE'culating exhibitions by artists of major stature. Recent shows have mcluded the drawings of Henry Moore, Old Master Drawings, and works of the Austrian Secessionists. Lectures and discussions are scheduled dunng each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washin»ton and Baltimoie; transportation is free of charge for St. John's student~. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors •. meet informally, come in several varieties. The Society of Bacchus arranges rock dances, waltz parties and community gatherings, including the Halloween Masked Ball, Christmas Party, Mid-Winter Ball and the Spnng Cotillion. Vigorous square dances and quiet jazz parties occur once or twice. a year. A festival in the spring, Reality Weekend, begins with student sk:ts and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition. There are Sunday concerts at the College, and the Political Foru invites lecturers to speak on weekday evenings. Annapolis itself offe church groups of all denominations, synagogues, concerts, plays, tours, sea.~ood, sailing, the Naval Academy, hiking, cycling, state governrnent, polu1cal work, commumty service groups, etc. Washington, D.C. and Baltimore, Maryland, both within an hour's drive, offer activities too numero_us to mention; the Director of Student Activities schedules trips to both cities to attend plays and films as well as for individual explorations. CoJJ.ege provides an extensive intramural program that includes team ·}".·<~0n1nE0 tit] in soccer, flag football, basketball, volleyball, softball and track, as individual tournaments in tennis, badminton and table tennis. between intramural teams is passionate, but good natured. . . and tutors also pursue interests in sailing, canoeing, kayaking, do, yoga, weight training and aerobics. The College also has active rowand fencmg clubs that compete with other college and university teams ocal and tournaments. There is also an annual croquet match a team from the neighboring United States Naval Academy, for the include a gymnasium with racquetball courts and weight tennis courts and a boathouse. �RESIDENCE & STUDENT LIFE/ 43 FE CAMPUS In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the State and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeo.al and historical research. Scientists in nearby Los Alamos do research and related fields. Neighboring institutions of higher the Institute of American Indian Arts, the College of Santa Fe Community College and the University of New Mexico Sixty miles to the south, Albuquerque provides the attracconveniences of a city of 400,000 people. campus of 250 acres lies in the southeast quadrant of the city, two the historic Santa Fe Plaza and the Palace of the Governors. The re of the Santa Fe campus reflects the territorial style introduced in the last century. The campus, at an elevation of 7,300 feet, and offers superb views of the Cerrillos, the Jemez, the Sangre de Cristo mountain ranges . .,ne.ranum~. includes a classroom building, a laboratory, a library, a stua music and fine arts building, an administration building, of dormitories and ten furnished two-bedroom apartments. A �44/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/ 45 conference services office, dining hall and student health office are al located in these buildings. Each of the 16 dormitory units on the main camp~s house from 12 to students, and the eight dorm suites which house five people serve as smaller community of friends within the College. More than half the roo are singles. The others are designed in suites of two or three rooms to I:' vide each student with the privacy of his own quarters and at the ~ame close companionship with a fellow student. The eight dorm s11:ites ho five private rooms. Students living in these dorms are resp?nsible for cleaning in their rooms, bathroom and co~mon ro~m ..The ~irector of r dential life helps students arrange to live m dorrmtor.ies with ~thers share similar opinions about smoking, music and so on m a dorrmtoi_y ar . Students in Santa Fe find it effective to work out problems and ideas an individual basis with the administration and faculty, as well a~ thro the machinery of a formal student government, since both the size of College and the form of the program are conducive to inform~ and communication. There are permanent student r~presentatives to Financial Aid Committee, Campus Planning Committee and ~he Boa Visitors and Governors. Students also belong to advisory committees, concern themselves with such things as Friday night lect:rres or ~he food s Santa Fe students and faculty have initiated a wide variety o~ ex ricular activities, including the artistic, the academic a~d the at~etic. . expression is encouraged by extracurricular classes m drawmg, pa1 photography, pottery, weaving, ballet and modern dance .. The ar~ stu the Fine Arts Building, the darkroom and the pottery stud10 provide s~gs for these activities. The College's art gallery, which is open to .blic, has a new show by professional artists monthly. A student art 1s scheduled each year, ai:id .awards are given for achievement in pothotography, drawmg, pamting and making jewelry. The Moon, a stuewspaper, provides students in Santa Fe with a medium through to ex~ress their vie~s about both the College and the world at large. , a literary magazme, contains essays, art work, poetry, short stories tography from students and faculty alike. ·cal performances of many kinds are given by students through the Mus~cu.m. Form~d in order to stimulate musical activity on cam~ssociation provides members of the College community with an . ty to perform before a small, receptive audience. Through this on students and faculty who play instruments or who sing can ers and fellow musicians with whom to study or perform. The St. orus and the small chorus also give recitals. The College provides keyboard ins~uments, including two grand pianos and a harpsistudent practice and performance. Practice rooms are available in Building. John's Film Society is organized by students to provide a wide variand current films for the College community every Saturday night. .dents are attracted to the town of Santa Fe by its crafts, music, v1su~l arts. Ot~ers have participated in tutoring in elementary ehng, working on local church restoration or in other local buses stop every half hour near the campus, providing ecoortation to town. �RESIDENCE & STUDENT LIFE/ 47 46/ST. JOHN'S COLLEGE wilderness survival, rock climbing and cliff evacuation. The team is ceoum all d t · · al" eroergen_cies sever times a year; students have permission to be absent from campus m the event of_a se':1'ch or rescue. The Santa Fe Ski Basin (17 miles to the no~) '.111d the Taos Ski Bas~ (two hours away by car) offer fine slopes for both ,pegmnmg and advanced skiers, and several cross country ski trails branch off th;m. Studen~s may borrow ~kis, boots and poles from the College, and the ~ s bus_provides_transportation. When the weather is warmer, the Student ties_ Office organizes excursions down the Rio Grande by rubber raft and tnps to local lakes, where students can enjoy windsurfing and sailing. Most students come to St. John's with definite interests outside th scope of the program and pursue these interests in extra~urric~lar class and discussion groups both on and off campus. Inform~l discussions of co. temporary literature, forums on public concerns and slide sho~s on art tory are frequent on-campus activities, as are study groups ii: su~h la guages as Latin, German, Spanish and Hebrew. Tho_rne Fellowships giv~ .e gible students support toward fulfillment of medical school prerequ1~1 during summer months, during a leave from the college or after graduatio As in Annapolis, waltz parties, rock parties and such regular events the Octoberfest (in the mountains surrounding the College), the Hallow Costume Party, the Fasching Ball, the Graduation Ball and Reality Weeke. provide occasions for informal gatherings of tuto~s and st~~ents. Real Weekend includes a talent show, a picnic and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program offers opportunities for training and competition in a wide range of s · from skiing and river rafting to soccer and fencing. These last two are s in which St. John's challenges other colleges and universities, and the C usually has one of the finest fencing teams in the Southwest. The College ports a Karate-Do that has gained a high rep~tati?1'. over many years. are indoor facilities for judo, tai chi chuan, weightlifting, gymnastics and ing, but during much of the year these activities. can be done out-of-doors Intramural programs in tennis, soccer, track, volleyball and bad are conducted at the College's facilities. A men's soccer team and a wo soccer team both play with other teams in the area and are hosts to tournaments in the fall and spring. The St. John's basketball team c with different city and college teams. Santa Fe has five municipal s · pools in which St. John's students can purchase yearly swim passes. may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of miles of forest and wilderness areas for hiking and camping. Here, the S Search and Rescue Team trains regularly in techniques of map reading, · ~rter of ~784 established St. John's College as a non-denominational tlon. In its early years, there were some ties with the Protestant pal _C~urch, b~t these no ~onger exist. While the College schedules no relig10us services, there is a baccalaureate service before commencettendance is voluntary, in consonance with the Charter. Many tutors ~ents at~end church or synagogue in town. It is customary for tcular Bible classes to be conducted by tutors of the College. IES FOR STUDENTS ege Boo~tore on each campus has all the books and supplies the stufor therr classes. It also maintains a stock of books related to all phases am, and books of_more g~ne~al interest. It is operated without profit. pports for an active social hfe, the College provides on each came shop and a junior common room for the use of all students. In there are smaller, comfortably furnished social rooms in the dormielsewhere on the campus. ries form small communities within the larger college commug the i11:coming s~de11:ts to make proper use of the support that can give them m their college life. ~ students not living at home are required to live in the col' ies ~1:d to take their meals in the college dining hall, unless n. wntmg to and obtain permission from either the Assistant ctor of Residential Life to live off campus. ege does not guarantee housing for married students. However, re ~re a small n~ber of furnished two bedroom apartments, available fo~ married students during the academic year. Such c~eck with the appropriate Admissions Office about the usmg oi:i campus or in the local community. m~nt is the responsibility of the Assistant Deans in con. Director of Residential Life. Returning students have the g for rooms before they leave for the summer vacation. �RESIDENCE & STUDENT LIFE/ 49 48/ST. JOHN'S COLLEGE In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted t_o remam in residence during winter vacation. They may remain dunng sprmg vacation, although a small fee is charged. DINING HALL The dining hall in Annapolis is operated by a catering service; it is self-operated in Santa Fe. A vegetarian menu is available. Resident students are required to eat in the dining hall. Exemptions for medical reasons are granted only upon examination and recommendation by the College Physician, Nurse Practitioner or Assistant Dean. CAREER SERVICES The Placement Office on each campus offers offer a wide range of program and services that include: "' individual career counseling , "' information and assistance in applying to graduate and professional schools ., internship opportunities . assistance with resume-writing and other job search skills "' access to a national alumni career network " pre-law and premedical advising . . . "' on-campus career workshops and meetings with alumrn .. " information and referrals on current career and ]Ob opportunities SL John's remains committed to providing high-quality assistance students and alumni as they make the transition to activities and purs beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students unde_r the supervi~ of the Placement Office, locates off-campus iobs. Pnmanly, it seeks partemployment for students during the academic year, but it can also ~id dents looking for full-time summer employment m the local commuruty HEALTH SERVICES A Student Health Center on each campus provides a variety of health vices for enrolled students. Counseling services are also available on pus. These services are free of charge or low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain of residence governing the use of dormitories. These rules have been de upon by the Dean in consultation with students and faculty. Every ent provides a housekeeping staff to care for the dormitories. The cts ~tce_ ~omns period_ically and repairs, at the expense of the ccupaflrs, any dormitory room and furniture that have been ond normal wear and tear. Any damage to college property is . fee of the student or students responsible for the , -~·v"'"''"-'= IS not responsible for the loss of, or damage to, any c.c:a.uuH;: from fire, theft or any other cause. �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland Site Plan Santa Fe, New Mexico ~ COLLEGE CREEK LOWER PLAYING FIELD BOATHOUSE SOCCER FIELD UPPER PLAYING FIELD TENNIS COURTS tu w a: fen w 0 a: 0 w 0 0 z '2 Coffee Shop SUITES LIBERTY TREE BARR-BUCHANAN. Graduate lns!itu Continuing Edu Fine Arts ,d L_--------~ L-----------~ COLLEGE AVENUE L---~ 1-IPARTMENTS �52/ST. JOHN'S COLLEGE ADMISSIONS/53 ADMISSIONS The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee-five tutors and the Director of Admissions on each campus-regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one-show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has· the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The Committee's decisions are not influenced by the race, religion sex, age, color, physical handicaps or national or ethnic origin of a applicant, or by any other factors unrelated to the work of the College [he application asks a minimum of personal data. Need for financial assisce does not affect the Committee's decisions on admission. St. John's has decided to remain a small college in which the stunts and faculty are known to each other. Each campus has between 0 and 400 students. The size of each class is limited on each campus. Ost freshman classes are about equally divided between men and omen. Classes enter in late August and January in Santa Fe, in ptember and January in Annapolis. Occasionally, there may be a ary class on only one campus. New students are enrolled only as hmen; a fourth or more of each entering class have done one, two, or en three years of college work elsewhere. These students, despite d records at other colleges, relinquish their advanced standing to e part in the St. John's program. Freshmen w~o enter in January stay on campus the following summer complete the fu~t year. They c~n thus graduate a year earlier than if they postponed theu entrance until the following fall. The January class is of cular interest to students who come to St. John's from other colleges, have traveled or worked since graduation from high school, or who to enter St. John's immediately after the first semester of their senior of high school. �ADMISSIOh!S / 55 54/ST COLLEGE Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work in mathematics and language is advised, as well as two or three years of natural science. to the application essays and secondary school report, each must present transcripts of any college work and two letters of reference, including one from a teacheI. In exceptional cases, cedain of these requiientents may be waived, OI additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either subn1it the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases St. John's is authorized under federal law to enroll foreign students. .applications for both fall and but applicants are advised tha~ th e ear1. . . ' ier greater their chances of securing Dositions in 1 pus of their choice. - tt te Upon notification of acceptance , appl.rcan.s l1ave the t "-h ll en er campus. In order to npru-·e - 1 ._ 'l . lO enro on r - '·c . "'-~ 1 a P ace in r 1e entenng class app.1ccn1.a must submit a deposit of $250 t I. . '. campus at which their appl' t' o t "e Adm1ss10ns Office on 'che .. .1ca . 10ns werP proressed t '-h . ment specifying the camp-us the· .1 t ogei. er with a state1 b b . , Y w1s 1 o attend. Once t}e su mitten, the campus preferPnce , b t i.as een ·. . are nonrefundable, ex~~a[ a~~~ Le changed except as noted hrsi: semester tuition and feesP oced and are to are accepted on a firsc rom _,. t fable . are filled. Typically t~~ f 1~' rlirs -sefrved b~sis until the avail"80 cl~ ' 1 . ' .a - c asses ill by the middle of - . ucere is amp e time to consider offers f d . tut10ns, the earlier a decision can b h d ~ a m1ss1on from other insti_cilly fill the end of December Set r~ac e , _t e better. January classes usu- d f c1.. ' ' u ents who submit 1...~f o. we rust week of May ('or th e f a 11 t.erm ) or December 31 (' th ue ore {11e 1 Lrrn have a significantly 111.gher ch ance 01 secunnl" .c . ror ..1 e · .,_ l o in c1e c1asses than those who submit d If "" eposlls ater. ' .HLnng class on the applicant's first-ch . ' e deposit is received the Ad . . - ,. mce campus is rull when 'ons'. 1' tb" . , m1ss10ns Ofnce will offer the " .. ..:_! . k . deposit may be transferred to the other ie111&1ns m that entering class· 2) the d . campus'. ce on the waiting list or ._ ' b eposit may be used to secure a . in a su sequent class - 1 'h 1. h 01ce campus· 3) the de " - on e app rcant's ·ons is acceptable. posn may be returned if neither of the first two L L ' <] . ) 0 . 0 I St. John's College is one college located on two campuses. Although applic tions must be initiated and completed at one campus or the other, adnussio to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statentent of the St. John' College program, an application for admission and recommendation for to be completed by schools and references. Applications may be submit as early as the second semester of the eleventh grade. Because the Coll welcomes all serious applicants, there is no application fee. Students sho submit their application materials to the Admissions Office on the camp they prefer to attend. Students planning to apply for financial aid sho:L refer to the section on Fees and Financial Aid and notify the appropri Admissions Office of their intentions as soon as possible. L College 2ndeavors to meet the full d . . t O:monstrated need of enrollmg stus requesfow financial o -assis ance. i necessity, however, the amount �56/ST. JOHN'S COLLEGE ADMISSIONS/57 . . limited. It is essential, therefore, of financial aid available for each _cl~ss i:nd financial aid early. that candidates applY: for ~~h -t:.~~~~rocessed for approved applicants on Applications for fmanc1 . ru til h ail ble aid is exhausted. Therefore, a first-come, first-served bas~s un . t e avh auld file the Free Application for tin financral assistance s o . , . ·. 1 applicants reques . g d the Colle e Scholarship Service s Fn:ianc1_a Federal Student Aid (FAFSA) an "bl d p~omptly supply the Financial Aid Aid Profile form as early as poss1 e an_ th t ma be requested. Students Office with any a~d~tion~l d~cume~~a!~:s b:fore ~ebruary 15 (for fall classwho complete therr financral md app ) h .gnili.cantly higher chance of 30 (f J uary classes ave a s1 es) or September or ~ alify th n those who complete them later. a receiving all the aid for which they qu WAITING LIST . the available aid is exhausted, a wai~g ~st Once the entermg classes are full ?r hich de osits or completed financial rud will be established in the_ order m w . d PPositions in the entering classes files from approved applicants aredrec:e become available. Every effort will and financial aid will then be offere as ~~ list b allowing them to change be made to accommodate those o~ '.he w:seq guent dass, as noted above. their campus preference or to enro m a s . INTERCAMPUS TRANSFER tudents may transfer to the other at the Once enrolled on either ~ampus, s .d d their records are in good stand~g beginning of _any acade~c b:~' pr~v:he~r intentions by the last Thursd~y m and they notify the Dean s ice o d t who wish to apply for fmanFebruary of the previous year. T~ose s_tul ~nd fsorms by February 15. All such . 1 fil their new fmancra a1 ·11 b cial aid must a so e h D f both campuses and w1 e •.·. . al by t e eans o transfers are subject to approv . d. ection or the other could pose restricted if a very large s~rplus m on~ rr problems for staffing class sizes, or housmg. INQUIRIES d Director of Admissions, St. John's Colleg Inquiries should b~ addresse ;~ 1404_2800 (Phone: 410-263-2371 or 800-72 P.O. 2800, Annapo~s, ~aryla~ Director of Admissions, St. John 9238; E-mail: adm1ss10ns@s1ca.edu) ors t F New Mexico 87501-45 College, 1160 Camino Cr;~ ~ 1;;~~,E-=-ai~ a~~ssions@shadow.sjcsf.e~ (Phone: 505-984-60~0 o~ 80 - - ld Wide Web Home Page: Annapolis Each campus_ ma1dntam; Sa ::~e =http:/ /www.sjcsf.edu http:/ /www.sica.e u an a 3 CAMPUS VISIT . . t ndin St John's to see the Coll. It is best for those who are cons1~en~g at te first-~and advance knowledg for themselves. It is probably w1s~ o ged. but it is especially wise in any college one may be t~ng ~ atten i_nglum and teaching methods. case of St. John's because of it~ ~mque cur:1~~nd a seminar on Monda While on ~ampus the v1s~to;t m~ytutorials in mathematics, lan Thursday evenmg at 8:00 p.m., a en and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Wednesday or from Wednesday to Saturday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalogue should be checked to make certain the College will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Adlnissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be otified as soon as possible. The only expense for visitors is transportation. They will be provided a om in a dorlnitory and meals in the dining hall without charge. St. John's stuts dress informally for tutorials, but more formally for seminar and formal . The seminar readings can usually be located in inexpensive paperback 'tions in the College Bookstore if a visitor has been unable to locate a copy of book being discussed in seminar. Linens are provided by the College. VISitors arriving weekdays between 9:00 a.m. and 5:00 p.m. should go the Admissions Office. On weekends and any day after 5:00 p.m. visitors uld go to the college receptionist. The receptionist is at the switchboard Campbell Hall at Annapolis and in the Student Center at Santa Fe. NSPORTATION The Baltimore-Washington International Airport is located twenty miles Annapolis. An airport limousine goes to and from Annapolis; visitors vised to check schedules in advance. Bus service from the airport is ractical. Hourly buses run between Baltimore and Annapolis, and the will let visitors off near the campus if asked. Buses from Washington frequent and let passengers off on West Street, about six blocks from liege. By car, take Route 50 from Washington; from Baltimore take 2 or I-97. limousine service from the Albuquerque airport to Santa Fe also is le. It is called the "Shuttlejack," and reservations should be made in e. Greyhound and Continental bus lines pass through Santa Fe. stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service able to town (reservations should be made with the taxi service one advance). Upon arrival at the bus station or at one of the Santa Fe the easiest way to get to the campus is by taxi. �FEES & FiNANCIALAID/59 COLLEGE 58/ST 5. The total amount of financial aid the College offers a student may not exceed the student's demonstrated financial need. 6. Financial aid is not automatically renewable; each year they wish to be considered for aid. students reapply 7. Students receiving financial aid must meet the criteria for satisfactory progress in order to retain their award (See page 65). 8. Financial aid awards are made in accordance with the of Title IV of the Civil Rights Act of 1964 and Title IX the Higher Education Act of 1980 which prohibit discrimination on the basis of race, sex, physical handicap, age, marital status, creed or ethnic or national origin. The procedure for applying for financial aid is as follows: 1. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St John's requires students seeking institutional grant aid to file the College Scholarship Service's PROFILE form. These forms may be obtained from either schools or the Fmancial Aid Office at St. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return, 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. A The underlie St. financial aid program: . . ., r· . .• He e education lies v\1ith respons1b1hc/ for _nnancT1hng ~ c~~g~ can offer aid only to the student s parents. e o funds the family provides. : .' to meet college expenses is determined ~y 2. The ab1hty of a . . th ·n terms of income, assets, . ,-~ e fmanc1a1 streng 1 assessm.g w -. 1 debts and family members m col ege. t t . e emuloy. . . . ,, . .c r 'of a £rant, loan or par - im . . ' 3. Financial aid may be m ,ne i0-;11 d ta package that combines on~ ment and will be offered to all scu en s as a . or rn.ore forms of aid. . h that students should contribute to . . . . 4 In keeping with dl.e philosop first component of a financial aid educational expenses, self-help is ie . c • . . band an educational loan. At St self-help consists of a pan-time JO tf 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Residents of Maryland must apply for State Scholarships, 6. An applicant who has previously attended an institution of higher education must provide a Financial Aid Transcript from that institution. Financial Aid Transcript forms can be obtained from the Financial Aid Office Students applying for and receiving financial aid from St. John's are to notify the Financial Aid Office of any scholarships, loans, gifts, employment or other financial benefits for which "'·' ''Q~nw. ~ eligible; any change in their or their family's financial situation; changes of name, marital status and address. �60/ST JOHN'S COLLEGE FEES & FINANCIALAID/61 C Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Likewise, the St. John's Financial Aid Application should be filed with the Admissions Office as soon as possible after its receipt by the candidate. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February 15 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the decision on their application by April 1. Applications completed after March 1 will not be considered until awards have been made for applications completed before the deadline. Awards based on applications completed after the deadline will not be mailed until after April 25. .. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availc '. ability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by th College from its own resources, and all awards are made on the basis financial need. FEDERAL PELL GRANT: This federal program is designed to provid financial assistance to those who need it to attend a post-secondarf ins · tution. Pell Grants are intended to be the first form of assistance in financial aid package and may be combined with other forms of aid order to meet a student's demonstrated financial need. Eligibility for t Pell Grant and the amount awarded are determined on the basis of financial resources of the applicant and the applicant's family. No repa ment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNI GRANT: The College awards SEOG's to incoming freshmen enrolled students each year. The grants are awarded to students demonstrate substantial need w'"h . . . · . 11 · LO 1ents. Eligibility for the SEOG · ll pnonty given " p e_ G rant recip1. .,_ d 1s lilllLe to $4000 per year. FEDERAL WORK STUDY PROGRAMS· . nuts the College to give part-tim 1 . This federal program persuch earnin~s to purQue th . e emp oyment to students who need . . o eir course of stud St d only a luruted number of ho Y. u ents may work classes are in session. urs per week while enrolled and while u FEDERAL PERKINS LOAN· Th I l . ese oans are mad b 'h d Irect y to students using funds .d d .c , e yr e College tl1e Federal Governmen" p k. Lprov1 e ' ior rhe most part by L er Ins oans are d . ' dents with high financial need Th . ma e available to stueach year of undergraduate stud ~ maximum loan is $3,000 for ment is required while the b y. ? mterest accrues and no paymterest rate during repay::ino:v.er51:enrolled at the College. The c, f ent is 10 · There is a prov1s10n for · · 0_e_erment if the borrowe t r re urns to at le t h If . another institution. as a -time study at o FEDERAL STAFFORD LOAN: The Fe . enables a student to borrow d. tl f- deral Stafford loan program lTec Y rom a bank d· · and loan association or other t' . . ' ere It umon, saving to make the educatio~al loa Tphar lClpatmg lender who is willn. e maximum a t h F moun an undergra d uate may borrow is $2 625 f ].. sop11omore year $5 500 .c0 r /th J or .t e reshnrnn y ear, $3,500 for the . ' ' i e un10r year a d $5 500 f '. n .' or the Senior year. I\To mterest accrues and rower is a full-time student Rno payment is .reqmred while the bormination of college attenda. epFayment begms six months after ter. · nee. or new borrowers tl · 1s variable wit~ a maximum rate of S. 253 . ' 1e mterest rate Unsubs1d1zed Stafford Loans . . not meet the financial need . 't . afre available to students who do en ena or the 8 b 'd· d S gram Unsubsidized bo u s1 ize tafford pro. rrowers are charged · t 1 m-smool, grace and deferment periods. m erest during . PLUS LOAN: Unsubsidized r d 1 without regard to financial d t h re era loans are available nee o t e parents of d d epen ent stu. The maximum annual PLUS 1 mated. cost of education less fi. I oan Is the student's total es ti. nancia assistance PL L ongmation fee, a guarantee fee of u to . '-' o.ans h.ave a est rate with a cap of 901 I t p 1 3, and a variable mter1 0. r n erest accrues fro th d · ror all PLUS Loans. m e ate of disburse- uc �62/ST. JOHN'S COLLEGE FEES& 1996-97 STUDENT BUDGET 1 ANNAPOLIS CAMPUS Tuition Room&Board Books Activities Fee Personal Expenses Transportation 1 Fees 2 The AlD/63 SANTA FE CAMPUS $19,840 5,950 275 200 800 100 350' 6002 f Tuition Room& Board Books Activities Fee Personal Expenses Transportation: $18,520 6,005 275 200 800 100,350,6002 are subject to change without notice. allowance for transportation varies with the distance between the student's home and the College. BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester and December 1 for the second semester. Those who may wish to pay in monthly installments should inquire of the Treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register irr September. A deposit of $200 on the fees for the following year is therefor due on or before the second Monday in April for prospective sophomore juniors and seniors. Payment of this deposit guarantees a student a place · the class. If the deposit is not paid, he may have to be placed on a waiti list; students to whom financial aid awards have been made and who do pay their deposit by the due date will have that award cancelled. T deposit is refundable only in case of withdrawal due to ill health, acade dismissal or (in the case of prospective juniors) failure to enable. If the s dent should decide not to enroll in the year for which he made the dep the deposit is forfeited, and he must make a new deposit to secure his pl in a subsequent class. If there should be any difficulties in making t deposit, the student should contact the College Treasurer at the earliest sible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Cau · Deposit, which is used as a last resort to recover unpaid student bills. fee is paid once at the beginning of the Freshman Year. If unused, i refunded when the student leaves the College. Each graduating senior pay a Commencement Fee of $25 at the beginning of the second semest the Senior Year. Unless otherwise requested, the College presents its bills directly to student, with a copy to the parents. There is a fee of $25 for late registr for each semester. The cost of books is about $275 a year. Class cop· many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educa · benefits may arrange with the Treasurer for a payment schedule of tuiti on the first day 100% refund of institutional charo-"'s o- 90% refund of· ti. · ms tutional charges from after the first the first 253 of the period from after the first rhe enrollment period ng'n '"'e nrst 50% of the 'I· ;:· o11rnent period !Ji c . o 01 , . drawal after 50% of ollrnent period 503 refund of institutional charges 25% refund of institutional charges No refund �ST JOHN'S COLLEGE/65 64/FEES & FINANCIAL AID rata or the alterthe order listed After the refund amount is nate refund schedule, the below: 1. Unsubsidized Federal Stafford Loan 3. Federal PLUS Loan 4. Federal Perkins Loan 5. Federal Pell Grant 6. Federal SEOG 7 , Other Student Federal Aid 8. Other Federal, State, Private or Sources of Aid STUDENTS 9, The Student , , 'he difference between the amount A refu~d i.s defined as c d the amount the school can retain towards msntutional charges an . t d . ·' who lives off campus may , ' - efund policy A s u em the appropnace r .. f f, . , l aid to help cover living expenses. given a cash disbursement o mhanrl_1da , :~'nes that the student received. and the sc oo e1eri,t1 b , hd a student wit raws 1 e or she could have reasona disbursement in excess of livinhg expe_nse~. 1Ii of the disbursement must 'l , ·n enrolled t en a poruo t , incurre d w h l e sn _, ' d . l , d ·pro~rams. this is defined as t 'le rP '6d en. t o I t -- era ai db-asPd on the number of wee repaid by the stu , 1, , , enses are prorate-- repayment. ~1vmg exp , - semester to determine if a repayment the student complet_es dunngSth;f d. Lo ns are excluded from the repa required. FWS earnmgs _andL or ~ede~al aid recipients must be ment calculation. Repaymefns rom i uted as follows: 0 • t; l. Federal Perkins Loan 2. Federal Pell Grant 3. Federal SEOG 4. Other SFA Programs 5. Other Federal, State, Private or Institutional Sources of Aid Examples of calculations of refund policy are available frorn Financial Aid Office upon request 91· . . . a isions of the Higher Education Act of 1980 require that each post-secry institution make available information concerning the criteria for ng s2,hsfactory academic progresso The criteria for St John's College ding the determination of satisfactory progress for recipients of federally ed (Trtle IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a nt must be permitted to enter the next semester and that next semester not include the repetition of any work This permission is normally l by the Dean in consultation with a committee of all the student's the "Don Rag Committee." The Don Rag Committee assesses a stuwork in all parts of the program and approves its quality before recto the Dean that the student be permitted to enter the next ter. assessment is conducted in the student's presence by all of his tutors in common. At the end of the Sophomore Year, the Dean and truchon Committee with the advice of the tutors review all of the studuring the first two years and determine whether or not the stube 2Jlowed to continue" der some circumstances a student who has not satisfactorily coma Sefftester's work may be allowed to repeat the work in order to at the College. Students are not eligible for financial assistance (fedstitutional) while they are repeating work efurces students are permitted to enter a new semester V'Tith the requirethey n1eet special conditions during the course of the semester. In these dent is not repeating work and is deemed to be making satisfactory until the Dean determines that the conditions have not been met When 'tions have not been met, the Dean, in consultation with the Instruction e, decides what further determination is to be made of the case. �66/FEES & FINANCIALAlD ST. JOHN'S COLLEGE/67 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and, determine whether or not the student is making satisfactory progress. BESTOR, ARTHUR E.: Educational Wastelands Th . . . 'K e Umvers1ty of Illinois Press, Urbana, 1953. The Restoration o+ L J earnzng, nopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster 1987 BRANN, EVA: The Paradoxes of Edu t · · R . ' · Press, 1979. ca wn ma epublzc, University of Chicago VETERANS/DEPENDENTS ~~~NER, JEROME S.: The Process of Education, Harvard University Press, In compliance with Federal and State regulations, St. John's has developed set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all in dents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student f below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA A third semester of certification may not be granted for VA benefits without approval of a V.A counseling psychologist. 3. The VA requires that grades be given for all courses undertaken and t all grades be considered in arriving at a grade point average. Should a VA enrolled student withdraw from any course at any point subseq to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA when a student has not successfully pleted 75% of the credits attempted. 5. St. John's will inform students on VA benefits of this policy on standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at College. However, liberal arts credits previously earned will be dedu from the training time eligibility offered by the Veterans Administrati to the transferring student. BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON MAYE . . . Education, University of Chicago Press, 1958. R. The Revolution zn BARZUN, JACQUES: The American Universit H Teacher in America, Little, Brown and Co., 194!.' arper and Row, 1970. :;;~, l~~~IEL: The Reforming of General Education, Columbia University UCHANAN, SCOTT· Embers of th Wi ld d. enter for the Study a/Democratic :ns:~ti e It~d by Harris Wofford, Jr., 970. ons, anta Barbara, California, ~:~~l;~Li!;.~~~~;~~tor et al): Three Dialogues on Liberal Education, St. SKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. ~~~~~ll~~:dE~~-,~·9~~~itor): Higher Education and Modern Democracy, T, GERALD and DAVID RIESMAN· Th p Experiment in the American College, Unive~si; o~t~~al D;am: Reform RVARD COMMITTEE icago ress, 1978. ·versity, Cambridge, Mas~:ci~!~s~~~~~l Education in a Free Society, The TCHINS, ROBERT M · The Co fl· t · Ed . . er and Brothers, 1953:·Educati~nfa/;reed:c;tz~n z~ ~ De"::,ocratic s.ocie~, , 1943. The Higher Learning in America Yale ?ms1~na tate Umvers1ty 'ng Society, Praeger 1968 "'o F . dl 'Vi . mvers1ty Press, 1936. The .t . ' · 1 v' rzen Y ozce Greenwood 1936 sz Y of Utopia, University of Chicago Pres;, 1953. ' · IS, C. S.: The Abolition of Man, Macmillan Publish" C I TAIN JAC . mg o., nc., 1947. QUES: Educatwn at the Crossroads y, 1e U . 'ty p LE 0 ' cu mvers1 ress, 1943. rs,Jl9~~, ALEXANDER: Education Between Two Worlds, Harper and U 1 p;~r:~~RJ~~~s CSealrlch fopr the Liberal College; The Beginning of the St. ' · o ege ress, 1983. DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. �68/BOARD ST. JOHN'S COLLEGE/ 69 ANNAPO US OFFICERS President Chairman Mr. Stephen L. Feinberg Mr. Gerald D. Cohen New York, NY Mr. John Duncan Mack Ringoes, NJ Vice Chairman Mrs. Harriet Higgins Warren Mr. Gregory D. Curtis Ms. Jill Z. Cooper Santa Fe, NM Mr. Peter S. McGhee Boston, MA Mr. Gregory D. Curtis Pittsburgh, PA Mr. Charles Miller Houston, TX Mr. John Dendahl Santa Fe, NM JI/Jr. John E. Robson San Francisco, CA Mr. Vernon E. Derr Boulder, CO Mr. Mikael Salovaara Bernardsville, NJ Ms. Glenda Eoyang Circle Pines, MN Mr. Jeremy Shamos Denver, CO Mr. Stephen L. Feinberg El Paso, TX Mr. Marvin Slaves New York, NY Mr. Ronald H. Fielding Rochester, l\TY Mr. Warren Spector New York, NY Mr. Hillel G. Fradkin Milwaukee, Wl Mr. Carl A TenHoopen, Jr. Annapolis, MD Mr. Thomas P. Geyer Morristown, NJ Ms. Cheryl F. Thomas Tulsa, OK Mr. Robert Goldwin Washington, D.C. Mr. Paul Tierney New York, NY Mrs. Anna E. Greenberg Annapolis, MD Mr. William R. Tilles Rockville, MD Mr. Stewart H. Greenfield Westport, CT Mr. Michael E. Tobin Tesuque,NM Mr. Allan P. Hoffman Lawrence, NY ]\/Jrs. Harriet Higgins Warren Atlanta, GA Dr. S. David Krirnins Annapolis, MD Mr. Stewart A Washburn Lakeville, MA Mrs. Anne Lane Placitas, NM Mr. Charles H. Watts Boston, MA Ms. Barbara L. Lauer Laramie, WY Mr. John D. Wirth Santa Fe, NM Mrs. Barbara Leonard Oberlin, OH Mr. K. Martin Worthy Sea Island, GA Ms. Harriett Page Long Baltimore, MD Mr. Jonahan Zavin New York, NY Secretary Mr. William R. Tilles MEMBERS EMERITI Mr Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A Nelson Mrs. Duane Peterson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. J0!111 L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Miss M. Brownell Anderson Washington, DC Mr. J. Burchenal Ault Santa Fe, NM Mr. John Balkcom Chicago, IL Mr. Richard E. Berkowitz Atlanta, GA Ms. Sharon Bishop Reston, VA Mrs. Sandra Brock Annapolis, MD Mr. Nicola Caiola New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr. Ray C. Cave New York, NY Christopher B. Nelson St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St John's College, 1991-. Dean of the College in Annapolis Eva. T.H. Brann. Brooldyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology; Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and CuJtural Affairs, 1975-77; Tutor, St. Jolm's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-; Dean, St. John's College, Annapolis, 1990-; Doctor of Humane Letters, Whitman College, 1995. Edward Malcolm Wyatt B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de I·fancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-92. Berns 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Ric.hard Hammond Elliot Tutorship, 1980-. University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Offic2, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Comn1ittee for the Study of War Documents of the American Historical �ST JOHN'S COLLEGE/71 70/FACULTY Gisela Berns Abitur' H oe.ld er i·m Gymnasium St u . . Umvers1ties of Heidelberg F, UlL~gart, 1959; Classics and c· t , ran c1urt · . ~raa sexmnen I, University of Heidel l\1u-me h , Tuebrn.gen, 1 . Akadem1scher Austauschdienst U-. ~erg," 1963; Fellow Deutscher Umvers1ty of Heidelberg 1964'. I mvers1ty .or Florence, 1963-64· Gymnasium, m Classics and , de1delberg, 1965· Instructo . Cl . - 5; Staatsexamen 1966-67; Tutor, st.'John's C o llrege, Aass1cs and Philosophy, in nnapohs, 1967-. Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. ~1Smarck · Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Nicholas Maistrellis B.S, h. Bates College 1962· De par t ' , 'eac mi; Assistant,/ 1962-66 un· ment of tt·istory of Science, 1962-67 . 1 W1sconsm; Tutor, St. John's co'11ege1vAers1ty Fl.ellow, 1966-67, University of o , nnapo is, 1967-. '-""·"''"'"' S. Kutler B.A., SL John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Physics Laboratory; Instructor, American University, 1960; Visiting St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Flaumenhaft 1960, 1900 u . 0 fell ow,.1:farvard1962 '. Umversity, ~ ' mversit-yo f Chicago,. Woodrow VVilson 1960-61 · ~.dnumsuahon Fellow, 1963-65· L , Nat10nal Aeronautics and S ;oice U';!vec;ity, 1965; Ledo m in .Po!W" I ?cience, It fov.1UCLOr m Government, Wheaton Coll 'Umvers1ty or Chicago, 1965-66; St. College, Annapolis 1968-· F 11 ege (Massachusetts), 1966-68· was h'mgton Umversity, 1981;eMlT /H . ' ' ow, Institute L s·- s . ' c ior mo- ov1et Studies, \/V·-apons. and Arms Control, Summer 1-9 ._arv.ard Vlforkshop on Nuclear 1,i~~nan~hes ~onshtutional Fellow, 1984-8~3, Nanonal Endowment for the N.wH Imerpreuve Research Grant 1987-89· ~/'N~H Plannmg Grant, 1986-8'7; ~c~cc,c,at10nal Studies, University of Dela. ismng Professor, Department of orca1ey Foundation Grant, 1992-94. ware, 1989; and .L Tutorship, 1972-, Dean, 1982-84. E Cohen B.A., St. John's College, Annapolis, 1956; J.n, University of Maryland Lavv School, 1976; Department of Philosophy, University of Chicago, 1956-57, ·University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. rn,'"~'l~;=' m J. Fisher B.A., University of Rochester, 1965; Technician, Harvard Universit Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965 Visiting Lecturer in Physics, Western New England College, 1980; Visiti Senior Niember, Linacre College, Oxford University, 1982-83. Charles Milner, Jr. Emory University, 1949; B.D., Columbia Theological Seminary, Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity Sch 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Litera and Interpretation, Wellesley College, 1959-65; Tutor, St. John's Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Gradu Institute in Liberal Education, Annapolis, 1980-83. Coll~ > Ro~,;~, Wye Jami.son AHanbrook RJ~~ V~ssar. College, 1964; M.A., 1965 Ph . . WovJrow Wilson Fellowship 1964-65· 1' h:D., Stanford Umversity, 1974· mg Assistant in Stan'or_; Urnvers1ty, 1967-69· Tutor St J h ; Cente;, Annapolis, 1969-; ' u National Professor, University of North C 'l' ss1stam Dean, 1987-90 1992-· National Endowment for th H aro .ma, Chapel Hill, Janu'ary-l:Vlay 1990,-91, American Council Fellow!hip for College Blocrt Professor and Lecturer, .bellowship, 1990-91; - o a I orma, Berkeley, 1994-95 Humanitie~ George Doskow B.A., Columbia College, 1957; M.A., 1959, Ph.D, 1965, University Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. >-""""'''·~"'· Ka~lsruh~ ~~~~uitor ~ac 1986~8.; l ~.olle~e, if L~~amtles Univ~~~dtyS~~ey~s E White T~~cherc Erne;t . '·'""~""'rr·n John's .College, Annapolis, 1965; T p . 1970, Alvm Johnson Fellow 1970-71· ¥-New School for Social 1971-. ' ' utor, St. College, E Raditsa A, Harvard College 1956' U . . 61-6~, - . Colu~bia Uni~~::f;ty Scho.lar, 1960-61; University Fellow, l::mg;tt~ Umversity of Munich, 196l6i9~2,/res1dent s Fellow, 1962-63; iver,::,1ty, Wa.shmgton Square Colle e '1 er ~n, _1965,. Instructor, New York .D., •~olumb1a University 1969· T t g 's 965 68, Assistant Professor 1968 Endowment for the College, Annapolis,' 1973-'. over lnstitute on War, Revolution and p eace, SLanford, California,Program, e ow,, National Fellows 1977-78. tiona~ Hu~a~i~[~s ~ Jl~hn's �72/FACULTY ST. JOHN'S COLLEGE/73 Howard Zeiderman . 967 MA S J hn's College Annapolis, 1 ; . ., Dartmouth College, 1962-63; J?.A., t. ti nal Fello~ 1972· Tutor, St. John's Princeton University, 1972; Prmcet~ 1 ;78~ ' ' . College, Santa Fe, 1973-77, Annapo s, J Deborah Schwartz Renaut . 8 . MA The Johns Hopkins B.A. St. John's College, Annapohs,Ul~ 6 ' ·t· {974. Tutor St. John's ·' ·t , ' Universi y, 1971· Ms ., Georgetown niversi y, , · College, Annapolis, 1974-. David L Townsend . · , d . A H d 1970· Diplome Umversite e B.A., Loyola College, 1969; M. ., d a~~'lf6 .' J.D. 'Yale Law' School, 1981; Paris, 1967,.1973; Ph.D., Har~a~ 9 6 9 _ 1974, High School English Teacher, Graduate Pnze Fellow, Harvar·R 'd tTu'tor Eliot House, 1971-73;Tutor, Cambridge Free School, 1970F72, 19e;~-~~ Ann~polis, 1984-; Intern, U.S. 1980; Ma. Bar, 1981-. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Marilyn Douville Higuera ~~i~::J ~r~~:%~J:~~~ce,eManhatta~, B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. Michael Comenetz . . . . MA 1967 Ph.D., 1972, Brandeis Umfversityf B.A., The Johns I:Iopkinps ro essor o ~:~he~a.tics, University of Kansas, University; Assistant . 1972-75; Tutor, St. John's College, Annapolis, 1975-. William Jon Lenkowski Joe Sachs · Th N 1968· Graduate Student, e ew B.A., St. John'.s College, Annapoy~;k 19 73 ; M.A., Pennsylvania State School for 1975; Rese~rch, ~ew ' University, SocialTeachmg Assista:i-t, p ennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. I' 71_ John Verdi . . 1972 . MA 1974 Ph.D., Philosophy, B.S., Psycholo9J, Fordham Umver.sity, . . M.A: Ex eri~ental Psychology, 1975' University. of S~mthern S:ahf~~~t.' Tutor,'St. fohn' s College, Santa Fe, D 1988-91 '· Director, Graduate University of California, San Die90, 1975-85; Annapolis, 198~-; Assistant ean, Institute in Liberal Educat10n, 1992-. Chaninah Maschler . ·ty, 953· MA in Philosophy, Yale Umversi ' B.A., City C~llege of Ne::; Y-&r~, 1 .ty,' 1953~55; Alice Freeman Palmer Felio~ 1955; University Fellow'. Ycu~ ruvers1 . ' ent of Philosophy, Pennsylvania work on Peirce, Yale University, 1956-53, ~~~~ilosophy, C.C.N.Y., 1961-62; State University,.1959-61; DepaJt~te e 1962-64; Reader and Translator for Department of Philosophy, Barnar ~ ACE Program 1970-72; Queens Harper T~rchbooks, 1965.-70; ~~~~;fr ~ale Stre~t College of Education, 1972; College Liberal Arts lns?-tute'. L'b al Education St. John's College, Santa Fe, Tutor the Graduate Institute m i er ' lis 19761970, '1972, 1975, 1976; Tutor, St. John's College,Annapo ' · B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, 1976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. Jonathan S. Tuck B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. J' Robert P. Druecker ·1 F ll 1966-67· Teachin B.S., Marquette University, 1966; Wo~~ro~::0~tn~v~;ity, 1972~76; M-, Assistant, _Dep~rtment .ot~~~h~f1~~American Scandanavian Foundati Boston University, 1974, Fellow, Norway, 1976; Tutor, St .gJ ohn's College' Annapolis, 1977-. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science �ST. JOHNS COLLEGE/75 74/FACULTY Pamela Kraus . s Office of Technology Assessment, United Fellow, Umted States Co_ngres DC 1978-79· Project Scientist, BKD, States Cong~es~, _Washmgt~n, tio;,.'al Acade~ of Sciences/National Arlington, Vug;ima, 19{~81, N~ Laboratory Resfa.ent Research Associate, Research Council/ Nava esearc rch Naval Research Laboratory, E.0. Hulburt Center for ~p~ce ~esealtan't E 0 Hulburt Center for Space Washington, D.C., 1981-83; emor o~suWashin. t~n, D.C., 1983-; Tutor, St. Research, Naval Researfh ~~~~=-a~e~ber of t~e Science and Engineering John's College, Annapo is, ' . . . . 1991Advisory Board, High Frontier, Arlington, Vugmia, . M.A., 1973; Ph.D., 1~80, The Catholic University of America; NDEA Fellow, 1968-~0; Woodrow W~son Fellow, 1973-74; ~ecturer, The Catholic University of Ame~ca, 1975-80; Ass1St'.'11t Professor ?f Philosophy, The Catholic University of Amenca, 1980-85; Amencan Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. Elizabeth M. Blettner . . 1969 G duate Study in English Literature, B.~., St~nford 1:Jniversity, _ ;_ r~. in Philoso hy, Pennsylvania Sta~e Umversity of Wisconsin, 1970f ~~-r· hy and HJmanities, Pennsylvama Universio/, 19!8; Instruct~r ? i oso\veaver Fellowship, 1981; Ph.D. in State Umversity, 1979-8_0, Richa~d .-M· "ty 1985· Tutor St. John's College, Philosophy, Pennsylvama State mversi ' ' ' Annapolis, 1982-. Henry H. Higuera . f . MA l976 PhD 1983 University o B.A., Cornell Uni'.'erpsitlyt'. li~~ien~e fackin~on Coilege, 1981-82; Tutor, St. , Toronto; Instructor m ~ i ica John's College, Annapolis, 1982-. Walter Sterling . · 6· 965 MA p nnsylvania State Umversity, 196 ' B.A., St. John's Colleg~, 1 ; · i;er:it 1966 _68; Ph.D. Candidate, The Instructor, P~nnsylvanfiaAStat~ U~970-7/ Editor of St. John's Review and Catholic Umversity o menca, ' Tutor, St. John's College 1983-. Michael Blaustein . ·t l984· B.A., St. John's College, Annapol.is, 1974; Ph.D., Harvard Uruversi y, ' Tutor, St. John's College, Annapolis, 1984-. Anita L. Kronsberg B.A., St. John's College, 1980; Tutor, St. John's College, 1984-. 11 . . 977· MA Ph.D. in Philosophy, Boston Co e_ge, B.A., Gonzaga University, 1 'c i1 ., 1978-1982· Instructor, Assumption 1984· Teaching Fellow, Boston o ege, . ' 4 Coll~ge, 1981; Tutor, St. John's College, Annapolis, 198 -. William Pastille A.~. in _Music, Brown yniver~ity, 1976; M.A. in_ Musicology, Cornell Umversity, 1979; Ph.D. _m M~sicol?gy, Cor_nell U_mversity, 1985; Visiting Faculty, School of Music, Umversity of Wisconsm at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. Abraham Schoener B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the ·Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Patricia M. Locke Stewart Umphrey MA 1971 N S h 1 for Social Research, 1966; · ., ' B.A., Senior College of t~e ftyw ~ ;~e New School; Assistant Professor of Ph.D., 1973, Graduate acu o k Geneseo 1972-1976· Graduate Philosophy, State UruS·vehrsi7 fJ7~~;8~o~n;~ersity of Oklahoma,'1980-1984; Faculty of The New c oo , . ' Tutor, St. John's College, Annapolis, 1984-. .A., English, Pomona College, 1977; M.J. Journalism, University of alifornia, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of ·sconsin-Madison, 1989; Associate Researcher, History of Cartography roject, Department of Geography, University of Wisconsin-Madison, 988-89; Tutor, St. John's College, Annapolis, 1989-. dre Barbera .A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry rary, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, ; Visiting Assistant Professor of Music, Cornell University, 1979-1982; "stant Professor of Music, University of Notre Dame, 1982-1989; Visiting istant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; tor, St. John's College, Annapolis, 1990-. �76/FACULTY Oksana Lassowsky Kathleen C. Blits G d t Study, New School for Social B.A., Mount Holyoke College,~~; Research, 1970-72; M.S., _1985, p . ., 'uJn~versitJ of Delaware; Tutor, St. John's College, Annapolis, 1990-. . 1t;9 Princet~n Erik Sageng . . M.A., , Ph.D., 1989, BA University of Alaska, 1983, . F 1985 83-86· Mellon Fellow m 11ow, 19 . ., . IS . e Foundation e ' 11 . th University; Nationa cienc . ht Fellow 1987-88, Visiting Fe ow m e the Humanities, 19_83-89;_ Ful~mg f Edinbu'rgh, l987-88; Rockefelle! Fellow, Science Studies Urnt, Urnversitb-%u t or, St. John's College,Annapohs, 1990-. University of Oklahoma, 1989-9 ' Radoslav Datchev . S f 1982 . Assistant Professor of Degree in Phil_osophy,of o ia, USni;er~~72 ~~·' ~u~~~, St. J~hn's College, Annapolis, Philosophy, Urnversity 1992-. Carl Page al d 1980 . MA (Hons), University of B.A., University of Auckland, New Ze iaa~t~te U~iversity, 1987; Assistai;t Auckland,of Philosophy,Pennsyl~n·versity, 1987-1994; Tutor, St. Johns Professor 1982; Ph.D., Emory m College, Annapolis, 1994-. William T. Braithwaite . . Washin ton & Lee University, BA Virginia Military Institut~, l9~l~D., Mayer £.own & Platt, Chicago, 1964; U.S. Army, 1968-70; Uni;ersity, Chicago, 1980-9 l973-80; Associate Professor o . ' 5 Tutor, St. John's College, Annapolis, 199 -. Assoc;ai~w aLo;~la ¥: Robert Goldberg . 7 79 . BA Harvard College, 1981; St. John's College, Aru:apoli_s, 19~ Tor~nto;.,Adjunct Lecturer in Pohtic 1983, Ph.D., 199?, Umversity o 1989-90; Visiting Assistant Professor Science, University of Toronto, 1990-94· John M. Olin Faculty Fellow Political Science, Kenyon Colle~e, C~llege ' 1994-95; Tutor, St. John History and Poli_tical Theory, enyon College, Annapolis, 1995-. Katherine Heines . MA 1986 Doctoral Candi~ate ~9 B.A., St. John's College! Santa Fe, 1?8~, Le.ct~rer, The Catholic Umvers1ty The Catholic University of Ame~a, uette University, 1988-89; Tutor, America, 1987-1988; In~tructor, arq John's College, Annapolis, 1995-. U . .ty of Chicago 1988; Jaco Emily H. Brooker Langston ' . .t .. ' ... mversi B.A., Emory Umversi y, 1987· MA , J wish Studies, The Oxford C~n 11~r~ss College, Oxford Univ~rs1ty, Javitz Fellow, 1989-93; Certi!ica~t Postgraduate Hebrew Studies,_ . .t 1992-· Tutor, St. Johns Col Ph.D. Candidate, Emory Umvers1 y, ' Annapolis, 1995-. ST. JOHN'S COLLEGE/77 B.A., Clarion State College, 1983; Ph.D. in Mathematics, The Pennsylvania State University, 1994; Haskell B. Curry Fellow, 1984, Mathematics Teaching Assistant, 1985-1990, The Pennsylvania State University; Assistant Professor of Mathematics, Annapolis, 1995-. Albright College, 1990-1995; Tutor, St. John's College, SANTA FE President John Agresto AB., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, 1981; Assistant Chairman, National Endowment for the Humanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., 1989; President, St. John's College, Santa Fe, 1989-. Dean of the College in Santa Fe Anthony James Carey t. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 967; M.A., The New School for Social Research, 1973; U.S. Marine Corps, 967-69; Graduate Study in Music, University of North Carolina, 1969; art-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time tructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. hn's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991, 1996-. A., Reed College, 1955; Instructor in Mathematics, Loyola College, 57-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 0-61; Dean, St. John's College, Annapolis, 1961-66, Santa Fe, 1966-, istant Tutor, 1971-73. bert D. Sacks ., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins · ersity, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues tales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. 's College, Annapolis, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St. 's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72. Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, d States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching w, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, -67, Santa Fe, 1967-; Assistant Dean, 1970-72. �78/FACULTY FACULTY/79 Don B. Cook . . f California at Davis, 1965; AB. Occidental College, 1958; p~iD., U~~~~sWa~onal Science Found_ation Wilson Fe, 1965-72, 1973-, Assistant Fellow, 1959-61; Tutor, St. er, · Dean, 1981-82, 1990-; TeachJo Sant a Fe Prepatory School, 1972-73. Wo~drow Ski~ner c·a~didate Honorarhn~: c~"fi~ge, S~nta ~niversity, P~mc;t~m t~~vrr~iv~rsity, 61 ·M.A., Princeton 1963; Ph.D. Elliott T. BA University of Colorado,_ 19 ' U . ity· Assistant and Preceptor, in Philosophy, 1964; Fello:-" of the Woodrow Wilson Fellowship,. rmSce Institute in Greek Philosophy Ph"l hical Studies ummer Council for 1970; Tutor, St . Jo h n 's College' Sante Fe, 1965-. and Science, i osop E. Ray Davis, Jr. . . B A St. John's College, 1962; M.A., University of "Yisconsm, f 1i~3!~ Uni~ersity of Indiana! 1965; N._D.E.~ History and Philos~phy o d~ie l962-65· Ph.D., University o~ Caliform Fellowship, University osf IJn ;a;iaCollege' Santa Fe, 1966-, Assistant De Riverside, 1980; Tutor, t. o n s 1977-81. Ralph Swentzell . . sit 1963; Instructor, Comput B.S. New Mexico Hig~lan~s ~mJebni~ersity, 1965-66; Tutor, St. Jo Programming, New Mexico Hig an s ' College, Santa Fe, 1966-. Glenn A. Freitas BA Classical Languages, St .. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director Dean, 1991-1996. of The Graduate Institute in Liberal Education, 1982-85; David Bolotin B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. Georgia S. Knight :S.S., Philosophy, 1970, M.A., English, 1972, Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 988-90. ent H. Taylor .A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., niversity of California at Santa Cruz, 1976; University of California at ta Cruz, 1967-68; Defense Language Institute, Monterey, California, 8-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 5-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; or, St. John's College, Santa Fe, 1974-. , C llege California, 1957; ':'.h. Ma~~ s_ ~acred Scripture, Pontifical Bib Uru,;'ernite LavoL Quet;'~6J~~~~'!"J;fb~;.e et A<cheologique Frnn~~ . Comnuss10n, Rome, ' Th ology St Mary's College, Jerusalem, 1964-66; Assistant i;rof~~~~=, Ass~stant De~, 1976-77, 1982-84. ' Tutor, St. John's College, Santa e, 7 Philip Lecuyer C lle e Oxford University, 1 BA Colorado College, 19.66; MertonMo · g l970-72· Boettcher Sch . ., U . ty of New exico, ' 9 D Studies in Biology, mversi 66· Rhodes Scholar, 1966-6 ; an 1962-66· Perkins Scholar, 1963- 'Wil Fellow (honorary), 1966; Graduate .Fellow, 1966-72; Colorado College, English Literature, SuIIll!1er .tute of Social Research and Develo Tutor, BiologyNew Mexico, University of and Che1:11S~~J~~~-' Tutor, St. John's College, Santa Fe, W~~:~itiess~~stitute, David Edward Starr 966 PhD l972 Boston Univ B.A., Gordon Colleg_e, 19~2; M.A., 1ost~n uni;,ersity, 1963-64; '] Gr aduate Assistant m Philosophy, f B . Studies 1964-66; Inst . .ty College o asic , hn' Intern, Boston ymv~rsi f Rh de Island, 1966-71; Tutor, St. _Jo ~ Philosophy, 1972_80 1982- Duector of The Graduate Institute m Umversity o ~ Annapo 1. is, ' ' Education, Santa Fe, 1980-82. abeth S. Engel ., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, hing Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; tant Professor of Philosophy, California State University at Humboldt, -75; Tutor, St. John's College, Santa Fe, 1975-. da Lamson Myers , St. John's College, 1971; M.A., University of North Carolina, 1975; St. Education, 1985-88. beral John's College, Santa Fe, 1977-; Director of the Graduate Institute Dunning Buchenauer History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., "cs, Brown University, 1980; Ford Foundation Fellow, 1966-68; sity Fellow in Classics, Brown University, 1969-70; Tutor, St. John's , Santa Fe, 1980-; Director of The Graduate Institute, 1991-94. University of Colorado, 1972; Deutscher Akademischer schdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., sand Comparative Studies, Boston University, 1979; Teaching Fellow, University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; nt Professor, University of Colorado, Spring, 1980; Tutor, St. John's , Santa Fe, 1980-. �ST. JOHN'S COLLEGE/81 E ComeH 80/FACULTY Peter Dragan Pesic PhD 1975 Stanford University; AB Harvard University, 1969; M.i 1970h A~si~tant a~d Associate, Stanford D~clorth Graduate Fellow, 1969-6~+5· el:~~rer, Stanford. University, 1976-80; Linear Accelerator Center, 19~ 19;0-· Musician-in-Residence, 1984-. Tutor, St. Jolm's College, Santa e, o , Edward Cary Stickney . . MA. Philosophy, Albert-Ludwigs A St John's College, Annapolis, 11997759,· Tu:to~ St John's College, Santa Fe, B · ., . . ·b VI/ Germany, , ' Univers1taet, Fref1 Te~~'Gr~duate Institute, 1994-. 1980-; Director o Janet A. Dougherty Harvard University, 1980; Teaching B.A., Yale College, 1974; M.A., Ph.Dd, College, 1976-78, 1979-80; French Fellow in Government at Harva~- . t ' Professor of Political Science, Government Fellowship, 1978-79; StssJ~~~'1s College, Annapolis, 1982-85; Stonehill College, 1980-82; Tutor, . Santa Fe, 1985-. Stephen Frederick Houser . San Francisco Conservatmy o~ BA. St. John's College, Santa. Fe, 1;;.9, . :i.ia 1989; Ph.D., University or 1 Mu;ic, 1980-82; M"A., n:,versityUof. ~~~i1ty df Virginia, 1987-90; Tutor, SL . . . Virgmia, 1990· President s Fellow, mv 3 John's College, Santa Fe, 198 - 1f I Katharine S. Mulford . .t of New Mexico, 1975; l' · Univers1 Y B.U.S., Philosophy and Re ig10~duate Theological Union, 1978; Philosophy and Theology, G h 1983· Tutor, St. John's College, , Philosophy, University of Okla oma, Fe, 1983-. I FrankN.Pagano . . h D Boston College, 1981; A.B. Cornell Univers1'.y, 1969, p - .1 .Director of the Division of Science,, 19p75 , P rof~ssor of PoliticalA ociace roSfess or of Political ,Science, . 83 - 983Learnmg, 1980- , ss d· ~ t St John's College, Sarna Fe, 1 . University of New Englan , iu or, . Jorge H. Aigla , d Mexico Mexico City, . . Universidad Nacional Auton~ma19;5. M.D., University of Cahfor~cia Saint Mary's College, California, . ti Student Research Assoc1are1 1 Francisco, 1979; American H~art Aff~~~rs~n of California San Francisco, 19 Fellow, Cancer Research Institute, U ·versiY of California San Franc1~co, ' Resident, Pathology Department, ~ one~ s Office, City and County or 1980· Assistant Medical Exarmner,. o~ t my Sonoma State Umvers Fra~cisco, 1980-1981; Lect.:irer ~~mnaa~d Physiology, City c.o~eq.,e of. California, 1981-82; Lecturer m An -Y 1982· Lecturer, Colleg1ace ::ie . Francisco, 1981-1985; Private .traf~~~tf~ss· As~istant Instructor, San Fran Saint Mary's Colle ~eT, Ct alif~rnJ~n' s C~lleg~, Santa Fe, 1985-· Karate-Do, 1982-8 , u or, . 5 1975, 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa 1985-; Visiting Assistant Professor of History of Science, University of 1990. Robert Richardson Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A., Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St John's College, Santa Fe, 1985-. Lir,da Wiener B Biology, University of ~v1iami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; PhD., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. Da:rid Lawrence Levine AB St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary)l 967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971, Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of · Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-. ;~· l\IL3s. Oberlin College Conservatory of Music, 1981; Harvard .University 1983; Ph.D. in Music Composition, Harvard University 1986, .:Tutor, St. John's College, Santa Fe, 1987-. ean D, Collins Jl.A, Thomas Aquinas College, 1979; M.A., Laval University, 1982; Laval ll.Jniversity Foundation Fellow, 1982-84; Teaching Assistant, Laval University, 85-87; Ph.D., Laval University, 1986; Tutor, St. John's College, Santa Fe, 87-. �ST. JOHN'S COLLEGE/83 82/FACULTY Thomas Scally B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1989; Tutor, St. John's College, Santa Fe, 1990-. Grant H. Franks B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Basia C. Miller B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urban 1976; Graduate Study in Economics, University of Chicago, 1976-7 University of Colorado Graduate Fellowship, 1983-87, M.A., Classi University of Colorado-Boulder, 1985; Graduate Study in Ancie Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynol Fellowship, 1988-89; Ph.D. Candidate in Classics, University Colorado-Boulder; Instructor in Latin, University of New MexicoAlamos, Summer 1985; Visiting Assistant Professor, University Colorado-Boulder, Summer 1990; Tutor, St. John's College, Santa 1989-. Joan E. Silver B.A., State University of New York, College at Old Westbury, 19 M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theolo · Union, in Theology and The Arts, 1993; Tutor, St. John's Coll Annapolis, 1974-77; Tutor, St. Mary's College, Integral Prog 1977-79; Tutor, The Graduate Institute in Liberal Education, St. Jo College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. Jo College, Santa Fe, 1989-. Krishnan Venkatesh B.A., English, Magdalene College Carob . . Cantab., 1985; Wissenschaftlicher Mitarbeft~~g( University, 1982; M.A., Department, University of Muenster West G on Shakespeare), English Ex~~ange, University of New Mexic~ Alb ermany, 1982-86; Academic Bntish and American Literature ESL cuq~erque, 1985-86; Lecturer in Univer ~1·ty,, 1aiyuan, People's Republic of Chi · ' urnculum - D eve1oper, Shanxi 198 Ana~ys1s, North China Film and Broadcasti na, I ?-89; Lecturer in Film Johns College, Santa Fe, 1989-. ng nstitute, 1989; Tutor, St. Sally Dunn B.A., St. John's College, Santa Fe 1971 ·MA . No~re J:?ame, 1973; Post-Masters' Doct~ral. P;op~~losophy, ~niversity of Uruvers1ty of New Mexico 1974-77· PhD W g m, .American Studies School, 19!9; Part-time Unio:r1: New, Mexico, 1975-81; M.A., St. John's Colle ie~ rogram, University of Johns College, Santa Fe, 1990-. ge, anta Fe, 1989; Tutor, St. In~tructor, 'wo~~~ S~~n S~dies, Graduat~ Margaret Anne Kirby B.A., Un~versity of King's Colle e 1977. MA Dalhousie University, 1979; coJ~onw~alth S., Department of Classics, Oxford University, 1980-82· M Litt F lty f cholar, Hertford College uruvers1ty, 1982; Gasthorer Ruprecht-Karl o Modern Languages, oxford' · · ., acu ' ' · U . . Junior Fellow, Massey co'llege U . .~- n:vers1tat, Heidelberg, 1982; Department of Germanic Lan c/. mvers~ y o Toronto, 1983-85; Ph.D., 1988; Fellow and Tutor Unifers~es ~~'k_~1te;atures, University of Toronto, John'sCollege,SantaFe,'1990-. ty mg s College, 1987-89; Tutor, St. Bruce M. Perry B.A., Greek, 1973, M.A, Classics 1975 PhD C . Washington; Ph.D. Candidat~ 0 . ' t ·1 l~ss1cs, 1983, University of Pennsylvania; Visiting Tutor St J~hn;iecn lal tusdies, 1985, University of ' · s o ege, anta Fe, 1990-. S James P. Forkin RA., St. John's College Santa Fe 1980· Ms v; California Davis 1986· MA p l'f 1 s' ·.' egetable Crops, University of D.avis, 1986' Tuto; St John'~ C.o,11o1 iSca cF1ence, University of California ' ' · ege, anta e, 1990-. I r 1971 Yo~k University, 197Ko~A. 19B73; Cornell University, 1~73-7~; B.A., t John's College Anna w Amenca; Editor, Catholic Uni~ersi~' ~~·f°' 19.85, The Catholic Umversity arymount Universit of Vir i i y i:i-en~a Press., 1980-86; Lecturer, ss, 1987-89· Tutor Sf John's gCnlla, 19S85-86,FEd1tor, Prmceton University ' ' · o ege, anta e, 1990-. ., Music, State Ph f ssics (Greek) University ?. N ew.Yiork College at Fredonia, 1973; M.A ~doctoral Feho~?r{ gfl~~~~l ;~i;~cb ~~stor: Coll~ge, ~982; Killa~ istant Professor SUNY C 11 ' t 0 ' a ous1e Umvers1ty; Adjunct isconsin-Eau Claire 198~-8~~V 'ti sw~o~ 1982-85; Lecturer, University as, 1988-90· Tutor St John' c' lllSl nsg SSIStant Professor, University of s o ege, anta Fe, 1990-. ' , · i �FACULTY /85 84/FACULTY James Cohn lb . ht Scholar Germany 1981-82; Ph.D. B.A., Dartmouth College, 19~1; ~u ni:;,_ of Chic~go 1990; Tutor, St. John's Committee on Social Thoughi:, UmversHy - ' College 1991-. Charles N. Fasanaro · · · ILIFF 1965 . M.A.R. with Distmct10n, . 11 B.S., Chemistry, Manhattan Co ege, o· Ph.D., Philosophy of Relig10n, School .of Theology,/ C~i~r~~ °3. ~~~l~ssman Scholarship for the Study ~f University of Denver _IL , '. than M. Daniels Fellow, 1982 Pos1Philosophy and Rehg10n, 1980-82'. Jon\ f Colorado 1983-84; Program doctoral Fellow, Philosophy, Uhn1vDersity oWrhng Pro'gram, University of "1stant w t fe irecCenter for Philosophy an d Rel'igmn, or, ' . Ombud sman an d A s" . Colorado, 1986-91; Associate Pro es;or, Philosophy and Religion, Colorado, Colorado, 1986; Professo_r, Center or 1990; Tutor, St. John's College, Santa Fe, 1991 . 8 L Kates _ r MD 1980· Advance d Summer Greek St. John's College, AnnapoC1s1'1 . ' Ph~enomenologicum, Perug1a, N y y City 1981 · o egmm U · ·ty Institute, ew or' . , D 1991 C mparative Literature, State mvers1 Italy 1987; 1988, Ph. .,. - .. ' o . t t Professor of Comparative of l'Jew York at Buffalo; Vis~tN1ng A~s1~ ~Binghamton, 1991; Tutor, St. Literature, State University or ew or John's College 1 Santa Fe, 1991-J o hy Graduate Faculty, r' ew Vassar College, 1963; M.A., ~ New School, 1980; School)972; Ph.D., Ph1l()~ophy,L~r~au:zine, 1963~9; Adjunct Associate Reporter Internat10nal Ed1lions, U .g . 4-91 · AdJ·unct Associate h L ng Island mvers11y, 198 ' . , ' h'l Professor, p 1 oso:p y, o 1 d University, 1986-91; Adjunct Assiscant Professor, Journalism, Long Is an N York University, 1989-91; Ad1unct Professor, Continuing Education, e; h College 1981-35; Ad jun cf Assistant Professor, Ph1losopShy,D arucCollege 19s2· Tutor, St. John's. Assistant Professor, Philosophy, t. 'ranc1s ' ' College, Santa Fe, 1992-. 0liria v \ de Torres Ph'l 0 \ [ Fa~ult MichaelDavidRa'IAm . t't t 1974·1Vl.S. R 1 r Polytechnic 1ns i u e, ' . t B.S., Mathematics, _enss.e ae . Under raduate Study in Mathemati~s Mathematics, Brown University, 19~, 1 ~979-80· Graduate Study r.n Education, University of ~ew. r le;;,~S6; PhD.,'Mathematics, Indi JVlathemat1cs, Clarkson Umvers1ty, 1991 · Instructor, University of N hu:':'tute of Technoloi:;;y, Khara~pur, Institut Superieur Pedagog1q11e Orleans, 1977-80; Ass1stant.J:~~t~~soA.ssistant Professor, St. Law:re Bukavu, Zaire, 19A80-82, t p ofe~sor Manchester College, 1988-92,; University, 1983-86; _ss1stan r , St. John's College, 1993-. Victoria Mora M · 198i::; · Ya_._· . . h U iversity of New exico, J, B.A. in Enghsh~Ph1losop y, -~ 988 . M.A., M. Phil. in Philos_?phy, Y University Teaching Fellow,d1;s6 Dis~ertation Fellow, 1990-1991; Ph.D. University, 1990; Ford ~o:m ano~ . so -h Instructor, Albuquerque Philosop~y, Yale UmverSHyl,9~~~~ ~::l~t. foJn's College, Santa Fe, 1992c. Community College, 1991' u ' Barry E. Goldfarb B.A., Yale University, 1975; M.A., University of Chicago, 1978; University of Cincinnati,1981; Ph.D., The Johns Hopkins University, Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. College, Santa Fe, 1993-. Rea.hard B.A., English, Michigan State University, 1980; Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Comparative Literature, University of Colorado, Boulder, 1991; Teaching Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, 1987-1988; Instructor, College of General Studies, University Pennsylvania, 1988-1989; Graduate Work, Literary Theory, University of Pennsylvania, 1988-1991; Post Doctoral Research, History of Science, i\liassachusetts Institute of Technology, 1992-1993; Tutor, St. John's College, Santa Fe, 1993-. Claudia A. HoneyweH B.A., 1986, University of Chicago; 1987-1988, Account Executive, American Bankcard Services, Woodland Hills, CA; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; 1990, Surveyor, Kavousi /Thri ph ti Archaeological Survey, Crete; 1991, Mochlos Archaeological Excavation, Crete; 1993-1994, Visiting Assistant Professor of Classics, Cornell College; Tutor, St. John's College 1994-. B.A, Williams College, 1973; M.A., The Graduate Faculty, The New School for Social Research, 1979; PhoD. in Philosophy, The Pennsylvania State University, 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, 1982-84; Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet 1984-85; Wissenschaftlicher Mitarbeiter, Philosophisches Semmar, Johannes Gutenberg Universitaet Mainz, 1985-88; Visiting . Assistant Professor, Department of Philosophy, The University of Kentucky, 1989-94; Honors Program, The University of Kentucky, Fall 1992; Tutor, St. John's College, 1994-. ~Alice Behnegar 'A.B., Smith College, 1975; J.D., Stanford University, 1978; Ph.D., Committee cin Social Thought, The University of Chicago, 1994; Carthage PostDoctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State University, 1994-95; Attorney, GODO Searle & Co./The -NutraSweet Company, Skokie, IL, 1981-83, 1986, and Aubonne, ffewitzerland, 1983-84; Attorney, Schiff Hardin & Waite, Chicago, IL 1978-81; ifutor, St. John's College, Santa Fe, 1995-. �86/FACULTY Michael Candelaria B.S., Southern Bible College, 1981; M.Div., Southwestern Baptist Theological Seminary, 1983; Th.D., Harvard University, 1987; Lecturer and Assistant Professor in Philosophy and Religious Studies, California State University, Bakersfield; Tutor, St. John's College, Santa Fe, 1995-. Maren Ormseth Cohn B.A., 1987, Humanities/Modern Thought and Literature, Stanford University; M.A. 1993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, 1995-. Samuel B. Johnson B.S., Davidson College, 1970; Instructor, English and German, Shikoku Gakuin Daigaku, Zentsuji, Japan, 1970-92; M.A., Ph.D. in Mathematics, Duke University, 1974, 1979; Deutscher akademischer Austauschdienst Stipendient, University of Heidelberg, 1974-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College, 1979-85; Associate Professor of Mathematics, Guilford College, 1985-89; Chinese Language Studies, Beijing Waiguoyu Shifan Xueyuan, 1988; J.D., Yale University, 1992; Arabic Language Studies, Institute for Foreign Studies of Arabic, Damascus, Syria, 1992; Attorney, Spiegel & McDiarmid, Washington, D.C., 1992-95; Tutor, St. John's College, Santa Fe, 1995-. Leonard W. Ortmann B.A., Yale University, 1976; Fulbright Scholar, Germany 1986-87; Ph.D.1 Philosophy, The Pennsylvania State University 1990; Humanities Instructor, The Pennsylvania State University 1980-86; ESL, Internationale Bildungsstaette, Germany, 1988-89; Lecturer, Germanic Languages and Literature, University of Pittsburgh, 1990; Adjunct Assistant Professor of Philosophy, St. Francis College, 1991; Assistant Professor of Philosophy; Conception Seminary College, 1991-95; Tutor, St. John's College, Santa F 1995-. PRESIDENTS EMERITI FACULTY/87 Edwin Jules Delattre William M. Dyal, Jr. TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith FS C Robert Bunker ' · · · Douglas Allanbrook Bryce Du Val Jacobsen Barb~ra Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A Darkey Thomas McDonald Louis Kurs Edward Grant Sparrow T~omas J. Slakey Michael S. Littleton Elliot Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. HONORARY FELLOW Paul Mellon B.A., Y~e University, 1929; B.A., 1931 MA . Uruvers1ty, 1961; LLD. Carnegie Insti~t~ of'J!~~~~mb~dg~ University; Litt.D., Oxford gy, 67, LH.D., Yale University, 1967. �88/ST. JOHNS COLLEGE PROFILE/89 ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John Agresto Dean Eva T. H. Brann Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Treasurer Bryan E. Valentine Treasurer Fred H. Billups, Jr. Director of Graduate Institute Edward Carey Stickney Director of Graduate Institute Thomas Assistant Dean Don Cook Assistant Deans William Pastille Abraham Schoener Director of Admissions Lawrence H. Clendenin Director of Admissions John M. Christensen Director of Alumni Activities Elizabeth H. Blume Director of Athletics Leo Pickens Director of Placement Karen Holland Director of Continuing Education Thomas May Director of Financial Aid Caroline Christensen Director of Placement Jennifer Chenoweth Librarian Inga Waite Family Nurse Practitioner Carolyn Roberts Registrar Nancy R. Lewis Registrar Diane M. Martinez Director of College Health Services Marilyn Mylander Director of Student Activities Mark St. John Superintendent of Buildings and Grounds Charles L. Wallace Director of Personnel Ted R Gonzales North Car~!~~~ Ohio ... Oklahoma .. . Oregon ............ . Pennsylvania ..... . South Carolina .. Tennessee... . .. Texas .. . Utah ... . Vermont... Virginia ... Washington .. . West Virginia .. . Wisconsin .. . Wyoming .. . 2 2 2 4 2 2 2 2 San la Fe 14 4 9 2 2 14 2 6 3 3 24 3 10 1 2 2 District of Columbia ... Albania ... Austria China ... Denmark. .. England Germany. .. Ghana ................... . l 2 l 2 18 Musician in Residence Peter D. Pesic Director of Information Services Barbara Goyette New York 2 2 22 10 1 Mississippi ...................... Missouri ............................ 1 Nebraska ........................... l New Hampshire .............. 1 New Jersey. ....................... 10 Director of Laboratories Hans Von Briesen Annapolis 31 Miiu1esota ......................... - Director of Financial Aid Michael Rodriguez Librarian Kathryn Kinzer Santa Fe Arizona ............................ 1 California .......................... 9 Colorado ··························· Connecticut. ..................... 3 Delaware ........................... 3 Florida ............................... 5 Georgia ...................... l Hawaii ............................... l Idaho .................................. Illinois ................................ 2 Indiana ······················· ······ 1 Iowa ................................... l Kentucky........................... 1 Louisiana ........................... 1 Maine ................................ 2 Maryland .......................... 19 Massachusetts .................. 7 Michigan ........................... l Director of Alumni Relations Elizabeth Skewes College Physicians Fen Sartorius Steven Wright College Physicians S. David Krimins Sigmund A. Amitin Annapolis States Represented ················ 34 Alabama ........................... l Alaska ................................ - Annapolis Nrnnber of Students Fali 1994 ............................ lll January 1995 ..................... 35 Men .................................... 85 Women... ....................... 61 Early Entrance ............ ........... 2 Previously Attended College... .................... 34 Range of Ages ····· ········· .... 100 Independent. .................... 40 Parochial .. 3 Santa Fe Annapolis 116 14 66 64 3 31 17-30 2 95 25 10 Rank in Class'' First Fifth ... First Tenth ... Second Tenth ... Second Fifth ... Third Fifth Fourth Fifth ... Last Fifth National Merit Ho~;~~: Scholars ... Finalists .... Semi-Finalists .................... Commended Students ... Director of Operations & Auxilary Joseph Shaffer 'N t· Santa Fe 71% 75% 50% 28% 22% 21% 18% 7% 4% 39 54% 31% 23% 24% 17% 3% 2% 37 Receiving Financial o mcluded in this table are 73 students for whom rank-m· -cla . . ss is not available. 2 5 5 9 9 12 20 14 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1996-1997 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 89 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1996-1997 Date A point or period of time associated with an event in the lifecycle of the resource 1996-1997 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1996-1997 Identifier An unambiguous reference to the resource within a given context GI Catalog 1996-1997 Catalog Catalogue College catalog GI catalog Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1a7887ad2e87c72cd121db624db75601.pdf fb8455563ffe7e158c9dbd288dc07c2f PDF Text Text THE GREENFIELD LIBRARY OF ST. JottN's CoLLEGE ANNAPOLIS, MARYLAND 2I40I STATmv1ENT OF THE ST JOHN'S PROGRJU'A 1997 - 1998 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 984-6060 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The College reserves the right to modify the programs and policies herein stated without notice. - �1997~1998 August 27 ................................. Upperclass Registration August 27. ................................ Freshman Registration and Convocation August 28 ................................. Classes Begin with Seminars October 10-13 ............................ Long Weekend November 26 -30 .................... Thanksgiving Recess December 11 ............................ End of First Semester December 4 ........... Winter Vacation January .... Second Semester Registration January 19 ................... ,, ........... January Freshman Registration January 30 - February 2 .......... .Long Weekend March 6 - 15 ............................. Spring Vacation 15 ...................................... End of Second Semester May 17. ...................................... Commencement SANTA FE 1997-1998 August 21... .... ., ...... Freshman and August 21. ..... Undergraduate ~coccu,,~u August 21 .............. Convocation August and Senior Registration August 25 .......... Graduate Institute Begins October 3-6.. .................... Long Weekend November 27-30 ...................... Thanksgiving Recess .. ............ End of First Sernester December 11... December 12-January 11.. ...... Winter Vacation 9 ......... .. .... Spring Vacation Niarch 7-22 ..... ., ....... .... End of Second Seni.ester 15 .. 17 ....................................... Commencement SUMMER1998 May January Freshman Second Semester Begins June 15 ................................. ., ... Graduate Institute Summer Session Begins August L ...... ., ..........................January Freshman Second Semester Ends August 6.................................... Graduate Institute Summer Session Ends survIMER 1998 ....January Freshman Second Semester Begms .... Graduate Institute Summer Sess10n Begms Freshman Second Semester Ends 7.................................... Graduate Institute Summer Session Ends �__.............................. hltrnduction ....... . ..... 6 The Curriculum Seminar ....................................................................................... . Precep torial ............................................... . Tutorials ................................................... .. Laboratory ............. . Formal Lecture ... . St. John's List of Books ............................ .. The Academic Order Tutors Instruction Committee Library ....................... . Schedules ............... . Essays and Examinations ............................. .. Academic Standing .. .. .. .. . .. ............... . Degree of Bachelor of Arts .................. . Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Graduate Program in Eastern Classics Directory Information and Right to Privacy . .. 8 . .... 10 . .... 11 .. .... 16 . ...... 20 . ............ .22 .. 28 .. .29 ...30 . ...... 31 . ...................... 33 .. ... 33 ..................... 35 ... 35 ... 36 ........ 36 ..... 37 .37 ..................... 38 ......... 54 .56 ·············· ...................... 58 Si:udent Budget ......... Billing and Deposits .. ... .. ..... Refund Policy ...... "....... . .......................... . Cnteria for Judging Satisfactory Progress....... . .............. .. .... 60 " ... 62 . ...... 62 .. ...... 63 . 65 .67 ·············· ............. 68 ...... 69 Of.O.cers, Associates and Staff f1.cdi.le: 1996~199'7 Freshman Classes ........ .... 88 .. .... 89 �THE INTRODUCTION /7 6/ST JOHJ\T'S COLLEGE St is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a commitment to the of knowledge and to the search for unifying ideas. They are and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well to master the specific skills of any callpossess the means and the will ing, become free and responsible citizens. College is persuaded that a genuine liberal education requires books-texts of words, symbols, notes and p1cturesexpress most originally and often most perfectly the ideas by ·--·-- __,-____ life is knowingly or governed. These '·-·-----·'··"''" teachers. timeless and existence and Their authors can speak to us sooke for the time, for what they have to tell us academic concern or remote from our true interests. They and. touch our spirits. In raising the persisting interpretations that meanings. And, please us as of art with a and a that reflect their intrinsic intelligibility are, properly whether are epic poems or political treatises, and v'rhether matter is historical or philosophical. They are also or criticized by for each of them is mtroduced, In that sense converse with each They draw the readers to take of their abilities in a large ?J.nd continuing conversation. Tl:\is conversation, hovvever, is unavoidably one-sided. The great books what have to say, without furnishing the clarifications can To this defect is the goal of the St. John's seminar. ;i number of students of varied backgrounds, faced with a text that unfa11'liliar attempt to discuss it reasonably. H is prethat the students are willing to submit their opinions to one The demands of the individual and those of the group limits within which the discussion moves The discussion may concern itself 1 1 primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are-to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should confome with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of lanand arithmetic, geometry, music and astronomy-the arts of matheIn more contemporary terms, the liberal arts bring to light what is mvolved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducand demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate articulating clear alternatives with the hope of arriving at a proper The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8/ST JOHN'S COLLEGE The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten-or sometimes well . beyond if the topic under discussion has aroused 1 a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens .to be particularly difficult ' ,_ r The seminar begms with a question asked . one of 1.he leaders. Thereafter the seminar consists mostly of student d1scuss10n. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered the use of formal modes of address. Once under way, the seminar may take rnany forms. It may range from the most particular to the most general. The reading of Thucydides, f~r example, is almost certain to elicit a discussion of war and aggress10n and w bring to the surface the students' opinions and fears about .the wisdom or error of national policies" Homer and Dante prompt reflect10ns o~t hum~n virtues and vices and on man's ultimate fate. Sometimes a semmar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the nmde in their discussions" Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported b.y argument~an unsupported opinion does not count. In a freshman semmar the students may tend to express their opinions with little regard for their relevance t.o the" question or their relation to the opinions of others. Gradually, m their interplay with one another, the students learn to proceed with care, keepmg to the topic and trying to uncover the meanings of the terms they. use. Th.ey learn, gradually also, that to some extent the procedure of the semmar ~anes with the kind of reading under study; poetry is not philosophy, and 1t can require a different approach" Such progress in learning together may be crowned by sudden insights on the part of a few of the se.minar members, or by occasions when the seminar as a whole achieves illummahono THE CURRICULUM/9 The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the cruissues, or of seeking foundations upon which a train of reasoning can be The argument does not necessarily lead to the answer to a question l\IIore often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly the discussion may sometimes branch off and entangle itself in nrelevant difficulties. Only gradually can the logical rigor of an argument within the sequence of analogies and other imaginative devices the discussion is kept alive. A seminar may also degenerate into n11'.her empty talk, without being able for some time to extricate itself from such a courseo At its best, the seminar may reach insights far beyond the initia:l views held by any of its members. Under these circumstances the primary role of the leaders is not to give nor is it to produce the "right" opinion or interpretation. It is to the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and thernselveso The most useful instrument for this purpose is the question; the most useful device of all is the question "Why?" But the leaders take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Re;;,son is the only recognized authority. Consequently, all opinions must be def<"nded with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and and to help them arrive at intelligent opinions of their own. freshman, sophomore and junior submits an essay on some th.eme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year" The essay is not a research paper with. extensive footnotes and a bibliography, but rather an attempt on the of the students to set out in writing, as clearly as they can, their own '""'"'"'"'"~on some aspect of the liberal arts. The essay in the second semester becornes the center of their final oral examinations. For sophomores the amu;;al essay holds a position of special importance: it becomes the major cf the process called enabling (See page 34). �THE CURRlCULUM/11 10/ST. JOHN'S COLLEGE THE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darvvin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays TS. Eliot: Sekcted Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Nietzsche: Twilight of the Idols The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. h1 the around a table, about thirteen to sixteen students study z::nd learn under the direct guidance and instruction of a tutor. The tutcnal provides conditions for a small group to work together toward a analysis, often through translation or demonstration, of an important As m the seirrinar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportmlities for all students to contribute their measure of instruction and insight '"''rnNs Othef tutors often attend, seeking to learn about a particular may later teacho are made in all classes: mathematics, ,,,,,,_,,,..,,~,"·"'<w sections as well as in language tutorials. The students to articulate and organize their thinking in forms. education has led to a profound neglect of lanis from country by the barrier of lano:r0f1es~;io,n is separated from profession by technical iargon. language tutorial attempts to remedy this condition by a the means of precise com.munication. In a broad sense, it may be of as a present-day restoration of the traditional studies of gramand logic. The tutorial seeks to foster an intelligent and active of the relations between language on the one hand and thought and on the othero To do this, it must direct attention to the fundar.ne:rtl:al ways in which words can be put together; to the modes of signifyto the varied connotations and ambiguities of terms; to the role analogies and images; and to the logical relations that conr~e·:t propositions. Tl1e sh1dy of foreign languages (Greek in the first and second years, m:d French in the third and fourth years) provides an effective means to d:tese ends By studying these languages, by translating from them into and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their ov,rn in particular. During the four years, then, they study language as the 0 �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective-if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for semfoar are also studied in the tutorial free from the veil of ready-made translation. Issues are brought to the for~ that might otherwise have been neglected, and they can be discussed with greater precision than the semi,nar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The s~cond year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stageso Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third The year ends with analysis and discussion of modern British and poets, such as T. So Eliot, Dylan Thomas, W. B. Yeats and l/Vallace Stevens. MATHEMATICS TUTORIAL is a vital part of education; that this is true or ought to be is word itself, for it is derived from a Greek word meaning that students should come to dislike matheas unmathematicaL It is equally regrettable tl\.~\fi~J)J°ft~e1;!~:lttl; ~H"""m:;;,1.11.c;,1..v:rnom:; are often unaware of the philosophical ltu.1cuo11...cu equations and formulas are based. c,rc1u1eu as a liberal art, not artificially separated the humanities. VIJhen mathernatics is atmosphere of reflective inquiry and from rnatter but also for their elegance and mathematics becomes not only the most art but also one that provides ready access to others &i£ni11cEmJ ana101g1i:~s y,11th them. . reasons for studying mathematics. First, it pervades world, perhaps even defines it. Therefore anyone who means to ,J,<.LJc..GeOr to resist or cooperate with this world not only must have t!Oftte, frtrnilia.~ty with the mathematical methods by which it is managed, . · • aiso..must nave thought about the assumptions that underlie their applica.c.con. le is the task of the mathematics tutorial and the laboratory together to o. to think about what it means to count and measure things rne universe. The second main reason for studying mathematics concerns the mathetutorial more specifically. Since mathematics has, as its name implies, .· dose connection with the human capacity for learning, its 1s especially useful m helping students to think about what it means coxne to know somethingo To prepare themselves for such reflection, students study artfully commathematical treatises, demonstrate propositions at the blackboard 00 .. �14/ST. JOHN'S COLLEGE THE CURRICULUM/15 and solve problems, By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression, But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better''. and "worse/' "ugly and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar, The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St and the ordinary course in mathematics, Ptolemy presents a mathematical theory of the heavenly motions, but he gives n10re than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophicat poetic and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics, After this they study analytic geometry, which presents the conic sections in algebraic form, They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world, In the fourth year, the reading of Lobachevski' s approach to non/1 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole, Seniors also study Einstein's of relativity, which challenges our conventional of the nature of time and space, the mathematics and language tutorials of the senior for of the second semester with a visual arts tutoria close of classic paintings, beginning with Giotto's with Picasso's Les Demoiselles d' Avignon, has been to restore music as a libcurnculum of music at St John's is not directed but toward an understanding of the phenomena of a:r~oei-:ts accorded music a among the liberal arts m-,derstood it as one of the essential functions of the mind, the mind's power to grasp number and measure, The lib:cnusic was based for them on the ratios a:mong whole numbers, the music program at St John's aims,_at the understanding dose study of musical theory and analysis of works of l'hus1ral hter2ture. In the freshman year, students meet once a week to study fuw::\E:nentals of melody and its notation, Demonstration takes place priand by the second semester the students perform some of choral •Norks. In the sophomore year, a tutorial meets three times a the singing, the music tutorial reflects two differaspects of music On the one hand, music is intito language, rhetoric and poetry On the other, it is a unique v_"'"'-"c'°'' art, which has its roots deep in nature, T~1e work of the tutorial includes an investigation of rhythm in 'vords well as in notes, a thorough investigation of the diatonic sysa of the ratios of musical intervals and a consideration of and None of these are done apart from of good music. The inventions of Bach, the songs of the masses of Palestrina, the operas of Mozart and the instrur::ier;t&l ~Narks of Beethoven are the real textbooks. In the second semester, at 12ast one major work is analyzed closely. Serninars on great works of music are included as part of the regular s<::rnm2x schedule Instead of reading a text, students listen to recordings �16/ST JOHN'S COLLEGE THE CURRICULUJ'vl/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Horner to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characterso Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as in which the roles of theory and experimentation can be through critical study. (3) The schedule of laboratory work give ooportunity for leisurely but intensive experimentatioR The students must h~ve time to satisfy themselves as to the degree of accuracy their instru'nents permit, to analyze procedures for sources of error, to consider alternative methods and on occasion to repeat an entire experimenL thus can they come to a mature understanding of the sciences called "exact.". A laboratory sect10n consists of fourteen to sixteen students workmg under the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a weelc A laborato;:y session may be used for exposition and discussion of theory, for experir.:ientation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or ether text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way, In all the work of the laboratory and in the laboratory manuals v1ritten at the '-1e•ue;e..e. the purpose is to achieve an intimate mixture of critical discussioa and empirical inquiry. �18/ST. JOHN'S COLLEGE THE CURRICULUM/19 LABORATORY TOPICS The g~neral _topics of study have been chosen from elementary physical and b10log1cal sciences. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational dassificahon of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, expenmentally and in discussion of the relevant theories. These topics lead mto an examination of the phenomena, largely chemical, and the arguments ~hat are involved in the theory that matter is composed of discrete particles. lhe student compares the views of Aristotle and Lavoisier on the nature ~1ology: of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molec1:dar theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of c'.etermining atomic weights and in an examination of some consequences of i:lns determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics and electromagnetism Throughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, tJewton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous is pursued in the mathematics tutorials. As the tools of the '-'"~"'"'"'··'u" become available, the emphasis shifts from a direct, qualitative of force, acceleration, work, energy and potential fields to in terms of derivative and integral; at the same time, ''"°'"'""'"<•• concepts serve to illustrate the mathematical ideas. The con.rr.,ectta:11t1cs .are to be used to formulate alternative theories of light ·"-:"C1'"""''"'""'""" the success of either theory in accounting tl);r/l:J:1'.it'tcal•t1.n;:u1cm1en.a is examined. The fundamental phenomena of elecstudied observationally and experimentally, .stt;.a·t.o:JJ:i:;t,1),!i~l:.:ild.iti"l··. ftt;1tr1etnatica The final and culminating topic of i;.J:i)i:'iw~c<'t';:lii ~iK~;<'·wi~JJ'.s rt"''''""·tu·.n of an electromagnetic theory of light. of the senior year is a return to questions the stufreshmen. During the first ten weeks, the senior anew the theory of atomism-but the atom itself has Prepared by his work with electrical phenomon the questions of atomic stability that led to -.,~14"'~'H hypothesis of Bohr and the wave mechanics of ~i•,oglle and Through a sequence of historic scientific and related experiments, the concepts of particle and wave, of discteteness continuity, gain new meaning. the course of thought in Schrodinger's What is Life?, the laboratory then turns or returns to biological topics, and first to .o,rn.·w.tcrc. to f\1.endel' s theory of heredity and its development through the and interpretation by T. H. Morgan and his associates. :er.mlts of laboratory studies of bacteria populations are considered the standpoint of their evolutionary significance, in the papers of and of Luria and Delbruck. Next, fundamental papers leading to molecular biology-for instance by Beadle and Tatum, Jacob and Monad-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others have a lasting effect on the direction that students' work takes within of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "Vvhat Makes Crime Go Down?" Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" Beall The Fine Arts Quartet r.1Iadison and the Bill of Rights" Robert Goldwin "Ivforality, Aristotle, and Liberal Education" Stephen Van Luchene "The Tears of Odysseus" Stickney "Evolution and Development" T. Bonner H-rr1c-r•,nn String Quartet fa/HlG11ess, Reason, and Recantation in Plato's Phaedrus" Harm Can Psychiatry Do?" of Human Vision" and Dogs" Orthodoxy and the Emergence of Philosophy in Ancient India" Jamee, Carey Meaning of Romantic Love: Flaubert's Madame Bovary" �THE CURRICULUM/23 22/ST. JOHN'S COLLEGE FRESHMAN YEAR Homer: Aeschylus: Sophocles: Euripides: Herodotus: Aristophanes: Plcito: Psistotle: Euclid: Plutarch: ST. JOHN'S LIST OF GREAT BOOKS The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continued review at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics* Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR On Interpretation '',Prior Analytics*, Categories* fBlestrina: ~fiete, Bacon: Proslogittm Swnma Thealogiae Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: EpitomeN Leibniz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Critique of Pure Reason*, Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence," Constitution of the United States of America, Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery," Selected Essays Moliere: The Misanthrope, Tartuffe . Faust* Experiments in Plant Hybridization Ortgin of Species fhenomenology*, Logic (from the Encyclopedia), Philosophy of ·.··.cc ~isfary* · arallels* in America* es en.ts, Fear and Trembling Economic Manuscripts of 1844* . Huckleberry Finn Briefer Course •.. .. . Zarathustra*, Beyond Good and Evil* duction to Psychoanalysis ~ctedPoems The Metamorphosis, The Penal Colony Belected Papers The Electron* Heart of Darkness To the Lighthouse 1~: The Dead · Flannery O'Connor: Everything That Rises Must Converge by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, ~instein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, We1.smanr:, Millikan, de Broglie, Heisenberg, John Maynard Srmth, Dnesch, Boveri, Mendel, Teilhard de Chardin �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicoma chus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Ptolemy Apollonius Copernicus Descartes Pascal Viete Literature First Year Second Year Chaucer Rabelais Shakespeare Donne Marvell Third Year Fourth Year Lucretius Tacitus Machiavelli Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Dries ch Boveri Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Faraday Lobachevski de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Danvin Freud Einstein Heisenberg Whitehead Maxwell Wagner Lorenz Rutherford Minkowski Bernard Davisson �28/ST. JOHN'S COLLEGE THE At St John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples THE ACADEMIC ORDER/29 and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, h1tors v'lith advanced degrees in mathematics would prepare themselves to lead tutorials requiring translations from Sophocles or Racine. The of this for students is that they are under the guidance of active lez.mers who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments' The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's prograrrL This preparation is necessarily demanding because no full-time tutor i& confined to a single part of the program. They are, and have to be, te11.chJr,e; members of a seminar and of either two tutorials or of one tutorial section, and they are continually teaching their colleagues "'°'"'11u.1t"'from them, that tutors have time t•) probe more deeply into the contexts of what is studied at St. John's than the allows. In order to avoid staleness and the to routine performance, they are grantand serious study. Between sabbatare set up. Leaders of such groups are ordinary teaching duties. The groups exploration of a subject chosen by themof the faculty. Scholars from other for certain periods. Although the sub1ect related to the St. John's curriculum, the opens new perspectives for teaching and learn- The Instruction Committee is a committee of tutors responsible for the Deans on all matters of instruction. It also advises the Presidents on appointments to the faculty, The Committee coflsists of the Deans 2m~ t1Nelve tutors,. six .elected by the tutors on each campus of the ~ the Presidents sit with the Instruction Committee ex officio. The Ue2,ns over the Instruction Committee meetings on their own cammembers of the committee on each campus constitute the Committee for that campus and meet regularly throughout the yea.r. The full Committee meets annually, alternating between the two campuses,. and the Dean at the host campus presides at those annual meetings. �30/ST. JOHNS COLLEGE THE ACADEMIC ORDER/31 the most distinctive mark of St John's College is the fact that all the students of the same year are reading the same books at the same time with the 80we unmediate preparatioR This may be the week when all freshmen are learnthe Greek alphabet; or the weeks when they are meeting the highest type of mathematics in the fifth book of Euclid's Elements; or the time of the first 2;s:31 g:nn1 erlt in Thucydides, when students and seminar leaders are thinking e;bout the implications for liberty in Pericles' funeral oration° Thus all students, a common program of study, have a common ground for conversation A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS NIONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Language Chorus Language Language Mathematics Mathematics Mathematics Laboratory The books chosen for study at St John's are collected in the library in the best editions and translations that can be obtainedo These books form the core of the library, essential to the teaching of the programo A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collectiono Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fieldso The library subscribes to representative periodicals and newspaperso A committee of the faculty assists the Librarians in selecting books and periodicak The Annapolis library maintains a collection of about 93,000 volumes 0 In Santa Fe, the collection now numbers over 60,0000 Both libraries hold interesting special collections Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architectureo The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettreso In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. A new library was opened in Annapolis in 19960 In addition to comfortable individual study carrels, open stacks and traditional reading rooms, the library contains computer terminals for student use, with access to local networks and the internet The Faith and John Meem Library opened in Santa Fe in 19900 The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given timeo Listening carrels, scores and over 8,000 records, tapes and compact disks are located in a special music roomo Seminar Formal Lecture SCHEDULE, SANTA FE THURSDAY FRIDAY fv2athe111atics Language Language 0 Laboratory Chorus Seminar Formal Lecture for the preceptorials in the junior and senior years and certain peri!atlcr<e_tc)ty work for which the upperclassmen may choose their own time, tll.E &chedule is sanle for all studentso The language, mathematics and music h°"tmmls each meet for three and one-half hours to four and one-half hours per :week. juniors and seniors spend up to si-'< hours each week in the U>G>er<\RJlY Two evenings from eight to ten, all students attend a seminaro A formal or conco-t is given once a week Sixteen to nineteen hours per week are spent clm::oSeso The year is divided into two semesters of sixteen weeks eacho �THE ACADEMlC ORDER/33 ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are con- . duded by the seminar leaders. The students are questioned freely and inforthe texts they have read or the paper they have written and on ,awi,int~pretive opinions. It is not the principal aim of the .find out how much students remember. Students are encourthe different parts of their study in relation to each other that may not have been treated in any of their classes. For examination of the year is given before the winter ~s and seniors just before preceptorials begin. ,sophomore year, students must pass an ~d trigonometry. Review sessions are .......· to present to the faculty a final s' work It is not intended to be ¥atliet a. sustained performance in the libof the second semester are reserved for d the seniors attend no classes. If the final '..:.~~~ty committee to which it has been assigned for ~ed upon it by the committee in an hour-long .l"t~ No degree is awarded unless both the essay and the ·are satisfactory. The senior essay is regarded as a culmina- the studeJ:tfs learning. St. John's classes are small and intimate, and because students paractively, tutors are aware of their students' progress from day to day. rs' appraisals of a student are based on the student's total perforas a member of the tutorials and seminar. �34/ST JOHl\J'S COLLEGE THE ACADEMIC ORDER/35 It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary, The curriculum is varied and rich enough for great diversity of interest, performance a,nd achievement, and there is ample room within it for a wide range of abiliry and for individual choice and guidance, Moreover, St John's is free from the pressures of conventional examinations and competition for grades, Because student participation is essential to the way in which classes are conducted at St John's, attendance at all regularly scheduled college exercises is required, A record of absences is kept This record is taken into consideration whenever there is occasion to determine academic standing, THE DON RAG Within the College, the most important form of evaluation is the don rag, Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag, The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed, In the junior year, conferences replace some of the don rags, In conferences, students report on their own work, and then the tutors comment on that report By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one, If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College, The normal probationary period is one semester, i'o enter tl~;' , class unless they have, written a satisfactory essay, and the Judgment of the Instruct10n Committee they are suff , t for the work of the final two years, In particular the icb1Ien 'rox' tO th poss1'b'l'ity of the student's , ena ing 10 . <>e I 't' . 32'.fctor e33ay. · wn .mg an accep .. able h . Q L w L LETTER GRADES Students are encouraged not to work for grades but to develop their powers of understanding, Therefore, within the college, grading is not of central importance, Students are told their grades only on request The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory leveL Such a grading system is necessary for students who wish to enter graduate or professional school or to transfer to another college, If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college, SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College, The sophomore essay is especially impor~ tant in the enabling procedure, Consequently, no students are enabled CAREERS In a worl~ ~n which careers and work environments are chan in ra , D1oadly based liberal arts ed f . , , ,g g p1dly, a the best long-Lerm uca ~on is recognized mcreasingly as . t career preparatwn Rese h t d' , , a.rid i::.rtof"ssionc , , . , · '~ - "'an d recent national comm', , arc s u ies m busmess tile ;1alne of t11P liberal a t , , 1 , iss10n reports have reaffirmed and ~roblem sro~vm mc~'l~a,tmg broadly applicable skills, such as mg a I ibes, wntten and oral communications �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE skills, and the ability to adapt to diverse and changing circumstances: ~any St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: . . " 21 % of all St. John's alumni are engaged in teachmg or educat10nal administration, with slightly over half of these in colleges and universities; .. 20% are in business or business-related occupations; "' 13% are in sciences and engineering; ., 10% are attorneys; " 8.5% are in the visual and performing arts; " 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology and journalism. Over 75% of St. John's graduates pursue formal education beyond ~he baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Adm1ss10n Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparat10n, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with spec~fic graduate and _professional schools to help entry into fields such as med1cme, busmess, engmeermg and teaching. THE ST. JOHl'J'S DEGREE, The Summer term is eight weeks long; the Fall and Spring academic term! are each s1xte_en we_eks long w1_th class~s held in the evenings. lhe progrnm is d1v1ded mto five subiect areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each s~gmen~ consists of three classes: seminar, tutorial and preceptonal The semmars, hke those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are smaller classes to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major is required at the end of the term. Nine credits are granted for the succompletion of each segment of the program. Four segments are for the degree, though students who have previous graduate credit be eligible for the degree after three segments. The segments may be in any order, but not every segment is offered in every term. More information and an application may be obtained by writing to The Grn.duate.Institute in Liberal Education, St. John's College, Santa Fe, New Ivlexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. PROGRAM IN CLASSICS µs1.:m:c'--' '--'"'"'"'-a program requires a calendar year of study (two semes- '"''·" "'AA of classic texts in the Chinese and Indian traditions and degree, Its seminars, t-u.torials and preceptorials follow . a,:J;i<:'.:"fil't\:'. CfO\F't'i-·,,-,r, principles as the other degree programs Of the college. tt:1~'·ttfti:'.idB.is students choose to study Sanskrit or classical Chinese. The consider the works in English translation. The C.O'!'td.udlih:gi):UTI:irrcer segment is devoted to directed readings and the writessay.. The Eastern Classics program is offered only on rei:::mmp-us. A detailed description and application materials are office of The Graduate Institute in Liberal Education in :l\1i-\STER OF Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic appr~ved by the Instruction Committee and stand an oral examination upon 1t. The topic must have some bearing on the understanding and practice of the liberal arts. THb INSTITUTE IN LIBERAL EDUCATION The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. It is offered year round on both the Annapolis and Santa Fe cam- DIRECTOR:YINFORMATION AND RIGHT TO PRIVACY In compliance with_ the Family Education Rights and Privacy Act, the .. retams the nght to publish at its discretion the following informan.on , each student currently or previously attending the College: the &:vdent s name, ~dd:ess, telephone listing, date and place of birth, field of partic1pat10n m officially recognized activities and sports, dates of ,. . degrees and awards received, and the most previous educa-:mna~i-~g~1cy or institution attende? by the student. As req1:ired by the . l k _olleg_e will provide public notice annually of its intention to such directory information. Students have a right to inform the withi~ a reasonable_ period of time that any or all of this directory ~hould be withheld. The College will respect any such for privacy. �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfiy, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the space. Energeia, ~Ilfi~:t;..;•[)iIE!ge's student-run H.terary magazine, is published annually and con- and more polished essays and fiction. Students are also welcontribute to The Reporter and The St. John's Review, the two official ;:' .$1flbllicati011s of St. John's. Extracurricular organizations at St. John's are generally informal. Some '.'~nttinu1e year after year, while others spring up and die out as the individi;nhers of the community come and go. Many extracurricular activities dtrectly out of the curriculum as students' interests overflow from the �40/ST. JOHN'S COLLEGE classroom. The past years has seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature and selected women writers. Other activities stem from interests independent of the College curriculum, such as astronomy, dance and the martial arts. A small network of Apple Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by e-mail, printing out papers written on personal computers, and exploring the World Wide Web. Individual computer stations are also available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysis and The Tempest. Every weekend, the student film club presents foreign and domestic films-the classics of cinema art. The selection is eclectic: recent screenings have included Resevoir Dogs, Potemplcin, Citizen Kane and The Seventh Seal. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Fame's Requiem, Schubert's Mass in G and early vocal music. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor, provide places to develop specific skills. The College's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodbloclc Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmalcing East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Spring Cotillion and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the Junior Class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and parodies and then provides two full days of picnicing, games, movies and music. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic RESIDENCE & STUDENT LIFE/ 41 tours, seafood, sailing, the Naval Academv hiking ' cycli·ng, s t a t e governJ' 1. · 1 ment, po ihca. work, community service groups, and so on. Washington, c and Baltimore, M~ryland, both within an hour's drive, offer activities too numerous to ment10n; the Director of Student Life schedules tri s to both cities to attend plays and films, as well as for individual exploratio~s. ATHLETICS _ Tl~= ~ollege provides .an extensive intramural sports program that mcludco ream compeht10n m soccer, flag football, volleyball, lacrosse and as well as md1v1dual tournaments in tennis and table tennis. This organized and very popular program, for both men and women is a ,. of the College's extracurricular life. Many students abandon' a'hJ;oncc . L '" - ~ ; '°~ _ th ey en t er co11;ge b ecause they fmd programs designed for only ~~ - 1 :~~-0"-t few. At St. Johns, they are able to rediscover the joy of amateur 1 '-'"-" ma welcommg settmg. Compeht10n between intramural teams is b,;it good-natured. Students and faculty also pursue interests in rencmg Umon has regular bouts with local clubs and universiyoga, weight training, tai chi, dance and aerobics. Alumni, sibstaff and even parents may participate. 1 �RESIDENCE & STUDENT LIFE/ 43 Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very popular activities, and the College's more serious rowers compete in local regattas. The College has a fleet of sailboats, from 14-foot lasers to a 37-foot Herrescuft ketch, with many rowing dinghies, canoes and kayaks in which students explore the beauties of the Chesapeake. An annual Sail Picnic, orgaby The Friends of St John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St John's takes on the Naval Academy in a much celebrated rnatch for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-stocked weight room, dance studio and a suspended running track In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeoand historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of SemtH Fe, Santa Fe Community College and the University of New Mexico m Sixty miles to the south, Albuquerque provides the attracconveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the sto.te during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Or':iz Pmo and the Sangre de Cristo mountain ranges. campus includes a classroom building, a laboratory, a library, a stucent.er, a music and fine arts building, an administration building, dusters of dormitories and ten furnished, two-bedroom apartments. A �RESIDENCE & STUDENT LIFE/ 45 44/ST. JOHN'S COLLEGE conference services office, dining hall and student health office are also located in these buildings. Each of the 16 dormitory units on the main campus house from 12 to 18 students, and the eight dorm suites which house five people serve as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom and common room. The director of residential life helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modem dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appro- priate se:tings for these activities. The College's art gallery, which is open to the p~blic, has a new show by professional artists monthly. A student art show is scheduled each year, ai;d _awards are given for achievement in pottery, photography, dra':"mg, pamting and making jewelry. The Moon, a stude~t newspaper, provides students in Santa Fe with a medium through which to exi:'ress their views about both the College and the world at large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories and pho'.ography from students and faculty alike. Musical p~rformances of_ many kinds are given by students through the Collegzum Musicum. Formed m order to stimulate musical activity on campus, the ~ssociation provides members of the College community with an oppo~tu~ty to perform before a small, receptive audience. Through this · ~gamzahon students and f~c:ilty w~o play instruments or who sing can find ~eachers and fellow musicians with whom to study or perform. The St. John s Chorus and t~e small chon:s also give recitals. The College provides numerous keyboard ms~ruments, mcluding two grand pianos and a harpsichor~, for student practice and performance. Practice rooms are available in the Fme Arts Building. ·. The St_- John's Film Society is organized by students to provide a wide vari~ of classic and current films for the College community every Saturday night. Many stu_dents are attracted to the town of Santa Fe by its crafts, music, er and visu~l arts. Ot~ers have participated in tutoring in elementary l_s, co~nsehng, workmg on local church restoration or in other local .ties. City buses stop every half hour near the campus, providing ecocal transportation to town. �RESIDENCE & STUDENT LIFE/ 47 46/ST. JOHN'S COLLEGE wilderness survival, rock climbing and cliff evacuation. The team is called out in emergen.cies several times a year; students have permission to be absent from campus m the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from th;m. Studen~s may borrow ~kis, boots and poles from the College, and the St. John s bus provides transportation. When the weather is warmer the Student Activities. Office organizes excursions down the Rio Grande by rubber raft and several tnps to local lakes, where students can enjoy windsurfing and sailing. BOTH CAMPUSES RELIGIOUS ACTIVITIES Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extra~urric~lar classes and discussion groups both on and off campus. Inform~ discuss10ns of co?temporary literature, forums on public concerns and shde sho~s on art history are frequent on-campus activities, as are study groups ii: su~h la~­ guages as Latin, German, Spanish and Hebrew. Thorne Fellowships giv.e .eligible students support toward fulfillment of medical school prereqm~ites during summer months, during a leave from the college or after graduation. As in Annapolis, waltz parties, rock parties and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weeke:'-d provide occasions for informal gatherings of tuto~s and s~~ents. Reality Weekend includes a talent show, a picnic and athletic competit10n. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competiti?n in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and univ;ersities, and the College usually has one of the finest fencing te~ms in the ~outhwest. The College supports a Karate-Do that has gained a high rep~tati?~ over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors.' Intramural programs in tennis, soccer, track, volleyball and badminto;1 are conducted at the College's facilities. A men's soccer team and a womens soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketba~ ~earn c~mp~tes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swim passes. Horses may be hired at a nearby ranch. . . The adjoining Sangre de Cristo mountains provi~e hundreds of square miles of forest and wilderness areas for hiking and camping. Here, the St. John's Search and Rescue Team trains regularly in techniques of map reading, first aid, . The Charter of 1784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal .c~urch, b~t these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS The College Boo~tore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of.more g~e~al interest. It is operated without profit. As supports for an active social life, the College provides on each campus .a. coffee shop and a junior common room for the use of all students. In ~ddition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES ~~ dormi'.ories f~rm sn:all communities within the larger college commun;ties, helping the ii:coming s~den.ts to make proper use of the support that ,~therstudents can give them in therr college life. Unma~rie? students not living at home are required to live in the coldormitones ~1:d to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant or Director of Residential Life to live off campus. The College does not guarantee housing for married students. However, Santa Fe there ~re a small number of furnished two bedroom apartments, may be available for married students during the academic year. Such ~s. should check with the appropriate Admissions Office about the bility of ~ousing o:i campus or in the local community. om assignment is the responsibility of the Assistant Deans in conn with the. Director of Residential Life. Returning students have the ge of drawing for rooms before they leave for the summer vacation. �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. A vegetarian menu is available. Resident students are required to eat in the dining hall. for medical reasons are granted only upon examination and recommendation by the Nurse Practitioner or Assistant Dean, following discussion with the Food Service Manager. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: " individual career counseling "' information and assistance in applying to graduate and professional schools ., information and assistance in applying for scholarships and fellowships " internship assistance resume-writing and other job-search skills "' access to a national alumni career network " on-campus career meetings with alumni ., information and referrals on current career and opportunities "' service opportunities St. remams committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. STUDENT EIVIPLOYMEl\TT OFFICE An employment service, imtiated and run students under the supervision of the Placement Office, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES A Student Health Center on each campus provides a of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or low cost s}i:;dent is informed of them and reu- · , _ ren-,inded of them each fall Th ' I d"ff' ~mng uppe1classmen are ~~ . . . · e ru es 1 er m certam details on tl ' Co.1npuses, though m general they follow the same tt 1e tWO T·· . • ! . pa ern. ~ice dCao em1c and mtellectual life of the commumt . the co:rsn111 life The build· 1al , d . Y IS mseparable from to sl·,~-w r mg o~ a g~o commumty reqmres the faculty ab~r1a~ "! P - lror th~ mdn11duahty or each student. All students agree to -r ~~-~~a~~ an regulat10ns promulgated in the Student Handbook 1 z 'hy by the College. St. John's assumes that students will .ioc r e enacted rules, but also the community-accepted canons -or,,, " In. extreme cas~s, where these canons are flouted, the I :~; r -quire withdrawal of rhe offending student Th f 11 I ,,,.n "f1 · e use o i ega m.r·.~fl-w·"··u 'He ~~1s~se o egal dr;igs, including alcohol, are fundamentally r ~ w1 1 he program o1 study at St John's College. Students who L "uch activ1t1es face severe d1sc1plmary action. DAMAGE a l~ousekeeping staff to care for the dormitories. The rooms penod1cally and repairs, at the expense of the any dormitory room and furniture that have been •n ra no_rmal wear and tear. Any damage to College property is "~ll ubon fee of the student or students responsible for the •. 1k -._o .ege is not responsible for the loss of or dama e t nN•.·~·~-'" res If f t· ' g o, any u mg rom ue, theft or any other cause. c1. , . RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon the Dean in consultation with students and faculty. Every entering ldc ;;,_o �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland Site Plan Santa Fe, New Mexico COLLEGE CREEK ~ LOWER PLAYING FIELD HEATING PLANT I UPPER PLAYING FIELD BOATHOUSE SOCCER FIELD ~ ~ TENNIS COURTS LIBERTY TREE LIBRARY BARR-BUCHANAN CENTER Graduate Institute Continuing Education/ Fine Arts "' ' - - - - - - - - - - !___ _ _ _ _ _ _ _ _ _~ COLLEGE AVENUE L APARTMENTS �ADMISSIONS/53 52/ST. JOHN'S COLLEGE The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee-five tutors and the Director of Admissions on each campus-regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one-show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. Committee's decisions are not influenced by the race, religion, The sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. Thr.: application asks a minimum of erson 1 d . hni.ce does not affect the Com ·u d . ~ ata. Need for financial assisc ·. J- h ' h m1 ee s ec1s1ons on admission JL o n s as decided to remain a sm 11 11 . . . dents and faculty are known to each h a co ege m which the stu300 and 400 students. The size of eacho\ er. Ea~h ~ampus has between lviost freshman classes are about e u~lfss d~ h~mted on each campus. v10men. Classes enter in lat A q y iv1 ed between men and September and January in A e ug~st ~nd J~nuary in Santa Fe, in class on onl nnapo is. ccas10nally, there may be a a fourth 0 / : ; : ~~~!c~s~~=~n students are enrolled only as even three years of college wo k l hg class have done one, two, or records at other colle es rr le sew ere. !hese students, despite take part in the St John's p g ' e mqmsh their advanced standing to ~ · rogram. 1•r.achmen wh ene:~ i;hJanuary stay on campus the following summer -~- the fir~t t · had th . y t . ey c~n thus graduate a year earlier than if they . eir en ranee until the following fall. The January 1 . f mterest to students who com S ' c ass is o who have traveled or worked . e to t. Johns from other colleges \lvid· rn enter St John's i dsmcle graduation from high school, or yea1 of lugh sch~ol. rnme iate y after the first semester of their senior ? wh~ �S4/ST JOHN'S COLLEGE ADMISSION/SS St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for fmancial assistance than those who apply later. DEADLINES Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work m mat~ematlc~ and foreign language is advised, as well as two or three years of namral science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college.work and two letters of reference, including one from a teacher. In except10nal .cases, certam of these requirements may be waived, or additional informat10n may be requested. SAT or ACT test scores are not normally required, but may prove helpfuL Occasionally, St John's accepts an applicantwho is not a secondary school graduate. Such students must be well quahf1ed to profit from the.college program and must either submit the results of a nati~~ally recogmzed test (SAT, ACT, or PSAT) or a GED certificate. A campus v1s1t and interview are especially important in such cases. . St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although appli.cations must be initiated and completed at one campus or the other, adm1ss10n to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the ~t. John's College program, an application for admission and recommendation fo;ms to be completed by schools and references. Applications may be submuted as early as the second semester of the eleventh .gra~e. Because the College welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions O~f1ce ~n the campus they prefer to attend. Students pl~nnin~ to ~pply for fma~cial m_d sho:Uld refer to the section on Fees and Fmancial Aid and notify rhe appropriate Admissions Office of their intentions as soon as possible. Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the their chances of securing positions in the entering class on the camous of their choice. DEPOSITS notification of acceptance, applicants have the option to enroll on campus. In order to secure a placcc in the entering class, approved must submit a deposit of $250 to the Admissions Office on the carnpus at which their applications were processed, together with a stateiT<ent specifying the campus they wish to attend. Once the deposit has been the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first sern.ester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available are filled. Typically, the fall classes fill by the middle of May, there is ample time to consider offers of admission from other instithe earlier a decision can be reached, the better. January classes usufill the end of December. Students who submit deposits before the end cf the first week of May (for the fall term) or December 31 (for the have a significantly higher chance of securing positions in the classes than those who submit deposits later. entering class on the applicant's first-choice campus is full when the is received, the Admissions Office will offer the following options: 1) may be transferred to the other campus, provided space remains entering class; 2) the deposit may be used to secure a place on the waitlist or ma subsequent class on the applicant's first-choice campus; 3) the may be returned if neither of the first two options is acceptable. AID endeavors to meet the full demonstrated need of enrolling sturequesting financial assistance. Of necessity, however, the amount �ADMISSION/57 56/ST JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid Profile form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING UST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, PD. 2800, Annapolis, Maryland 21404-2800 (Phone: 410-263-2371 or 800-7279238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, 1160 Camino Cruz Blanca, Santa Fe, New Mexico 87501-4599 (Phone: 505-984-6060 or 800-331-5232; E-mail: admissions@shadow.sjcstedu). Each campus maintains a World Wide Web Home Page: Annapolis = http:/ /www.sjca.edu and Santa Fe= http:/ /www.sjcsf.edu CAMPUS VISIT It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language and music; visit a laboratory; be interviewed by the Director of Admissions <~member of the admissions staff or a tutor; attend the weekly formal lectur~ (tnday mgh:t); talk mformally with St. John's students and tutors; visit the and bookstore; explo:e. the historic town of Annapolis or Santa Fe; a movie, play, art exh1b1t or concert; or watch students participating rn the sports program. Since the seminar, the most important part of the program, meets on r\,fonday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis camand from Sunday to Tuesday or from Wednesday to Friday on the Santa . campus. If travel arrangements make these time periods impossible, the v1s1tor may telephone the Admissions Office for special help. The calendar ~n the front of the catalog. should be checked to make certain the College will oe rn session durmg the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-300-331-5232 for Santa Fe) or write the Admissions Office giving the d?tes (and alternates) they have selected.. It is also necessary for the Adm1ss1ons Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar If it is necessary to cancel the visit, the Admissions Office should be as soon as possible. The only expense for visitors is transportation. They will be provided a room ma dorrrutory and meals in the dining hall without charge. St John's studress informally for tutorials, but more formally for semillar and formal lectcue. The seminar readings can usually be located in inexpensive paperback ~cii 1,ons m the C?llege Bo.okstore if a visitor has been unable to locate a copy of me b,ook bemg discussed rn seminar. Lmens are provided by the College. . .- hmtors arnvmg weekdays between 9:00 a.m. and 5:00 p.m. should go m rne Admissmns Office. On weekends and any day after 5:00 p.m., visitors to the college receptionist. The receptionist is at the switchboard Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from An airport limousine goes to and from Annapolis; visitors are to check schedules in advance. Bus service from the airport is not . . Hourly buses run between Baltimore and Annapolis, and the d;·icrer w1ll let v1s1tors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from ~-te College. By car, take Route 50 from Washin\!ton; from Baltimore take 0 Rmo.te 2 or I-97. A_ shuttle service from the Albuquerque airport to Santa Fe also is available. H is called the "Shuttlejack," and reservations should be made in advartce. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service .. 1s available to town (reservations should be made with the taxi service one day m advance). Upon arrival at the bus station or at one of the Santa Fe the easiest way to get to the campus is by taxi. �FEES AND FINANCIAL AID/ 59 58/ST. JOHN'S COLLEGE 5. Financial aid is ·not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. ~tudents receiving ~inancial aid m:ist meet the criteria for maintaining satisfactory progress m order to retam their award (See page 65). 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: 1. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John'_s th~r~­ fore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts and family members in college. 3. Financial aid may be in the form of a grant, loan or part-time e~ploy­ ment and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should co_ntribute to their educational expenses, self-help is, in most cases, the first. component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Residents of Maryland must apply for State Scholarships. 6. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possi~le. The FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published �60/ST. JOHN'S COLLEGE guidelines. Applicants should note also that the .ear.lier tI~eir aid application is received the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February 15 (for fall classes) or after September 30 (for January class~s) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time_. Both the FAFSA and the College Scholarship Service's fo.rm sho~~d be filed a.t the earliest date possible in accordance with their pubhsned gmdelm~s. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the dec.ision on their application by April 1. Students whose apphcat10ns f.or fin~n­ cial aid are received after the deadline will not be demed cons1derat10n for assistance, but the availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the College from its own resources. FEDERAL PELL GRANT: This federal program is designed to provid.e financial assistance to those who need it to attend a post-secondary mshtution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other fo~ms of aid in order to meet a student's demonstrated financial need. Ehgib1hty for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students ":h? demonstrate substantial need with priority given to Pell Grant rec1p1en ts. Eligibility for the SEOG is limited to $4,000 per yeaL FEDERAL WORK STUDY PROGRAMS: This federal program permits the College to give part-time employment to students who need s~ch earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are m session. FEES AND FINANCIAL AID I 61 FEDERAL PERKINS LOAN: These loans are made by the College dHectly to students usmg funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $3,000 for each year of .undergraduate study. No interest accrues and no payment is reqmred while the borrower is enrolled at the College. The interest rate dunng repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford loan program enables a student to borrow directly from a bank, credit union savings and loan association, or other participating lender who is' willmg to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interes.t accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do 11ot meet the financial need criteria for the subsidized Stafford program. Unsubs1d1zed borrowers are charged interest during grace and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are a_vailable •;ithout regard .to financial need to the parents of dependent stunents. The maximum annual PLUS loan is the student's total estirnated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to 1 %, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. �62/ST. JOHN'S COLLEGE FEES AND FINANCIAL AID/ 63 1997-98 STUDENT BUDGET 1 ANNAPOLIS CAMPUS Tuition Room&Board Books Activities Fee Personal Expenses Transportation 1 Fees 2 The $20,980 6'°10 275 200 800 100, 350, 600 2 SANTA FE CAMPUS Tuition Room& Board Books Activities Fee Personal Expenses Transportation: $19,500 6,116 275 200 800 100,350,6002 fees corresponding to the schedule on which they receive their benefit These arrang~ments must be made prior to the beginning of the year, after havmg received proper certification from the Veterans Administration or the Social Security Administration. . Students with outstanding debts to the College may not register for cl.asses at the begmnmg of the second semester and subsequent semesters unJ.ess they have made appropriate arrangements with the Treasurer. The may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. are subject to change without notice. allowance for transportation varies with the distance between the student's home and the College. BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester and December 1 for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $200 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the College. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition REFrn'm POUCY Vlhen a student withdraws prior to the end of the semester, a refund is calcubted according to federal and institutional policies. To initiate a withdrn11v<d a student must contact the Dean and obtain a Withdrawal Form. A pro rata refund is required for a student who meets all three of these criteria lS receiving Title IV Federal Financial Assistance, is a first time student at St College (undergraduate or graduate) and withdraws on or before the 60% pomt in time for the initial semester of attendance. The pro ra.ta refmul cakulation is based on the portion of the eruollme:nt period., rounded .:1•YV<m 1:o the nearest 103, that remains after the student's withdrnwal <faJ<o'. For example, if a freshman withdrawo: after attending fo1_u weeks of a sixteen-week semester, the portion of the semester that remains (12~16 = 75%) is fOfa\ded to 70%, and this percentage is used to calculate the refund of institutional charges. Unpaid charges are subtracted from the refund amount. l<ehmds for all returning students and for first time students who are of federal aid are made according to the following schedule. ~--·--·~"-complies with Federal Refund Policy and is used for both federal c.id recipients and non-aid students: VVi.thdrawal on the first day 0£ classes 100% refund of institutional charges Vlithd.rawal from after the first of class through the first 10% of enrollment period 90% refund of institutional charges from after the first the first 25% of the enroilrnent period 50% refund of institutional charges from after the first 2'5% ::if the enrollment period the first 50% of the period 25% refund of institutional charges after 50% of No refund �FEES AND FINANCIAL AID/ 65 64/FEES & FINANCIAL AID After the refund amount is calculated, using ei'cher pro rata or the alternate refund schedule, the refund must be distributed in the order listed below: 1. Unsubsidized Federal Stafford Loan 2. Subsidized Federal Stafford Loan 3. Federal PLUS Loan 4. Federal Perkins Loan 5. Federal Pell Grant 6. Federal SEOG 7. Other Student Federal Aid Programs 8. Other Federal, State, Private or Institutional Sources of Aid 9. The Student A refund is defined as the difference between the amount paid towards institutional charges and the amount the school can retain under the appropriate refund policy. A student who lives off campus may be given a cash disbursement of financial aid to cover hvmg expenses. If a student withdraws and the school determmes the student received a disbursement in excess of living expenses he or she could have reasonably incurred while still enrolled, then a portion of the disbursement must be repaid by the student to the federal aid programs; this is defined as ~ repaymenL Living expenses are prorated based on rhe number of wee~: the student completes during the semester to determme 1f a repayment 1" required. FNS earnings and Stafford Loans are excluded fro~ the r.epayment calculation. Repayments from federal aid rec1p1ents musr be d1stnbuted as follows: 1. Federal Perkins Loan 2. Federal Pell Grant 3. Federal SEOG 4. Other SFA Programs 5. Other Federal, State, Private or Institutional Sources of Aid Examples of calculations of refund policy are available from the Financial Aid Office upon request. REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secinstitution make available information concerning the criteria for 1u1..t>CJrn" satisfactory academic progress. The criteria for St. John's College the determination of satisfactory progress for recipients of federally IV) financial assistance are as follows: order to be making satisfactory progress, at the end of a semester a studem r.nust be permitted to enter the next semester and that next semester mclude the repetition of any work This permission is normally the Dean in consultation with a committee of all the student's tutms; the "Don Rag Committee." The Don Rag Committee assesses a student°s work in all parts of the program and approves its quality before recto the Dean that the student be permitted to enter the next assessment is conducted in the student's presence by all of his or he:' tui:ors in common. At the end of the sophomore year, the Dean and the Instrnc:ion Committee, with the advice of the tutors, review all of the work during the first two years and determine whether or not the be allowed to continue. Under some circumstances a student who has not satisfactorily com2 sernester' s work may be allowed to repeat the work in order to rerna.m at the Students are not eligible for financial assistance (fedwhile they are repeating work s:rnetfrnes students are permitted to enter a new semester with the requirelh0t meet special conditions during the course of the semester. In these a s!:udent is not repeating work and is deemed to be making satisfactory J:r:n;im-ess until the Dean determines that the conditions have not been met V\lhen have not been met, the Dean, in consultation with the Instruction "'-·";~·.·~~.decides what further determination is to be made of the case. �66/FEES & FINANCIAL AlD Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA counseling psychologist. 3. The VA requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. BIBLIOGRAPHY /67 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ~DLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book Simon and Schuster, 1972. ' ADLE~, MO~TI~ER J., and MILTON MAYER: The Revolution in Educatwn, Umvers1ty of Chicago Press, 1958. BARZl'.N, JAC_QU~S: The American University, Harper and Row, 1970. Teacher m America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education Columbia um· ·ty Press, 1966. ' versi BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic University of Chi Press, 1979. ' cago BRUNER, JEROME S.: The Process of Education, Harvard University Press 1960. ' BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., · Center for the Study of Democratic Institutions Santa Barbara Cal"f 1970. , , i orma, DA~EY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. Johns College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy Rand McNally and Co., 1967. ' .GRANT, ~E~LD and D~VID RIESMAN: The Perpetual Dream: Reform and Experiment m the American College, University of Chicago Press, 1978. ~RV~RD COMMITTEE REPORT: General Education in a Free Society, The Umvers1ty, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Co_nflict in Education in a Democratic Society, ··Harper and Broth~rs, 1953. ~duc~twn for. Freedom, Louisiana State University . .Press,. 1943. !he Higher Learning m America, Yale University Press, 1936. The Lea;mn~ Society, ~raege~, 1968. No Friendly Voice, Greenwood, 1936. Unmersity of Utopia, Umversity of Chicago Press, 1953. 'LEWIS, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. .f\{A.RITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. II<LEJOHN, ALEXANDER: Education Between Two Worlds, Harper and thers, 1942. ~TH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. sProgram, St. John's College Press, 1983. DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. · �68/ST. JOHN'S COLLEGE OFFICERS FACULTY/69 Ms. Jean T. Clarke Houston, TX Mr. John Duncan Mack Ringoes, NJ Ms. Jill Z. Cooper Santa Fe, NM Mr. Peter S. McGhee Cambridge, MA Mr. John H. Dendahl Santa Fe, NM Mr. Charles Miller Houston, TX Mr. Vernon E. Derr Boulder, CO Mr. John E. Robson San Francisco, CA Ms. Glenda H. Eoyang Circle Pines, MN Mr. Mikael Salovaara Bernardsville, NJ Mr. Stephen L. Feinberg El Paso, TX Mr. Jeremy Shamas Denver, CO Susan M. Ferron, M.D. Marine on St. Croix, MN Mr. Marvin Slaves North Salem, NY Mr. Ronald H. Fielding Rochester, NY Mr. Warren J. Spector New York, NY Mr. Hillel G. Fradkin Milwaukee, WI Mr. Carl A. TenHoopen, Jr. Annapolis, MD Mr. James H. Frame Oneonta, NY Ms. Cheryl Foote Thomas Tulsa, OK Mr. William B. Allen East Lansing, MI Mr. Thomas P. Geyer Morristown, NJ Mr. Paul E. Tierney, Jr. New York, NY Miss M. Brownell Anderson Washington, DC Mr. Robert A Goldwin Washington, DC Mr. William R. Tilles Rockville, MD Mr. J. Burchenal Ault Santa Fe, NM Mrs. Anna E. Greenberg Annapolis, MD Mr. Michael E. Tobin Tesuque,NM Mr. John Balkcom Chicago, IL Mr. Stewart H. Greenfield Westport, CT Mrs. Harriet Higgins Warren Atlanta, GA Mr. Richard E. Berkowitz Atlanta, GA Mr. Allan P. Hoffman Lawrence, NY Mr. Stewart A Washburn Lakeville, MA Ms. Sharon Bishop Reston, VA Adm. James L. Holloway Washington, DC Mr. Charles H. Watts Boston, MA Ms. Sandra Brock Annapolis, MD S. David Krimins, M.D. Annapolis, MD Mrs. Julia Wilkinson Austin, TX Mr. Kenneth D. Brody Washington, DC Mrs. Anne Lane Placitas, NM Mr. Warren Winiarski Napa, CA Mr. Nicola Caiola New York, NY Ms. Barbara Lauer Lara1nie, WY Mr. John D. Wirth Santa Fe, NM Mr. Thomas M. Carnes San Francisco, CA Miss Barbara H. Leonard Oberlin, OH Mr. K Martin Worthy Washington, DC Mr. Ray C. Cave New York, NY Ms. Harriett Page Long Baltimore, MD Chairman Mr. Stephen L. Feinberg Vice Chairman Mrs. Harriet Higgins Warren Secretary Mr. William R. Tilles MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A Nelson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe ANN APO US President R Nelson St. John's College, Santa Fe, 1970, St. John's College, J.D., University of Utah College of Law, 1973, Admitted to the Bar, StC<te of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, US. Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & ~"'·'~'-'"~'Co-Founder and Principal, 1979-91 and 1987-91, Kovar J\Jelson Brittain Sledz & Morris, Chicago; Instructor in Labor Law and Supervisory Relations, 1981-87, Aurora University Lnauat:.cu Center, Illinois; President, St. John's College, 1991-. Dean of the College in Annapolis H;H"V''°'' FlaumenhaH 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Inst1uctor Government, Wheaton College (Massachusetts), 1966-68; Tutor, College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Washington University, 1981; MIT /Harvard Workshop on Nuclear and Arms Control, Summer 1983; National Endowment for the Hmnanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, of Educational Studies, University of Delaware, 1989; Lynde and Harry Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, Ev"°' TJ-t Brann College, 1950; 1951, Ph.D. 1956, Yale University; Fellow Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instrnctor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Princeton, 1958-59; Member, U.S. Advisory Commission Education and Cultural Affairs, 1975-77; Tutor, St. Annapolis, 1957-, Addison E Mullikin Tutorship, 1971-; "'"m''···r·~, Wilson International Center for Scholars, 1976-77; Arnold Visitirn!: ""'~'-"'·'" VVhitman College, 1978-79; Visiting Scholar in Honors Educatio~ of Delaware, 1984-86; Fellow of the National Endowment for the 1987-88; Member, Maryland Advisory Committee of the United Commission on Civil Rights, 1988-96; Dean, St. John's College, 1990-97; Doctor of Humane Letters, Whitman College, 1995, BA, 1956, University of Virginia; Fulbright Fellow at Universite (France), 1953-54; Instructor, University of Virginia, 1955-58; College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, ""'m-'v.acc Institute in Liberal Education, Annapolis, 1989-92. �FACULTY/71 70/ST JOHN'S COLLEGE Laurence Berns B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, ~uffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of abs~nce,.1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, Umvers1ty of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71, National Endowment for the Humanities Editing Grant, 1978-79. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler BA., St._John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Math_ematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. George Doskow Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. J. Fisher University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior l'v1ember, Linacre College, Oxford University, 1982-83. Charles Milner, Jr. B.A, Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate in Liberal Education, Annapolis, 1980-83. Gisela Berns Ab;.tur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Urnversities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Stc:.atsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akaden1ischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, Tutor, St. John's College, Annapolis, 1967-. NidK,fas Maistrellis BS, Bates College, 1962; Department of History of Science, 1962-67, eccc.'!HI'< Joseph P. Cohen B.A, St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale .Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. Assistant, 1962-66, University Fellow, 1966-67, University of Tutor, St. John's College, Annapolis, 1967-. John's College, Annapolis, 1965; M.A., The New School for Social 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. Harvard College, 1956; University Scholar, 1960-61, University Fellow, Columbia University, 1962; President's Fellow, 1962-63; University of Munich, 1964-65, Berlin, 1965; Instructor, New York Washington Square College, 1965-68; Assistant Professor, 1968, University, 1969; Tutor, St. John's College, Annapolis, 1973-; ''°'u1vu,uEndowment for the Humanities Fellow, National Fellows Program, Institute on War, Revolution and Peace, Stanford, California, �,, 72/FACULTY ST JOHN'S COLLEGE/73 Howard Zeiderman Nfora J, FlaumenhaH Dartmouth College, 1962-63; St. John's College, Annapolis, 1967; M.A, Princeton University, Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. B.A, University of Chicago, 1966; M.A., 1967, Ph.D., of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Comm.unity College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. College, Annapolis, 1977-. - Deborah Schwartz Renaut SL John's College, Annapolis, 1968; The Johns Hopkins University, 1971; M.S, Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. David L Townsend Loyola College, 1969; Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D., Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-84, Annapolis, 1984-; Intern, U5. Organized Crime Strike Force, 1980; Ma. Bar, 1981-. Peter Kalkavage BA., 1973, 1976, Ph.D,, 1983, Pennsylvania State University; Instructor m Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Douville Higuera University of Michigan, 1975, University of .Ln.cL.L1uie,,cu Associate Mathematician, 1977-79, The Johns Hopkins Laboratory; Tutor, St. John's College, Annapolis, 1979-. Michael Comenetz WiUJ.am BA, The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Jvl.arquette University, 1965; Philosophy, The New School for Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of University, 1968-76; Visiting Lecturer, Philosophy of Science, Institute of Technology, 1976-77; Lec·mrer, Ancient Greek New School for Social Research, 1 St. 1979-. Sz;chs St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-, John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992- . Chaninah Maschler City College of New York, 1953; IVI,A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; P.Jice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.CN,Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College ACE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976; 'fotor, St. John's College, Annapolis, 1976-. Lenkowski College, 1971; Fordham University, 1975; Assistant College, 1974-79; Visiting Lecturer, Goucher College, St., John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. Columbia University, 1969; B. Phil., Oxford University, 1971; of California, Berkeley, 1972; Graduate Study in English, Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth 1971-77; Teaching Assistant and Associa"ce, Department of 1973-78; Tutor, St. John's College, Annapolis, 1979-. University, 1970-72; B.A, St. John's College, Annapolis, 1975; 1986, Philosophy, The Catholic University of America; The Catholic University of America, 1978-80; Tutor, St. Santa Fe, 1980-84, Annapolis, 1984-. Robert P. Drn.ecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Departm,ent of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. duty, US Air Force, 1963-67; B.A, Physics, University of Colorado, Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Asrcnroh·uc1ri Laboratory for Astronomy & Solar Physics, NASA Goddard Center, Greenbelt, Maryland, 1975-78; Congressional Science I f I �74/FACULTY Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. Elizabeth M. Blenner B.A., Stanford University, 1969; Graduate Study in English Literature, University of Wisconsin, 1970-71; M.A. in Philosophy, Pennsylvania State University, 1978; Instructor of Philosophy and Humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D, 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Walter Sterling B.A., St. John's College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blausl:ein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Anita L Kronsberg B.A, St. John's College, 1980; Tutor, St. John's College, 1984-. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston Colle.ge, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Pamela Kraus ST. JOHNS COLLEGE/75 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-~0; Woodrow Wilson Fellow, 1973-74; ~ecturer, The Catholic University of Amer:ca, 1975-80; Ass1st~nt Professor ?f Philosophy, The Catholic University of Amenca, 1980-85; Amencan Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WiHiam Pastille A.B. in .Music, Brown ~niver~ity, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. m Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Catherine R. Haigney 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987~89; Tutor, St. John's College, Annapolis, 1989-. Abraham Schoener St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. Adar.n Schulman BA, Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxfmd University, 1982; M.A., History of Science, Harvard University, 1985; History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. L.A. Seeger Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of · Visiting Assistant Professor, Part-time, Indiana University of Spanish and Portuguese, 1984-88; Research Associate of the Institute, Indiana University, 1984-89; Visiting Assistant Professor, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Cord-ell. D. K. Yee English, Pomona College, 1977; M.J. Journalism, University of _ Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of W1scorwin-Madison, 1989; Associate Researcher, History of Cartography Department of Geography, University of Wisconsin-Madison, ·~·u,ro"i. Tutor, St. John's College, Annapolis, 1989-. ir, Music, Wesleyan University, 1974; Resident Fellow, Newberry Chicago, 1978; Ph.D. in Musicology, University of North Carolina, Assistant Professor of Music, Cornell University, 1979-1982; .frc1kessor of Music, University of Notre Dame, 1982-1989; Visiting wv.c·~··~E Professor of Music, St. Mary's College, Notre Dame, 1989-1990; St John's College, Annapolis, 1990-. .. �I ,1 FACULTY/77 76/FACULTY Kathleen C. Blits B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. Radoslav Datchev Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis, 1992-. Carl Page B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-1994; Tutor, St. John's College, Annapolis, 1994-. William T. Braithwaite B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. Robert Goldberg St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. Katherine Heines B.A., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-1988; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. Emily H. Brooker Langston B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. Oksana Lassowsky B.A., Cl~rion _State College, 1983; Ph.D. in Mathematics, The Pennsylvania Stat~ Umversity, 1994; Haskell B. Cu~ry Fellow, !984,. Mathematics Teaching Assistant, 1985-190, The. Pennsylvama State Umversity· Assistant Professor of Math~matics, Albright College, 1990-95; Tutor, St. John's College Annapolis, 1995-. ' 1 George A. Russell B.A., St. Francis Colleg~, 19~3; ~.A, The Catholic University of America, 1983'. P~.D., The Catholic Umversity of America, 1994. Dean of Students, St. Patnck s Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lec~urer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier Umversity, 1991-95; Tutor, St. John;s College, Annapolis, 1995-. Jonathan N. Badger B.S., Mathema?-cs, University of South Carolina, 1987; M.A., Liberal Studies, North C~rolma Stat.e University, 1991; Graduate Student, Music Compos1hon, Duke Umv~rsity: 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham Umversity, 1996; Tutor, St. John's College Annapolis 1996-. ' ' Lijun Gu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of Internat10nal Affa.irs, Ministry of Foreign Affairs, China, 1984-87; M.A., Int~r~at10nal Affairs, The George W~shington University, 1987-89; Ph.D., Political Theory, The George vy~shmgton University, 1989-95; Adjunct Pr~fessm, Department of Political Science, The George Washington Uruversity, 1995; Tutor, St. John's College, Annapolis, 1996-. Michael O' Donovan-Anderson B.S., Nat_ural ?cience, Univer~ity of _Notre Dame, 1990; Ph.D., Philosophy, Yale Umversity, 1996; Sterlmg.Pnz~ Fellow, Yale University 1990-92; :Ex~hange Scholar, Harvard Umvers1ty, 1992-94; Assistant Professor of losophy, Stonehill ~ollege, 1994-95; University Fellow, Yale University, 5-96; Tutor, St. Johns College, Annapolis, 1996-. . da Kern-Perets Relig~ous ?tudies, Georgetown University, 1984; junior year abroad, Um"."ersity, 1982-83; M.T.S., ~orld Religions, The Divinity School, rd Uruvers1ty, 1~86; ~.A., Rehg10n, Harvard University, 1990; Ph.D., on, Harvard Umversity,. 1996; Teaching Fellow, Tutor and Teaching ltant, Harvard _Dmvers1ty, 1986-93; Harvard University Bok Center d for Excellence m Undergraduate Teaching, six awards between 1987Resea~ch F~llow, Hebrew University of Jerusalem, 1990-91; Fulbright ,ar, Umversity of Pans III, 1991-92; Certificat in "Uses of the Sacred Ecole des hautes Etudes en Sciences Sociales, Paris, 1994; Tutor, St. John's , S~nta Fe, summer 1995; Raoul Wallenberg Senior Fellowship in ·!1Th~~; Rutgers University, 1996; Tutor, St. John's College, : I I �FACULTY/79 78/ST. JOHN'S COLLEGE Elliott T. Skinner SANTA FE President Agresto 1967, Boston College; 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, Assistant Chairman, National Endowment for the Hmnanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, 1989; President, St. College, Santa Fe, 1989- a~d1~6o, Pl~.n Gr~eke p~:ro~o-\~e ,, . University of Colorado, 1961; M.A., Princeton Universit "· :-:and1date m Philosophy, Princeton University· Assistant iNoodrow Wilson Fellowship, Princeton Univ~rsity 1964· F 11 recer fr, for Philosophical Studi,es, Summer Institute' in and Science, 1970; Tutor, St. Johns College, Sante Fe, 1965-. P y ~ounc1l E. Davis, Jr. !Jr:i,versity of Wisconsin, 1953-55; B.A., St. John's Colle e, 1962· ~10mry and Philosophy of Science, University of Indiana,gl965· N'.D.E A "dJowsh1p, Urnvers1ty of Indiana, 1962-65; Ph.D., University of Califon~i~· 1977-81 1980; St. John's College, Santa Fe, 1966-, Assistant Dean'. IJ~,,~,,"N.~ew Mexico Highland_s University, 1963; Instructor, Computer New Mexico Highlands University 1965-66· Tutor St J 1_ ' Fe, 1966-. ' ' - ' · Ortn S Dean of the College in Santa Fe James Carey St John's College, Annapolis, 1963-65; RA, University of North Carolina, 1967; The New School for Social Research, 1973; U.S. I\/Iarine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991, 1996- ~ "~'-, '.:},assical Lani:;;uages, SL l\/Iary' s College, Dean R. Haggard 13.A., Reed College, 1955; Instrucf:.n in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa 1966-, Assistant Dean, 1971-73. g~~',.{ ~ol_ol'_E!do Colleg_e, 1966; Merton College, Oxford Universit' Robert n Sacks B.A, St. John's College, Annapolis, 1954; Ph.D., The Johns University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St Nlary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72 Gle:nn A Freitas 1957 Th. L ~IJ .1e1~11.e Laval, Quebec, 1964; Licentiate in Sacred Scriphrre Pontifical' B"bli,., ·l •~orn11uss10n, Rome ' 1964 "'6 1966· L'Ecole Biblique et A re h eo1og1que F rancaise ~a ·' .i de · ' L cc -o ;A_ss1~ta1;t Pro1essor, Theology, St. Mary's College, 1967-69; ._,t College, oama Fe, 1969-, Ass1s:ant Dean, 1976-77, 1982-84. LeCuyer 1969 ~~~';.'1e0c" 1H})1~}ogy, Umvers1ty of New Mexico, 1970-72; Boettcher §~hola; ~6L-6o, Febms Scholar, 1963-66; Rhodes Scholar 1966-69· D · r i' ud1J?Je. ., , 1966-72; Woodrow Fellow Lite1an11e, Summer Hurnamties lnstitute, Colorado College 1968· and Chemistry, I_n~titute, of S~cial R;search and Developnlent'. 1971-12, Tmor, St. Johns College, Santa Fe, 1972-. ~ _Wils~m (h~norary), I96~;1:f~~~r~ D<wi.d Edward Sfa.r:r , Gordon College, 1962; 1966, 1972 B ·t, l · Bnctor1 U 111 versny C o ll ege or Basic Stu dies 1964-66 · I , c eac 11ng · ·, , . ' v ·'· · ·. L , , 11SUUCl0f 111 1 01 R11ode Island, 1966-71; Tutor, St. John's College 10 Duec'·or 01 Th e G ra d uaLe I nstitute in LibPral £ ' · ' ~ -'772-80 , -~ L oc.nta te, 1980-82. - G,·~~,- -'co -A ssisran t m pin1.1osophy, Boston University 1963-64· T . · , OS on ,,c1..cLlcd..~ 0 - S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, SL John's College, Annapolis, 1962-67, Santa Fe, 1967-; Assistant Dean, 1970-72 DonR Cook Occidental College, 1958; Ph.n, University of California at Davis, Woodrow Wilson Honorary Fellow, 1959; National Science Foundadon Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. R V<m Luc.hene , AnwHa State Umvers1ty, 1969· MA , 1971 , PhD ., 1973, u-n1vers1ty 01c , . · A ss1stant, Department of English hTotre Dame St ~allege, Santa Fe, 1973-, Duector ~f Adrmssi;~s' The Graduate Institute in Liberal Education, 1982-85'. �FACULTY /81 80/ST. JOHN'S COLLEGE David Bolotin RA, Cornell University, 1966; Ph.D., New York University, 1974; Lecturer _in Classics, Yale University, 1971-73; Tutor, St. John's Colleg~'. Anna~ohs, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Cornmmee on Jocial Thou2'ht of Chicago, 1986, 1987-88. 0 Edward Cary Stickney . SL]ohn's College, Annapolis, 1975; Philosophy, Albert-Ludwigs Umvers1taet, Freiberg, W. Germany, 1979; Tutor, St. John's Collei?e Santa Fe 0 ' ' 1980-; Director of The Graduate Institute, 1994-. A. Dougherty I Georgia S. Knight B.S, Philosophy, 1970, M.A., English, 1972, Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-90. Kent R Taylor B.A, Yale University, 1963; M.A., University of Georgia; 1965; Ph.D., University of California at Santa Cruz, 1976!.,01,11vers1ty or Cal1f~rma at Santa Cruz, 1967-68; Defense Language Insmme, Monterey, Lahforma, 1968-69; Heidelberg University,_ 197~-73; Inst:uctor, Ur~vers1ty of ~eor~ia'. 1965-67; Teaching Assistant, Urnvers1ty of Cahforma at oanta Cruz, 1967 71, Tutor, St. John's College, Santa Fe, 1974-. ~ Yale College, 1974; Ph.D., Harvard University, 1980; Teaching 1-"ellow rn Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. Frederick Houser . St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; J\/1.A., Umversity of Virginia, 1989; Ph.D., University of 1990; President's Fellow, University of Virginia, 1987-90; Tutor, St College, Santa Fe, 1983-. K?i!harine S. Mulford Elizabeth S, Engel RA, Pomona College, 1967; M. . 1971, Phc'D., Philosophy, 19_73'. Teaching Assistant, 1969, Yale Umvers1ty; Teacher, olumer College, 1971 7~, Assistant Professor of Philosophy, Cahforma State Umvers1ty at Humboldt, 1973-75; Tutor1St. John's College1 Santa Fe, 1975-. Philosophy and Religion, University of New Mexico, 1975; and Theology, Graduate Theological Union, 1978; Ph.D., of Oklahoma, 1983; Tutor, St. John's College, Santa Lynda Lamson B.A., St. John's College, 1971; M.A., University of North Caro~ina, 1~75, Tutor, St. John's College, Santa Fe, 1977-; Director of the GraduaLe InstHute in Liberal Education, 1985-88. A.B, Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal 1980-83, Associate Professor of Political Science 1981-83 of New England; Tutor, St. John's College, Santa Fe, 19S3-. ' Nancy Dunning Buchemmer History, 1967, Ancient History, Cornell University, 196?; Ph.D '. Classics Brown University1 1980; Ford Foundat10n Fellow, 1966-681 University Fellow in Classics, Brown University, 1969-70; Tutor, St. College, Santa Fe, 1980-; Director of The Graduate Institute, 1991-94. Charlotte Gray Martin B.A. 1 University of Colorado~ 1_972;_ Deutsc_her Akademischer Austauschdienst Dankstipendium, Umvers1ty ~f Fre1burg, 1972~73, Ph.~., Classics and Comparative Studies, Boston Urnvers1ty, 1979, Teachmg Fello.~'. Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-7 ;' Assistant Professor, University of Colorado, Spring, 1980; Tutor/ St. Johns College, Santa Fe, 1980Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford Uni;ersit~ Danforth Graduate Fellow, 1969-75; Research Assista~t and A~sociate, Srnnfor": Linear Accelerator Center, 1970-75; Lecturer, Stan1ord_ Umvers1ty, 1976-801 Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Unw::'rs1dad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Samt College, California, 1975; M.D., University of California San American Heart Association Student Research Associate, 1974; C2::lcer Research Institute, University of California San Francisco, 1976; lJathology Department, University of California San Francisco, 1979k;sistant Medical Examiner~ Coroner's Office City and Countv of San 1980-1981; Lect_urer in Anatomy, So~oma State University, 1981-82; Lecturer m Anatomy and Physiology, City College of San 1981-1985; Pnvate translator, 1982; Lecturer, Colleo-iate Seminar, Sai.cf 1Vl3ry's College, California, 1982-1985; Assistant Instructm~bSan Francisco 1982-85; Tutor, St. John's College, Santa Fe, 1985-: B.A1 . 1977, McGill University; Ph.D., University of Chicago, 1981, kcConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow1 ; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor Colleg.e, University of Oregon, 1981-83; Assistant Professor, History pmvers1ty of Ge,cirgia, 1984-1985;_ Tutor, St. John's Coll_ege, Santa V1s1tmg Ass1stanL Professor of History of Science, Umvers1ty of _,~.,~~uo0.·..;, 1990. �FACULTY/83 82/ST JOHN'S COLLEGE Robert Richardson B.A, Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A, 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985Linda Wiener B.S., Biology, University of Miami, 1977; Entomology, Colorado State University, 1979; Co-founder, Foundation for the and Protection of Trilobites, 1979; Entomology, University of Wisconsin-Madison, 1981, Post-Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. David Lawrence Levine AB. St. s College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary)1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The State Universitv, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, oldahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988Thomas Scally B.A, St. Mary's College of California, 1967; Boston College, 1970; Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-7 4; Assistant Professor, California State University at Humboldt, 1975, Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St John's College, Santa Fe, 1987-1989; Tutor, St. John's College, Santa Fe, 1990- V·Jilliam S. Kerr Oklahoma State University 1974· U · ·· · · Fellowship 1975-76· Ms Ee '· u' . mversny 0 f Illm01s Graduate < d , . , · ., . onom1cs, mvers1ty of Illinois-Urbana 1976· 1ur~ uate Study m Economics, University of Chicago 1976-77· of ·~olorado Graduate Fellowship 1983-87 MA c{ . u' . mvers1ty Colorado-Boulder, 1985; Graduat~ Study in An~ient~~~fi8~s n~versity.of 1 Cambridge University, 1987-88; Reynolds Fellowship 1 . . . . m Classics, University of Colorado-Boulde;· Instru 't · · · Latin, Umvers1ty of New Mexico-Los Alamos Sumrner'1985 . Ve 0 ;. m 181 Assrntant Professor, University of Colorado-Boulder Su 1 90 . mg St College, Santa Fe, 1989-. ' mmer , Tutor, u ·' · ' 1 ~~8 Jl9T~r {5 9 E. Silver S~ate U~iversity of New York, College at Old Westburv 1971 · __ '._SL Johns College, Annapolis, 1976; Ph.D., Graduate The~lo ical UnioH, m Theology . and The .Arts ' 1993· Tutor ' S'c Jo h n ' s c o llg _ ' ege, 19 (:;n'~ 74-77, Tutor, Sc Mary's College, Integral Pro ram 1 ,,/:Tuto,, The Graduate Institute in Liberal Edurat 1 0 S'- Jg l ,' · ~ n, C 01•po-e , s an t a F e, Summer 1985, 1986, 1987 1988· T t -· St'- J 01ns v''"'o h ' Santa Fe, 1989-. ' ' u 011 · o n s Krishnan Venkai:esh Magdalene College, Cambndge University, 1982; W1ssenschafthcher M1tarbe1ter (on Shakespeare), En hsh UH1versity of Muenster, West Germany, 1982-86· Acad~mic _ Umvers1ty of New Mexico, Albuquerque 1985-86· 1 111 brii.s11 and American Literature, ESL Curnculu~-Devel~pe~·c'~1~~r ,Taiyuan, .People's Republic of China, 1986-89; Lecture; in F~~ I Jorth Chma Film and Broadcastmg Institute 1989· T · "' College, Santa Fe, 1989-. ' ' mor, ::>L. i , . John's College, Santa Fe, 1971; Philosophy Universit 0 c 1 1973; Post-Masters Doctoral Program, Am~rican Stuches of New Mexico, ,_1974-77; Ph.D., Women Studies, Union Graduat~ Part-tim: Ins,ructor, Wo men Studies Program, University of 1975-81, M.A., St. Johns College, Santa Fe 1989· Tutor St Santa Fe, 1990-. ' ' ' · · 1 Gran! H. Franks BA, St. John's College, Annapolis, 1977; Harvard Law School, Cambridge, MA, 1980; Associate, Pillsbury, & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E Poole, Ninth Circuit Court of San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & i'"-"''Luu San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Basia C Miller Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962, Ph.D., University of Chicago, 1989; Translator for the University o£ Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern lllinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988- PhD C _Classics, 1975, Ph.D., Classics, 1983, University of ,\. :._. · and1date, Onental Studies, 1985, Universit of lisrnng Tutor, St. John's College, Santa Fe, 1990-. y �84/ST JOHN'S COLLEGE FACULTY/85 P. Forkin of B.A, St. John's College, Santa Fe, 1980; . Vegetable California Davis, 1986; Political Science, Davis, 1986; St. College, Santa Fe, 1990-. University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St John's College, 1993-. Victoria Mora B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-1988; M.A., M. PhiL in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St John's College, Santa Fe, 1992-. Frank R. Hunt St. John's College, Annapolis, 1971-73; Cornell ~ New York University, 1976; 1980, 19.85, lhe . f ratholic University of America Press, 198. 0-86, 0 ~ p. ' of Virginia, 1985-86; Editor, - rmcernn John's College, Santa 1990-. Barry E. Goldfarb Yale University, 1975; University of Chicago, 1978; University of Cincinnati,1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. Rea.hard Cohn Dartmouth College, 1981; Fulbright S;I;,olar, . . Committee on Social Thought, Urnvers1ty or Lh1cago, 1990, College 1991-. Charles N. Fasanaro ~ Bs . Manhattan College, 1965; M.AR vnth S~h~ol of Theolo y, Colorado, 1980; 1 r D . ~~F .- B.A, English, Michigan State University, 1980; M.A., Old Germanic and Literatures, University of Nevada, Reno, 1984; Ph.D., Literature, University of Colorado, Boulder, 1991; Teaching felof English, University of Nevada, 1981-1984; Department of English, University of Colorado, Boulder, 937-1988; Instructor, College of General Studies, University of 1988-1989; Graduate Work, Literary Theory, University of Ph1lo~op1;y or 1,ehg10n; ·,. o' Donvger/ILIFF 1983· Schlessman Scholarsl11p ror the Study or U ·1 n1versuy and <= Reli>'ion 1980-82; Jonathan 'M. Damels p 11_ow, 1982 Poc:t' ' · Pl11 .-losophy "e ~ 0 · ' · · · < 1983-84·'. Proararn doctoral Fellow, Philosophy, Umversny 01 . . <:;._ ·r Ombudsman and Assistant to the Director, .vvntrng Program, Umverslly or Colorado 1986-91 · Associate Professor, Cemer for Philosophy andC I d Colorad0: 1986; Professor, Center for Philosophy and Rehg10n, o ora o, 1990; Tutor, St. John's College, Santa Fe, 1991-. L Kates BA S'· John's College Annapolis, MD, 1980; Advanced Summer Greek I~st;tut'~, New York City, 1981; Collegium ~haen~menolog1cum, 1987" 1988, Ph.D., 1991, Comparanve Luerature, State ·, £ · y'ork at Buffalo· Visitin"" Assistant Professor of ComparahSv: 0 01 ' Literature, State University of New Yor k m, B' hiam t on, 1991 ,· Tutor' '" mg '"'"''"~h~, Santa Fe, 1991-. Santa ?2, 1993-" 1988-1991; Post Doctoral Research, History of Science, Institute of Technology, 1992-1993; Tutor, St. John's College, Cfaudi" A. Honeywell 1986, University of Chicago; 1987-1988, Account Executive, American Services, Woodland Hills, CA; M.A., 1991, Ph.D., 1993, Classics and hAodern Greek Studies, University of Minnesota; 1990, Surveyor, /Thriphti Archaeological Survey, Crete; 1991, Mochlos Archaeological Excavation, Crete; 1993-1994, Visiting Assistant Professor of Classics, Cornell College; Tutor, St. John's College 1994-. H. Wilkinson Williams College, 1973; The Graduate Faculty, The New School foi: Social Research, 1979; Ph.D. in Philosophy, The Pennsylvania State 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, 1984-85; Wissenschaftlicher Mitarbeiter, Philosophisches Johannes Gutenberg Universitaet Mainz, 1985-88; Visiting Professor, Department of Philosophy, The University of Kentucky, Honors Program, The University of Kentucky, Fall 1992; Tutor, St. Jol:m's College, 1994-. Alice Bel.u1egar AB,, Smith College, 1975; J.D., Stanford University, 1978; Ph.D., Committee �86/ST JOHN'S COLLEGE on Social Thought, The University of Chicago, 1994; Carthage PostDoctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State University, 1994-95; Attorney, G.D. Searle & Co./The NutraSweet Company, Skokie, IL, 1981-83, 1986, and Aubonne, Switzerland, 1983-84; Attorney, Schiff Hardin & Waite, Chicago, IL 1978-81; Tutor, St. John's College, Santa Fe, 1995-. FACULTY/87 PRESIDENTS EMERITI Edwin Jules Delattre V\lilliarn M. Dyal, Jr. Maren Ormseth Cohn B.A., 1987, Humanities/Modern Thought and Literature, Stanford University; M.A. 1993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, 1995-. Samuel B. Johnson B.S., Davidson College, 1970; Instructor, English and German, Shikoku Gakuin Daigaku, Zentsuji, Japan, 1970-92; M.A., Ph.D. in Mathematics, Duke University, 1974, 1979; Deutscher akademischer Austauschdienst Stipendient, University of Heidelberg, 1974-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College, 1979-85; Associate Professor of Mathematics, Guilford College, 1985-89; Chinese Language Studies, Beijing Waiguoyu Shifan Xueyuan, 1988; J.D., Yale University, 1992; Arabic Language Studies, Institute for Foreign Studies of Arabic, Damascus, Syria, 1992; Attorney, Spiegel & McDiarmid, Washington, D.C., 1992-95; Tutor, St. John's College, Santa Fe, 1995-. Leonard W. Ortmann B.A., Yale University, 1976; Fulbright Scholar, Germany 1986-87; Ph.D., Philosophy, The Pennsylvania State University 1990; Humanities Instructor, The Pennsylvania State University 1980-86; ESL, Internationale Bildungsstaette, Germany, 1988-89; Lecturer, Germanic Languages and Literature, University of Pittsburgh, 1990; Adjunct Assistant Professor of Philosophy, St. Francis College, 1991; Assistant Professor of Philosophy, Conception Seminary College, 1991-95; Tutor, St. John's College, Santa Fe, 1995-. Caleb Thompson B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virgi..nia, 1990; Ph.D., Philosophy, University of Virginia, 1994; AJumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. Michael D. Bybee RA., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. Judith L Adam B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-. TUTORS EMERITI AND RETIRED TUTORS Sarkissian Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Du Val Jacobsen Barbara Hopkins Leonard Curtis A Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A Darkey Thomas McDonald Louis Kurs Ed•Nard Grant Sparrow Th0Gias J. Slakey Michael S. Littleton Elliot Zuckerman Geoffrey Comber S. Peterson "'"'-'-JUL'! P. Miller R Thornas Harris, Jr. HONORARY FELLOWS Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Oxford University, 1961; LL.D. Carnegie Institute of Technology, Yale University, 1967. College, Annapolis, 1948. f,Efoberg B.BA., University of Texas, Austin, 1967. �PROFILE/89 88/ST JOHN'S COLLEGE OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John Agresto Dean Harvey Flaumenhaft Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Vice President for College Advancement Harvey D. Morse Treasurer Fred H. Billups, Jr. Treasurer Bryan E. Valentine Director of Graduate Institute Thomas May Director of Graduate Institute Edward Cary Stickney Assistant Dean Abraham Schoener Assistant Dean Don Cook Director of Admissions John M. Christensen Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Roberta Gable Director of Alumni and Parent Activities Elizabeth A Skewes Director of Athletics Leo Pickens Director of Placement Margaret E. Odell Director of Placement Karen Holland Director of Financial Aid Michael Rodriguez Director of Financial Aid Caroline Christensen Director of Laboratories Hans Von Briesen Librarian Kathryn Kinzer Librarian Inga Waite Director of Information Services Barbara Goyette Musician-in-Residence Peter D. Pesic Registrar Nancy R. Lewis Family Nurse Practitioner Carolyn Roberts Nurse Practitioner Carolyn Buppert Registrar Diane M. Martinez Superintendent of Buildings and Grounds Charles L Wallace Director of Student Activities Mark St. John Annapolis Santa Fe States Represented .................... 33 Alabama... .1 ...................... 2 Alaska .. . .. 1 Arizona ... . ..................... 1 Arkansas .. . . 12 California .. Colorado... .... 3 Connecticut ........................... 5 .1 Delaware ... .......................... 5 Florida .. .. 3 Ulinois .. . ............... 1 Indiana .. . Kentucky. .. ' 1 30 Louisiana .. ........................... 3 J.\11aine ... . 32 Maryland .... .6 Massachusetts .. .3 lvlichigan .... ................. 1 lvhnnesota .. 2 3 Mississippi .. lviissouri ... Nebraska .. Nevada ... New Jersey ... N e1.v l\!Iexico .. .. 1 1 2 3 17 14 6 1 2 .. 1 Annapolis New York. .. North Carolina .. Ohio .. Oklahoma .... Oregon .. Pennsylvania ... Rhode Island .. Tennessee .. Texas .. Utah .. Vermont .. Virginia ... Washington ... West Virginia .. 12 4 7 .. 4 2 4 14 1 5 2 11 ................. 2 6 3 1 2 8 3 2 1 1 1 Serbia ..... Turkey. .. Annapolis Number of Students Fall 1996. ............................... 115 .. 42 January 1997.... Men ..... ············ 98 ............. 59 V\IOmen Early Entrance . ····· ...... 6 Previously Attended College ... .. 35 of Ages ............................ 16-42 Santa Fe 116 56 60 23 16-30 5 .......... 103 . 51 ·········· ................. 3 89 19 8 Annapolis Receiving Financial Aid .. 67% Rank in Class'' First Fifth ... .. 42% First Tenth .. 21% 22% Second Tenth .. 32% Second Fifth .. Third Fifth ... 14% ... 8% Fourth Fifth ... Last Fifth ... 3% 37 N~tional Merit Honors .... Scholars ... 5 8 Finalists ... Semi-Finalists .. 5 19 Commended Students .... Director of Personnel Ted R. Gonzales Director of Operations & Auxilary Services Joseph Shaffer 3 Ro1nania .. 9 4 5 District of Columbia ...... Canada .. China ... El Salvador... .......................... . .. England......................... France... . .. Germany. ................................. Pakistan... . .. ......... 2 Santa Fe in th.is table are 83 students for whom rank-in-class is not available. did not have a January class. Santa Fe 71% 41% 28% 13o/u 26% 20% 12% 1% 30 1 8 5 16 � THE GREENFIELD LIBRARY OF ST. JottN's CoLLEGE ANNAPOLIS, MARYLAND 2I40I STATmv1ENT OF THE ST JOHN'S PROGRJU'A 1997 - 1998 ANNAPOLIS, MARYLAND 21404 (410) 263-2371 SANTA FE, NEW MEXICO 87501 (505) 984-6060 Founded as King William's School, 1696; chartered as St. John's College, 1784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The College is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The College reserves the right to modify the programs and policies herein stated without notice. - �1997~1998 August 27 ................................. Upperclass Registration August 27. ................................ Freshman Registration and Convocation August 28 ................................. Classes Begin with Seminars October 10-13 ............................ Long Weekend November 26 -30 .................... Thanksgiving Recess December 11 ............................ End of First Semester December 4 ........... Winter Vacation January .... Second Semester Registration January 19 ................... ,, ........... January Freshman Registration January 30 - February 2 .......... .Long Weekend March 6 - 15 ............................. Spring Vacation 15 ...................................... End of Second Semester May 17. ...................................... Commencement SANTA FE 1997-1998 August 21... .... ., ...... Freshman and August 21. ..... Undergraduate ~coccu,,~u August 21 .............. Convocation August and Senior Registration August 25 .......... Graduate Institute Begins October 3-6.. .................... Long Weekend November 27-30 ...................... Thanksgiving Recess .. ............ End of First Sernester December 11... December 12-January 11.. ...... Winter Vacation 9 ......... .. .... Spring Vacation Niarch 7-22 ..... ., ....... .... End of Second Seni.ester 15 .. 17 ....................................... Commencement SUMMER1998 May January Freshman Second Semester Begins June 15 ................................. ., ... Graduate Institute Summer Session Begins August L ...... ., ..........................January Freshman Second Semester Ends August 6.................................... Graduate Institute Summer Session Ends survIMER 1998 ....January Freshman Second Semester Begms .... Graduate Institute Summer Sess10n Begms Freshman Second Semester Ends 7.................................... Graduate Institute Summer Session Ends �__.............................. hltrnduction ....... . ..... 6 The Curriculum Seminar ....................................................................................... . Precep torial ............................................... . Tutorials ................................................... .. Laboratory ............. . Formal Lecture ... . St. John's List of Books ............................ .. The Academic Order Tutors Instruction Committee Library ....................... . Schedules ............... . Essays and Examinations ............................. .. Academic Standing .. .. .. .. . .. ............... . Degree of Bachelor of Arts .................. . Graduate Studies and Careers After St. John's Degree of Master of Arts Graduate Institute in Liberal Education Graduate Program in Eastern Classics Directory Information and Right to Privacy . .. 8 . .... 10 . .... 11 .. .... 16 . ...... 20 . ............ .22 .. 28 .. .29 ...30 . ...... 31 . ...................... 33 .. ... 33 ..................... 35 ... 35 ... 36 ........ 36 ..... 37 .37 ..................... 38 ......... 54 .56 ·············· ...................... 58 Si:udent Budget ......... Billing and Deposits .. ... .. ..... Refund Policy ...... "....... . .......................... . Cnteria for Judging Satisfactory Progress....... . .............. .. .... 60 " ... 62 . ...... 62 .. ...... 63 . 65 .67 ·············· ............. 68 ...... 69 Of.O.cers, Associates and Staff f1.cdi.le: 1996~199'7 Freshman Classes ........ .... 88 .. .... 89 �THE INTRODUCTION /7 6/ST JOHJ\T'S COLLEGE St is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a commitment to the of knowledge and to the search for unifying ideas. They are and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well to master the specific skills of any callpossess the means and the will ing, become free and responsible citizens. College is persuaded that a genuine liberal education requires books-texts of words, symbols, notes and p1cturesexpress most originally and often most perfectly the ideas by ·--·-- __,-____ life is knowingly or governed. These '·-·-----·'··"''" teachers. timeless and existence and Their authors can speak to us sooke for the time, for what they have to tell us academic concern or remote from our true interests. They and. touch our spirits. In raising the persisting interpretations that meanings. And, please us as of art with a and a that reflect their intrinsic intelligibility are, properly whether are epic poems or political treatises, and v'rhether matter is historical or philosophical. They are also or criticized by for each of them is mtroduced, In that sense converse with each They draw the readers to take of their abilities in a large ?J.nd continuing conversation. Tl:\is conversation, hovvever, is unavoidably one-sided. The great books what have to say, without furnishing the clarifications can To this defect is the goal of the St. John's seminar. ;i number of students of varied backgrounds, faced with a text that unfa11'liliar attempt to discuss it reasonably. H is prethat the students are willing to submit their opinions to one The demands of the individual and those of the group limits within which the discussion moves The discussion may concern itself 1 1 primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are-to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should confome with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent to listen to the students and to work with them than to impose upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts of lanand arithmetic, geometry, music and astronomy-the arts of matheIn more contemporary terms, the liberal arts bring to light what is mvolved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking and writing, and also in measuring, deducand demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate articulating clear alternatives with the hope of arriving at a proper The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of man may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline they can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8/ST JOHN'S COLLEGE The heart of the curriculum is the seminar-a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten-or sometimes well . beyond if the topic under discussion has aroused 1 a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens .to be particularly difficult ' ,_ r The seminar begms with a question asked . one of 1.he leaders. Thereafter the seminar consists mostly of student d1scuss10n. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered the use of formal modes of address. Once under way, the seminar may take rnany forms. It may range from the most particular to the most general. The reading of Thucydides, f~r example, is almost certain to elicit a discussion of war and aggress10n and w bring to the surface the students' opinions and fears about .the wisdom or error of national policies" Homer and Dante prompt reflect10ns o~t hum~n virtues and vices and on man's ultimate fate. Sometimes a semmar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the nmde in their discussions" Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported b.y argument~an unsupported opinion does not count. In a freshman semmar the students may tend to express their opinions with little regard for their relevance t.o the" question or their relation to the opinions of others. Gradually, m their interplay with one another, the students learn to proceed with care, keepmg to the topic and trying to uncover the meanings of the terms they. use. Th.ey learn, gradually also, that to some extent the procedure of the semmar ~anes with the kind of reading under study; poetry is not philosophy, and 1t can require a different approach" Such progress in learning together may be crowned by sudden insights on the part of a few of the se.minar members, or by occasions when the seminar as a whole achieves illummahono THE CURRICULUM/9 The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the cruissues, or of seeking foundations upon which a train of reasoning can be The argument does not necessarily lead to the answer to a question l\IIore often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly the discussion may sometimes branch off and entangle itself in nrelevant difficulties. Only gradually can the logical rigor of an argument within the sequence of analogies and other imaginative devices the discussion is kept alive. A seminar may also degenerate into n11'.her empty talk, without being able for some time to extricate itself from such a courseo At its best, the seminar may reach insights far beyond the initia:l views held by any of its members. Under these circumstances the primary role of the leaders is not to give nor is it to produce the "right" opinion or interpretation. It is to the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and thernselveso The most useful instrument for this purpose is the question; the most useful device of all is the question "Why?" But the leaders take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Re;;,son is the only recognized authority. Consequently, all opinions must be def<"nded with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and and to help them arrive at intelligent opinions of their own. freshman, sophomore and junior submits an essay on some th.eme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year" The essay is not a research paper with. extensive footnotes and a bibliography, but rather an attempt on the of the students to set out in writing, as clearly as they can, their own '""'"'"'"'"~on some aspect of the liberal arts. The essay in the second semester becornes the center of their final oral examinations. For sophomores the amu;;al essay holds a position of special importance: it becomes the major cf the process called enabling (See page 34). �THE CURRlCULUM/11 10/ST. JOHN'S COLLEGE THE For about nine weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptoriaL Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darvvin: Natural Selection Plato: Republic Sartre: Being and Nothingness Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays TS. Eliot: Sekcted Bosch and Bruegel Kant: Critique of Judgement Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Nietzsche: Twilight of the Idols The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three or four times a week. Sophomores also attend a music tutorial. h1 the around a table, about thirteen to sixteen students study z::nd learn under the direct guidance and instruction of a tutor. The tutcnal provides conditions for a small group to work together toward a analysis, often through translation or demonstration, of an important As m the seirrinar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportmlities for all students to contribute their measure of instruction and insight '"''rnNs Othef tutors often attend, seeking to learn about a particular may later teacho are made in all classes: mathematics, ,,,,,,_,,,..,,~,"·"'<w sections as well as in language tutorials. The students to articulate and organize their thinking in forms. education has led to a profound neglect of lanis from country by the barrier of lano:r0f1es~;io,n is separated from profession by technical iargon. language tutorial attempts to remedy this condition by a the means of precise com.munication. In a broad sense, it may be of as a present-day restoration of the traditional studies of gramand logic. The tutorial seeks to foster an intelligent and active of the relations between language on the one hand and thought and on the othero To do this, it must direct attention to the fundar.ne:rtl:al ways in which words can be put together; to the modes of signifyto the varied connotations and ambiguities of terms; to the role analogies and images; and to the logical relations that conr~e·:t propositions. Tl1e sh1dy of foreign languages (Greek in the first and second years, m:d French in the third and fourth years) provides an effective means to d:tese ends By studying these languages, by translating from them into and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their ov,rn in particular. During the four years, then, they study language as the 0 �THE CURRICULUM/13 12/ST. JOHN'S COLLEGE discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective-if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for semfoar are also studied in the tutorial free from the veil of ready-made translation. Issues are brought to the for~ that might otherwise have been neglected, and they can be discussed with greater precision than the semi,nar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The s~cond year ends with analysis and discussion of works by Shakespeare, Donne and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stageso Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read-Racine's Phedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third The year ends with analysis and discussion of modern British and poets, such as T. So Eliot, Dylan Thomas, W. B. Yeats and l/Vallace Stevens. MATHEMATICS TUTORIAL is a vital part of education; that this is true or ought to be is word itself, for it is derived from a Greek word meaning that students should come to dislike matheas unmathematicaL It is equally regrettable tl\.~\fi~J)J°ft~e1;!~:lttl; ~H"""m:;;,1.11.c;,1..v:rnom:; are often unaware of the philosophical ltu.1cuo11...cu equations and formulas are based. c,rc1u1eu as a liberal art, not artificially separated the humanities. VIJhen mathernatics is atmosphere of reflective inquiry and from rnatter but also for their elegance and mathematics becomes not only the most art but also one that provides ready access to others &i£ni11cEmJ ana101g1i:~s y,11th them. . reasons for studying mathematics. First, it pervades world, perhaps even defines it. Therefore anyone who means to ,J,<.LJc..GeOr to resist or cooperate with this world not only must have t!Oftte, frtrnilia.~ty with the mathematical methods by which it is managed, . · • aiso..must nave thought about the assumptions that underlie their applica.c.con. le is the task of the mathematics tutorial and the laboratory together to o. to think about what it means to count and measure things rne universe. The second main reason for studying mathematics concerns the mathetutorial more specifically. Since mathematics has, as its name implies, .· dose connection with the human capacity for learning, its 1s especially useful m helping students to think about what it means coxne to know somethingo To prepare themselves for such reflection, students study artfully commathematical treatises, demonstrate propositions at the blackboard 00 .. �14/ST. JOHN'S COLLEGE THE CURRICULUM/15 and solve problems, By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination and elegance of expression, But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better''. and "worse/' "ugly and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar, The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects-its central expression found in the theory of ratios-which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St and the ordinary course in mathematics, Ptolemy presents a mathematical theory of the heavenly motions, but he gives n10re than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophicat poetic and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics, After this they study analytic geometry, which presents the conic sections in algebraic form, They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The student then returns to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world, In the fourth year, the reading of Lobachevski' s approach to non/1 Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole, Seniors also study Einstein's of relativity, which challenges our conventional of the nature of time and space, the mathematics and language tutorials of the senior for of the second semester with a visual arts tutoria close of classic paintings, beginning with Giotto's with Picasso's Les Demoiselles d' Avignon, has been to restore music as a libcurnculum of music at St John's is not directed but toward an understanding of the phenomena of a:r~oei-:ts accorded music a among the liberal arts m-,derstood it as one of the essential functions of the mind, the mind's power to grasp number and measure, The lib:cnusic was based for them on the ratios a:mong whole numbers, the music program at St John's aims,_at the understanding dose study of musical theory and analysis of works of l'hus1ral hter2ture. In the freshman year, students meet once a week to study fuw::\E:nentals of melody and its notation, Demonstration takes place priand by the second semester the students perform some of choral •Norks. In the sophomore year, a tutorial meets three times a the singing, the music tutorial reflects two differaspects of music On the one hand, music is intito language, rhetoric and poetry On the other, it is a unique v_"'"'-"c'°'' art, which has its roots deep in nature, T~1e work of the tutorial includes an investigation of rhythm in 'vords well as in notes, a thorough investigation of the diatonic sysa of the ratios of musical intervals and a consideration of and None of these are done apart from of good music. The inventions of Bach, the songs of the masses of Palestrina, the operas of Mozart and the instrur::ier;t&l ~Narks of Beethoven are the real textbooks. In the second semester, at 12ast one major work is analyzed closely. Serninars on great works of music are included as part of the regular s<::rnm2x schedule Instead of reading a text, students listen to recordings �16/ST JOHN'S COLLEGE THE CURRICULUJ'vl/17 of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the College takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Horner to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characterso Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The College does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as in which the roles of theory and experimentation can be through critical study. (3) The schedule of laboratory work give ooportunity for leisurely but intensive experimentatioR The students must h~ve time to satisfy themselves as to the degree of accuracy their instru'nents permit, to analyze procedures for sources of error, to consider alternative methods and on occasion to repeat an entire experimenL thus can they come to a mature understanding of the sciences called "exact.". A laboratory sect10n consists of fourteen to sixteen students workmg under the guidance of a tutor, with the help of more advanced students as assistants. Sections meet two or three times a weelc A laborato;:y session may be used for exposition and discussion of theory, for experir.:ientation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or ether text directly related to the topic at hand; writings of Aristotle, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way, In all the work of the laboratory and in the laboratory manuals v1ritten at the '-1e•ue;e..e. the purpose is to achieve an intimate mixture of critical discussioa and empirical inquiry. �18/ST. JOHN'S COLLEGE THE CURRICULUM/19 LABORATORY TOPICS The g~neral _topics of study have been chosen from elementary physical and b10log1cal sciences. The sequence of study may be outlined as follows: 1st Year 12 weeks: 20 weeks: 3rd Year 4th Year 10 weeks: 18 weeks: Observational biology Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism Quantum physics Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational dassificahon of types, anatomical structure, cells and their aggregation and differentiation, embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and calorimetry are taken up, expenmentally and in discussion of the relevant theories. These topics lead mto an examination of the phenomena, largely chemical, and the arguments ~hat are involved in the theory that matter is composed of discrete particles. lhe student compares the views of Aristotle and Lavoisier on the nature ~1ology: of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molec1:dar theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of c'.etermining atomic weights and in an examination of some consequences of i:lns determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics and electromagnetism Throughout the year, experimentation is accompanied by the of important original writings by Galileo, Descartes, Huygens, tJewton, Leibniz, Carnot and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous is pursued in the mathematics tutorials. As the tools of the '-'"~"'"'"'··'u" become available, the emphasis shifts from a direct, qualitative of force, acceleration, work, energy and potential fields to in terms of derivative and integral; at the same time, ''"°'"'""'"<•• concepts serve to illustrate the mathematical ideas. The con.rr.,ectta:11t1cs .are to be used to formulate alternative theories of light ·"-:"C1'"""''"'""'""" the success of either theory in accounting tl);r/l:J:1'.it'tcal•t1.n;:u1cm1en.a is examined. The fundamental phenomena of elecstudied observationally and experimentally, .stt;.a·t.o:JJ:i:;t,1),!i~l:.:ild.iti"l··. ftt;1tr1etnatica The final and culminating topic of i;.J:i)i:'iw~c<'t';:lii ~iK~;<'·wi~JJ'.s rt"''''""·tu·.n of an electromagnetic theory of light. of the senior year is a return to questions the stufreshmen. During the first ten weeks, the senior anew the theory of atomism-but the atom itself has Prepared by his work with electrical phenomon the questions of atomic stability that led to -.,~14"'~'H hypothesis of Bohr and the wave mechanics of ~i•,oglle and Through a sequence of historic scientific and related experiments, the concepts of particle and wave, of discteteness continuity, gain new meaning. the course of thought in Schrodinger's What is Life?, the laboratory then turns or returns to biological topics, and first to .o,rn.·w.tcrc. to f\1.endel' s theory of heredity and its development through the and interpretation by T. H. Morgan and his associates. :er.mlts of laboratory studies of bacteria populations are considered the standpoint of their evolutionary significance, in the papers of and of Luria and Delbruck. Next, fundamental papers leading to molecular biology-for instance by Beadle and Tatum, Jacob and Monad-are studied. �THE CURRICULUM/21 20/ST. JOHN'S COLLEGE LECTURES AND CONCERTS The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others have a lasting effect on the direction that students' work takes within of the program. The list below provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "Vvhat Makes Crime Go Down?" Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" Beall The Fine Arts Quartet r.1Iadison and the Bill of Rights" Robert Goldwin "Ivforality, Aristotle, and Liberal Education" Stephen Van Luchene "The Tears of Odysseus" Stickney "Evolution and Development" T. Bonner H-rr1c-r•,nn String Quartet fa/HlG11ess, Reason, and Recantation in Plato's Phaedrus" Harm Can Psychiatry Do?" of Human Vision" and Dogs" Orthodoxy and the Emergence of Philosophy in Ancient India" Jamee, Carey Meaning of Romantic Love: Flaubert's Madame Bovary" �THE CURRICULUM/23 22/ST. JOHN'S COLLEGE FRESHMAN YEAR Homer: Aeschylus: Sophocles: Euripides: Herodotus: Aristophanes: Plcito: Psistotle: Euclid: Plutarch: ST. JOHN'S LIST OF GREAT BOOKS The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continued review at St. John's College. The distribution of the books over the four years is significant. Something over two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read only in part are indicated by an asterisk. Iliad, Odyssey Agamemnon, Choephoroe, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories* Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theatetus, Sophist, Timaeus, Phaedrus Poetics, Physics* Metaphysics*, Nicomachean Ethics*, On Generation and Corruption*, The Politics*, Parts of Animals*, Generation of Animals* Elements On the Nature of Things "Pericles," "Alcibiades," "Lycurgus," "Solon" Arithmetic* Elements of Chemistry* Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro, Cannizzaro Motion of the Heart and Blood SOPHOMORE YEAR On Interpretation '',Prior Analytics*, Categories* fBlestrina: ~fiete, Bacon: Proslogittm Swnma Thealogiae Divine Comedy Canterbury Tales* Mass The Prince, Discourses* On the Revolutions of the Spheres* The Freedom of a Christian, Secular Authority, Commentary on Galatians*, Sincere Admonition Gargantua* Missa Papae Marcelli Essays* "Introduction to the Analytical Art" Novum Organum* Richard II, Henry IV, The Tempest, As You Like It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear, Sonnets* �24/ST. JOHN'S COLLEGE Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Webern: THE CURRICULUM/25 Marvell, Donne and other 16th and 17th century poets Rules for the Direction of the Mind, Geometry* Generation of Conic Sections St. Matthew Passion, Inventions Selected Works Selected Operas Selected Sonatas Selected Songs Symphony of Psalms Selected Works JUNIOR YEAR Don Quixote Two New Sciences* Leviathan* Discourse on Method, Meditations, Rules for the Direction of the Mind*, The World* Milton: Paradise Lost* La Rochefoucauld: Maximes* La Fontaine: Fables* Pascal: Pensees* Huygens: Treatise on Light*, On the Movement of Bodies by Impact Spinoza: Theologico-Political Treatise Locke: Second Treatise of Government Racine: Phedre Newton: Principia Mathematica* Kepler: EpitomeN Leibniz: Monadology, Discourse on Metaphysics, What is Nature?, Essay on Dynamics Swift: Gulliver's Travels Berkeley: Principles of Human Knowledge Hume: Treatise of Human Nature* Rousseau: Social Contract, The Origin of Inequality Adam Smith: Wealth of Nations* Critique of Pure Reason*, Fundamental Principles of Kant: Metaphysics of Morals, Critique of Judgement Mozart: Don Giovanni Jane Austen: Pride and Prejudice, Emma Hamilton, Jay and Madison: The Federalist* Melville: Billy Budd, Benito Cereno Dedekind: Essay on the Theory of Numbers Fielding: Tom Jones Tocqueville: Democracy in America* Young, Maxwell, S. Carnot, L. Carnot, Mayer, Kelvin, Essays by: Taylor, Euler, D. Bernoulli Cervantes: Galileo: Hobbes: Descartes: SENIOR YEAR Articles of Confederation, "Declaration of Independence," Constitution of the United States of America, Supreme Court Opinions* Frederick Douglass: "The Constitution and Slavery," Selected Essays Moliere: The Misanthrope, Tartuffe . Faust* Experiments in Plant Hybridization Ortgin of Species fhenomenology*, Logic (from the Encyclopedia), Philosophy of ·.··.cc ~isfary* · arallels* in America* es en.ts, Fear and Trembling Economic Manuscripts of 1844* . Huckleberry Finn Briefer Course •.. .. . Zarathustra*, Beyond Good and Evil* duction to Psychoanalysis ~ctedPoems The Metamorphosis, The Penal Colony Belected Papers The Electron* Heart of Darkness To the Lighthouse 1~: The Dead · Flannery O'Connor: Everything That Rises Must Converge by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud and others Faraday, Lorenz, J. J. Thomson, Whitehead, Minkowski, Rutherford, ~instein, Davisson, Bohr, Schrodinger, Maxwell, Bernard, We1.smanr:, Millikan, de Broglie, Heisenberg, John Maynard Srmth, Dnesch, Boveri, Mendel, Teilhard de Chardin �26/ST. JOHN'S COLLEGE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Philosophy and Theology History and Social Science Mathematics and Natural Science Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicoma chus Ptolemy Lavoisier Dalton Archimedes Torricelli Pascal Fahrenheit Avogadro Black Virgil Dante Aristotle Epictetus Plotinus Marcus Aurelius The Bible Augustine Anselm Thomas Aquinas Luther Montaigne Bacon Plutarch Ptolemy Apollonius Copernicus Descartes Pascal Viete Literature First Year Second Year Chaucer Rabelais Shakespeare Donne Marvell Third Year Fourth Year Lucretius Tacitus Machiavelli Music Wollaston Gay-Lussac Proust Cannizzaro Berthollet T. Richter Thomson Berzelius Dulong Harvey Galen Dries ch Boveri Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Webern Cervantes Milton Swift Racine Fielding Melville La Fontaine Jane Austen La Rochefoucauld Descartes Pascal Hobbes Spinoza Locke Berkeley Leibniz Hume Kant Locke Rousseau Adam Smith U.S. Constitution Hamilton, Madison, Jay Tocqueville Galileo Kepler Young Euler Mayer S. Carnot L. Carnot Kelvin Taylor D. Bernoulli Newton Leibniz Huygens Dedekind Maxwell Mozart Moliere Goethe Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka Wallace Stevens T. S. Eliot Mark Twain James Joyce Joseph Conrad Virginia Woolf Flannery O'Connor Hegel Kierkegaard Nietzsche William James Hegel Marx Documents from American Political History Tocqueville Lincoln Supreme Court Opinions Frederick Douglass Faraday Lobachevski de Broglie Mendel J. J. Thomson Bohr Millikan Schrodinger Danvin Freud Einstein Heisenberg Whitehead Maxwell Wagner Lorenz Rutherford Minkowski Bernard Davisson �28/ST. JOHN'S COLLEGE THE At St John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples THE ACADEMIC ORDER/29 and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits inside a single discipline, it is essential that St. John's tutors reeducate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, h1tors v'lith advanced degrees in mathematics would prepare themselves to lead tutorials requiring translations from Sophocles or Racine. The of this for students is that they are under the guidance of active lez.mers who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments' The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's prograrrL This preparation is necessarily demanding because no full-time tutor i& confined to a single part of the program. They are, and have to be, te11.chJr,e; members of a seminar and of either two tutorials or of one tutorial section, and they are continually teaching their colleagues "'°'"'11u.1t"'from them, that tutors have time t•) probe more deeply into the contexts of what is studied at St. John's than the allows. In order to avoid staleness and the to routine performance, they are grantand serious study. Between sabbatare set up. Leaders of such groups are ordinary teaching duties. The groups exploration of a subject chosen by themof the faculty. Scholars from other for certain periods. Although the sub1ect related to the St. John's curriculum, the opens new perspectives for teaching and learn- The Instruction Committee is a committee of tutors responsible for the Deans on all matters of instruction. It also advises the Presidents on appointments to the faculty, The Committee coflsists of the Deans 2m~ t1Nelve tutors,. six .elected by the tutors on each campus of the ~ the Presidents sit with the Instruction Committee ex officio. The Ue2,ns over the Instruction Committee meetings on their own cammembers of the committee on each campus constitute the Committee for that campus and meet regularly throughout the yea.r. The full Committee meets annually, alternating between the two campuses,. and the Dean at the host campus presides at those annual meetings. �30/ST. JOHNS COLLEGE THE ACADEMIC ORDER/31 the most distinctive mark of St John's College is the fact that all the students of the same year are reading the same books at the same time with the 80we unmediate preparatioR This may be the week when all freshmen are learnthe Greek alphabet; or the weeks when they are meeting the highest type of mathematics in the fifth book of Euclid's Elements; or the time of the first 2;s:31 g:nn1 erlt in Thucydides, when students and seminar leaders are thinking e;bout the implications for liberty in Pericles' funeral oration° Thus all students, a common program of study, have a common ground for conversation A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS NIONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Language Chorus Language Language Mathematics Mathematics Mathematics Laboratory The books chosen for study at St John's are collected in the library in the best editions and translations that can be obtainedo These books form the core of the library, essential to the teaching of the programo A good general collection is a necessary supplement; the College has little need for a specialized, highly technical collectiono Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and history and many other fieldso The library subscribes to representative periodicals and newspaperso A committee of the faculty assists the Librarians in selecting books and periodicak The Annapolis library maintains a collection of about 93,000 volumes 0 In Santa Fe, the collection now numbers over 60,0000 Both libraries hold interesting special collections Annapolis has the Bray Collection dating from 1696, known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism and architectureo The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet as well as other belles lettreso In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt and the Holzman collections. A new library was opened in Annapolis in 19960 In addition to comfortable individual study carrels, open stacks and traditional reading rooms, the library contains computer terminals for student use, with access to local networks and the internet The Faith and John Meem Library opened in Santa Fe in 19900 The Meem Library includes a variety of study areas designed to accommodate up to half of the student body at a given timeo Listening carrels, scores and over 8,000 records, tapes and compact disks are located in a special music roomo Seminar Formal Lecture SCHEDULE, SANTA FE THURSDAY FRIDAY fv2athe111atics Language Language 0 Laboratory Chorus Seminar Formal Lecture for the preceptorials in the junior and senior years and certain peri!atlcr<e_tc)ty work for which the upperclassmen may choose their own time, tll.E &chedule is sanle for all studentso The language, mathematics and music h°"tmmls each meet for three and one-half hours to four and one-half hours per :week. juniors and seniors spend up to si-'< hours each week in the U>G>er<\RJlY Two evenings from eight to ten, all students attend a seminaro A formal or conco-t is given once a week Sixteen to nineteen hours per week are spent clm::oSeso The year is divided into two semesters of sixteen weeks eacho �THE ACADEMlC ORDER/33 ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are con- . duded by the seminar leaders. The students are questioned freely and inforthe texts they have read or the paper they have written and on ,awi,int~pretive opinions. It is not the principal aim of the .find out how much students remember. Students are encourthe different parts of their study in relation to each other that may not have been treated in any of their classes. For examination of the year is given before the winter ~s and seniors just before preceptorials begin. ,sophomore year, students must pass an ~d trigonometry. Review sessions are .......· to present to the faculty a final s' work It is not intended to be ¥atliet a. sustained performance in the libof the second semester are reserved for d the seniors attend no classes. If the final '..:.~~~ty committee to which it has been assigned for ~ed upon it by the committee in an hour-long .l"t~ No degree is awarded unless both the essay and the ·are satisfactory. The senior essay is regarded as a culmina- the studeJ:tfs learning. St. John's classes are small and intimate, and because students paractively, tutors are aware of their students' progress from day to day. rs' appraisals of a student are based on the student's total perforas a member of the tutorials and seminar. �34/ST JOHl\J'S COLLEGE THE ACADEMIC ORDER/35 It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary, The curriculum is varied and rich enough for great diversity of interest, performance a,nd achievement, and there is ample room within it for a wide range of abiliry and for individual choice and guidance, Moreover, St John's is free from the pressures of conventional examinations and competition for grades, Because student participation is essential to the way in which classes are conducted at St John's, attendance at all regularly scheduled college exercises is required, A record of absences is kept This record is taken into consideration whenever there is occasion to determine academic standing, THE DON RAG Within the College, the most important form of evaluation is the don rag, Once a semester, freshmen, sophomores and juniors meet with their tutors in the don rag, The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed, In the junior year, conferences replace some of the don rags, In conferences, students report on their own work, and then the tutors comment on that report By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one, If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the College, The normal probationary period is one semester, i'o enter tl~;' , class unless they have, written a satisfactory essay, and the Judgment of the Instruct10n Committee they are suff , t for the work of the final two years, In particular the icb1Ien 'rox' tO th poss1'b'l'ity of the student's , ena ing 10 . <>e I 't' . 32'.fctor e33ay. · wn .mg an accep .. able h . Q L w L LETTER GRADES Students are encouraged not to work for grades but to develop their powers of understanding, Therefore, within the college, grading is not of central importance, Students are told their grades only on request The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory leveL Such a grading system is necessary for students who wish to enter graduate or professional school or to transfer to another college, If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college, SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the College, The sophomore essay is especially impor~ tant in the enabling procedure, Consequently, no students are enabled CAREERS In a worl~ ~n which careers and work environments are chan in ra , D1oadly based liberal arts ed f . , , ,g g p1dly, a the best long-Lerm uca ~on is recognized mcreasingly as . t career preparatwn Rese h t d' , , a.rid i::.rtof"ssionc , , . , · '~ - "'an d recent national comm', , arc s u ies m busmess tile ;1alne of t11P liberal a t , , 1 , iss10n reports have reaffirmed and ~roblem sro~vm mc~'l~a,tmg broadly applicable skills, such as mg a I ibes, wntten and oral communications �THE ACADEMIC ORDER/37 36/ST. JOHN'S COLLEGE skills, and the ability to adapt to diverse and changing circumstances: ~any St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: . . " 21 % of all St. John's alumni are engaged in teachmg or educat10nal administration, with slightly over half of these in colleges and universities; .. 20% are in business or business-related occupations; "' 13% are in sciences and engineering; ., 10% are attorneys; " 8.5% are in the visual and performing arts; " 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include writing and publishing, politics and government, theology and religion, psychology and journalism. Over 75% of St. John's graduates pursue formal education beyond ~he baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Adm1ss10n Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparat10n, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with spec~fic graduate and _professional schools to help entry into fields such as med1cme, busmess, engmeermg and teaching. THE ST. JOHl'J'S DEGREE, The Summer term is eight weeks long; the Fall and Spring academic term! are each s1xte_en we_eks long w1_th class~s held in the evenings. lhe progrnm is d1v1ded mto five subiect areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each s~gmen~ consists of three classes: seminar, tutorial and preceptonal The semmars, hke those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are smaller classes to closer reading of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major is required at the end of the term. Nine credits are granted for the succompletion of each segment of the program. Four segments are for the degree, though students who have previous graduate credit be eligible for the degree after three segments. The segments may be in any order, but not every segment is offered in every term. More information and an application may be obtained by writing to The Grn.duate.Institute in Liberal Education, St. John's College, Santa Fe, New Ivlexico 87501-4599 or P.O. Box 2800, Annapolis, Maryland 21404-2800. PROGRAM IN CLASSICS µs1.:m:c'--' '--'"'"'"'-a program requires a calendar year of study (two semes- '"''·" "'AA of classic texts in the Chinese and Indian traditions and degree, Its seminars, t-u.torials and preceptorials follow . a,:J;i<:'.:"fil't\:'. CfO\F't'i-·,,-,r, principles as the other degree programs Of the college. tt:1~'·ttfti:'.idB.is students choose to study Sanskrit or classical Chinese. The consider the works in English translation. The C.O'!'td.udlih:gi):UTI:irrcer segment is devoted to directed readings and the writessay.. The Eastern Classics program is offered only on rei:::mmp-us. A detailed description and application materials are office of The Graduate Institute in Liberal Education in :l\1i-\STER OF Tutors who have completed two years of teaching at St. John's may receive a Master's degree in Liberal Arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic appr~ved by the Instruction Committee and stand an oral examination upon 1t. The topic must have some bearing on the understanding and practice of the liberal arts. THb INSTITUTE IN LIBERAL EDUCATION The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. It is offered year round on both the Annapolis and Santa Fe cam- DIRECTOR:YINFORMATION AND RIGHT TO PRIVACY In compliance with_ the Family Education Rights and Privacy Act, the .. retams the nght to publish at its discretion the following informan.on , each student currently or previously attending the College: the &:vdent s name, ~dd:ess, telephone listing, date and place of birth, field of partic1pat10n m officially recognized activities and sports, dates of ,. . degrees and awards received, and the most previous educa-:mna~i-~g~1cy or institution attende? by the student. As req1:ired by the . l k _olleg_e will provide public notice annually of its intention to such directory information. Students have a right to inform the withi~ a reasonable_ period of time that any or all of this directory ~hould be withheld. The College will respect any such for privacy. �38/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/39 The College is well aware that physical activities, artistic expression and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Student Activities and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS Since its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 persons is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry and the sailing and recreational activities of the Chesapeake Bay; and with the liberal education of students at St. John's College. The campus of thirty-six acres lies in the Historic District, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices and a dormitory), 19th-century Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind students of their responsibilities to the College community, and to express student opinion on common problems. The Delegate Council also meets with members of the College administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfiy, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; short stories, poetry and news take up the rest of the space. Energeia, ~Ilfi~:t;..;•[)iIE!ge's student-run H.terary magazine, is published annually and con- and more polished essays and fiction. Students are also welcontribute to The Reporter and The St. John's Review, the two official ;:' .$1flbllicati011s of St. John's. Extracurricular organizations at St. John's are generally informal. Some '.'~nttinu1e year after year, while others spring up and die out as the individi;nhers of the community come and go. Many extracurricular activities dtrectly out of the curriculum as students' interests overflow from the �40/ST. JOHN'S COLLEGE classroom. The past years has seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature and selected women writers. Other activities stem from interests independent of the College curriculum, such as astronomy, dance and the martial arts. A small network of Apple Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by e-mail, printing out papers written on personal computers, and exploring the World Wide Web. Individual computer stations are also available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysis and The Tempest. Every weekend, the student film club presents foreign and domestic films-the classics of cinema art. The selection is eclectic: recent screenings have included Resevoir Dogs, Potemplcin, Citizen Kane and The Seventh Seal. There is also a special winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Fame's Requiem, Schubert's Mass in G and early vocal music. The College provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor, provide places to develop specific skills. The College's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodbloclc Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmalcing East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Spring Cotillion and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the Junior Class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and parodies and then provides two full days of picnicing, games, movies and music. There are Sunday concerts at the College, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic RESIDENCE & STUDENT LIFE/ 41 tours, seafood, sailing, the Naval Academv hiking ' cycli·ng, s t a t e governJ' 1. · 1 ment, po ihca. work, community service groups, and so on. Washington, c and Baltimore, M~ryland, both within an hour's drive, offer activities too numerous to ment10n; the Director of Student Life schedules tri s to both cities to attend plays and films, as well as for individual exploratio~s. ATHLETICS _ Tl~= ~ollege provides .an extensive intramural sports program that mcludco ream compeht10n m soccer, flag football, volleyball, lacrosse and as well as md1v1dual tournaments in tennis and table tennis. This organized and very popular program, for both men and women is a ,. of the College's extracurricular life. Many students abandon' a'hJ;oncc . L '" - ~ ; '°~ _ th ey en t er co11;ge b ecause they fmd programs designed for only ~~ - 1 :~~-0"-t few. At St. Johns, they are able to rediscover the joy of amateur 1 '-'"-" ma welcommg settmg. Compeht10n between intramural teams is b,;it good-natured. Students and faculty also pursue interests in rencmg Umon has regular bouts with local clubs and universiyoga, weight training, tai chi, dance and aerobics. Alumni, sibstaff and even parents may participate. 1 �RESIDENCE & STUDENT LIFE/ 43 Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very popular activities, and the College's more serious rowers compete in local regattas. The College has a fleet of sailboats, from 14-foot lasers to a 37-foot Herrescuft ketch, with many rowing dinghies, canoes and kayaks in which students explore the beauties of the Chesapeake. An annual Sail Picnic, orgaby The Friends of St John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St John's takes on the Naval Academy in a much celebrated rnatch for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-stocked weight room, dance studio and a suspended running track In the early 1960s the College decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St John's College in Santa Fe was opened in the fall of 1964 in New Mexico's capital, founded in 1610 by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums and opera; and with archaeoand historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of SemtH Fe, Santa Fe Community College and the University of New Mexico m Sixty miles to the south, Albuquerque provides the attracconveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the sto.te during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Or':iz Pmo and the Sangre de Cristo mountain ranges. campus includes a classroom building, a laboratory, a library, a stucent.er, a music and fine arts building, an administration building, dusters of dormitories and ten furnished, two-bedroom apartments. A �RESIDENCE & STUDENT LIFE/ 45 44/ST. JOHN'S COLLEGE conference services office, dining hall and student health office are also located in these buildings. Each of the 16 dormitory units on the main campus house from 12 to 18 students, and the eight dorm suites which house five people serve as a smaller community of friends within the College. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and at the same time close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom and common room. The director of residential life helps students arrange to live in dormitories with others who share similar opinions about smoking, music and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and faculty, as well as through the machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet and modem dance. The art studio in the Fine Arts Building, the darkroom and the pottery studio provide appro- priate se:tings for these activities. The College's art gallery, which is open to the p~blic, has a new show by professional artists monthly. A student art show is scheduled each year, ai;d _awards are given for achievement in pottery, photography, dra':"mg, pamting and making jewelry. The Moon, a stude~t newspaper, provides students in Santa Fe with a medium through which to exi:'ress their views about both the College and the world at large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories and pho'.ography from students and faculty alike. Musical p~rformances of_ many kinds are given by students through the Collegzum Musicum. Formed m order to stimulate musical activity on campus, the ~ssociation provides members of the College community with an oppo~tu~ty to perform before a small, receptive audience. Through this · ~gamzahon students and f~c:ilty w~o play instruments or who sing can find ~eachers and fellow musicians with whom to study or perform. The St. John s Chorus and t~e small chon:s also give recitals. The College provides numerous keyboard ms~ruments, mcluding two grand pianos and a harpsichor~, for student practice and performance. Practice rooms are available in the Fme Arts Building. ·. The St_- John's Film Society is organized by students to provide a wide vari~ of classic and current films for the College community every Saturday night. Many stu_dents are attracted to the town of Santa Fe by its crafts, music, er and visu~l arts. Ot~ers have participated in tutoring in elementary l_s, co~nsehng, workmg on local church restoration or in other local .ties. City buses stop every half hour near the campus, providing ecocal transportation to town. �RESIDENCE & STUDENT LIFE/ 47 46/ST. JOHN'S COLLEGE wilderness survival, rock climbing and cliff evacuation. The team is called out in emergen.cies several times a year; students have permission to be absent from campus m the event of a search or rescue. The Santa Fe Ski Basin (17 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several cross country ski trails branch off from th;m. Studen~s may borrow ~kis, boots and poles from the College, and the St. John s bus provides transportation. When the weather is warmer the Student Activities. Office organizes excursions down the Rio Grande by rubber raft and several tnps to local lakes, where students can enjoy windsurfing and sailing. BOTH CAMPUSES RELIGIOUS ACTIVITIES Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extra~urric~lar classes and discussion groups both on and off campus. Inform~ discuss10ns of co?temporary literature, forums on public concerns and shde sho~s on art history are frequent on-campus activities, as are study groups ii: su~h la~­ guages as Latin, German, Spanish and Hebrew. Thorne Fellowships giv.e .eligible students support toward fulfillment of medical school prereqm~ites during summer months, during a leave from the college or after graduation. As in Annapolis, waltz parties, rock parties and such regular events as the Octoberfest (in the mountains surrounding the College), the Halloween Costume Party, the Fasching Ball, the Graduation Ball and Reality Weeke:'-d provide occasions for informal gatherings of tuto~s and s~~ents. Reality Weekend includes a talent show, a picnic and athletic competit10n. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competiti?n in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and univ;ersities, and the College usually has one of the finest fencing te~ms in the ~outhwest. The College supports a Karate-Do that has gained a high rep~tati?~ over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, gymnastics and fencing, but during much of the year these activities can be done out-of-doors.' Intramural programs in tennis, soccer, track, volleyball and badminto;1 are conducted at the College's facilities. A men's soccer team and a womens soccer team both play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketba~ ~earn c~mp~tes with different city and college teams. Santa Fe has five municipal swimming pools in which St. John's students can purchase yearly swim passes. Horses may be hired at a nearby ranch. . . The adjoining Sangre de Cristo mountains provi~e hundreds of square miles of forest and wilderness areas for hiking and camping. Here, the St. John's Search and Rescue Team trains regularly in techniques of map reading, first aid, . The Charter of 1784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal .c~urch, b~t these no longer exist. While the College schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the College. FACILITIES FOR STUDENTS The College Boo~tore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of.more g~e~al interest. It is operated without profit. As supports for an active social life, the College provides on each campus .a. coffee shop and a junior common room for the use of all students. In ~ddition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES ~~ dormi'.ories f~rm sn:all communities within the larger college commun;ties, helping the ii:coming s~den.ts to make proper use of the support that ,~therstudents can give them in therr college life. Unma~rie? students not living at home are required to live in the coldormitones ~1:d to take their meals in the college dining hall, unless apply in writing to and obtain permission from either the Assistant or Director of Residential Life to live off campus. The College does not guarantee housing for married students. However, Santa Fe there ~re a small number of furnished two bedroom apartments, may be available for married students during the academic year. Such ~s. should check with the appropriate Admissions Office about the bility of ~ousing o:i campus or in the local community. om assignment is the responsibility of the Assistant Deans in conn with the. Director of Residential Life. Returning students have the ge of drawing for rooms before they leave for the summer vacation. �48/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/49 In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. A vegetarian menu is available. Resident students are required to eat in the dining hall. for medical reasons are granted only upon examination and recommendation by the Nurse Practitioner or Assistant Dean, following discussion with the Food Service Manager. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: " individual career counseling "' information and assistance in applying to graduate and professional schools ., information and assistance in applying for scholarships and fellowships " internship assistance resume-writing and other job-search skills "' access to a national alumni career network " on-campus career meetings with alumni ., information and referrals on current career and opportunities "' service opportunities St. remams committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. STUDENT EIVIPLOYMEl\TT OFFICE An employment service, imtiated and run students under the supervision of the Placement Office, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer employment in the local community. HEALTH SERVICES A Student Health Center on each campus provides a of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or low cost s}i:;dent is informed of them and reu- · , _ ren-,inded of them each fall Th ' I d"ff' ~mng uppe1classmen are ~~ . . . · e ru es 1 er m certam details on tl ' Co.1npuses, though m general they follow the same tt 1e tWO T·· . • ! . pa ern. ~ice dCao em1c and mtellectual life of the commumt . the co:rsn111 life The build· 1al , d . Y IS mseparable from to sl·,~-w r mg o~ a g~o commumty reqmres the faculty ab~r1a~ "! P - lror th~ mdn11duahty or each student. All students agree to -r ~~-~~a~~ an regulat10ns promulgated in the Student Handbook 1 z 'hy by the College. St. John's assumes that students will .ioc r e enacted rules, but also the community-accepted canons -or,,, " In. extreme cas~s, where these canons are flouted, the I :~; r -quire withdrawal of rhe offending student Th f 11 I ,,,.n "f1 · e use o i ega m.r·.~fl-w·"··u 'He ~~1s~se o egal dr;igs, including alcohol, are fundamentally r ~ w1 1 he program o1 study at St John's College. Students who L "uch activ1t1es face severe d1sc1plmary action. DAMAGE a l~ousekeeping staff to care for the dormitories. The rooms penod1cally and repairs, at the expense of the any dormitory room and furniture that have been •n ra no_rmal wear and tear. Any damage to College property is "~ll ubon fee of the student or students responsible for the •. 1k -._o .ege is not responsible for the loss of or dama e t nN•.·~·~-'" res If f t· ' g o, any u mg rom ue, theft or any other cause. c1. , . RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon the Dean in consultation with students and faculty. Every entering ldc ;;,_o �50/ST. JOHN'S COLLEGE RESIDENCE & STUDENT LIFE/51 Site Plan Annapolis, Maryland Site Plan Santa Fe, New Mexico COLLEGE CREEK ~ LOWER PLAYING FIELD HEATING PLANT I UPPER PLAYING FIELD BOATHOUSE SOCCER FIELD ~ ~ TENNIS COURTS LIBERTY TREE LIBRARY BARR-BUCHANAN CENTER Graduate Institute Continuing Education/ Fine Arts "' ' - - - - - - - - - - !___ _ _ _ _ _ _ _ _ _~ COLLEGE AVENUE L APARTMENTS �ADMISSIONS/53 52/ST. JOHN'S COLLEGE The standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the College. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the College that they want to engage fully in the life of reason and believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the College do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee-five tutors and the Director of Admissions on each campus-regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, reasons for choosing St. John's and their experience with books. A number of optional topics is also suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the Committee much more than statistical records reveal. Next the Committee considers the applicant's academic achievement and promise. Previous academic records-the secondary school report and college transcript, if there is one-show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. Committee's decisions are not influenced by the race, religion, The sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the College. Thr.: application asks a minimum of erson 1 d . hni.ce does not affect the Com ·u d . ~ ata. Need for financial assisc ·. J- h ' h m1 ee s ec1s1ons on admission JL o n s as decided to remain a sm 11 11 . . . dents and faculty are known to each h a co ege m which the stu300 and 400 students. The size of eacho\ er. Ea~h ~ampus has between lviost freshman classes are about e u~lfss d~ h~mted on each campus. v10men. Classes enter in lat A q y iv1 ed between men and September and January in A e ug~st ~nd J~nuary in Santa Fe, in class on onl nnapo is. ccas10nally, there may be a a fourth 0 / : ; : ~~~!c~s~~=~n students are enrolled only as even three years of college wo k l hg class have done one, two, or records at other colle es rr le sew ere. !hese students, despite take part in the St John's p g ' e mqmsh their advanced standing to ~ · rogram. 1•r.achmen wh ene:~ i;hJanuary stay on campus the following summer -~- the fir~t t · had th . y t . ey c~n thus graduate a year earlier than if they . eir en ranee until the following fall. The January 1 . f mterest to students who com S ' c ass is o who have traveled or worked . e to t. Johns from other colleges \lvid· rn enter St John's i dsmcle graduation from high school, or yea1 of lugh sch~ol. rnme iate y after the first semester of their senior ? wh~ �S4/ST JOHN'S COLLEGE ADMISSION/SS St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for fmancial assistance than those who apply later. DEADLINES Most applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work m mat~ematlc~ and foreign language is advised, as well as two or three years of namral science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college.work and two letters of reference, including one from a teacher. In except10nal .cases, certam of these requirements may be waived, or additional informat10n may be requested. SAT or ACT test scores are not normally required, but may prove helpfuL Occasionally, St John's accepts an applicantwho is not a secondary school graduate. Such students must be well quahf1ed to profit from the.college program and must either submit the results of a nati~~ally recogmzed test (SAT, ACT, or PSAT) or a GED certificate. A campus v1s1t and interview are especially important in such cases. . St. John's is authorized under federal law to enroll foreign students. St. John's College is one college located on two campuses. Although appli.cations must be initiated and completed at one campus or the other, adm1ss10n to either campus constitutes admission to the College as a whole. On inquiry, prospective students receive a statement of the ~t. John's College program, an application for admission and recommendation fo;ms to be completed by schools and references. Applications may be submuted as early as the second semester of the eleventh .gra~e. Because the College welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions O~f1ce ~n the campus they prefer to attend. Students pl~nnin~ to ~pply for fma~cial m_d sho:Uld refer to the section on Fees and Fmancial Aid and notify rhe appropriate Admissions Office of their intentions as soon as possible. Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the Committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the their chances of securing positions in the entering class on the camous of their choice. DEPOSITS notification of acceptance, applicants have the option to enroll on campus. In order to secure a placcc in the entering class, approved must submit a deposit of $250 to the Admissions Office on the carnpus at which their applications were processed, together with a stateiT<ent specifying the campus they wish to attend. Once the deposit has been the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first sern.ester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available are filled. Typically, the fall classes fill by the middle of May, there is ample time to consider offers of admission from other instithe earlier a decision can be reached, the better. January classes usufill the end of December. Students who submit deposits before the end cf the first week of May (for the fall term) or December 31 (for the have a significantly higher chance of securing positions in the classes than those who submit deposits later. entering class on the applicant's first-choice campus is full when the is received, the Admissions Office will offer the following options: 1) may be transferred to the other campus, provided space remains entering class; 2) the deposit may be used to secure a place on the waitlist or ma subsequent class on the applicant's first-choice campus; 3) the may be returned if neither of the first two options is acceptable. AID endeavors to meet the full demonstrated need of enrolling sturequesting financial assistance. Of necessity, however, the amount �ADMISSION/57 56/ST JOHN'S COLLEGE of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid Profile form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING UST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the last Thursday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by February 15. All such transfers are subject to approval by the Deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, PD. 2800, Annapolis, Maryland 21404-2800 (Phone: 410-263-2371 or 800-7279238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, 1160 Camino Cruz Blanca, Santa Fe, New Mexico 87501-4599 (Phone: 505-984-6060 or 800-331-5232; E-mail: admissions@shadow.sjcstedu). Each campus maintains a World Wide Web Home Page: Annapolis = http:/ /www.sjca.edu and Santa Fe= http:/ /www.sjcsf.edu CAMPUS VISIT It is best for those who are considering attending St. John's to see the College for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8:00 p.m.; attend tutorials in mathematics, language and music; visit a laboratory; be interviewed by the Director of Admissions <~member of the admissions staff or a tutor; attend the weekly formal lectur~ (tnday mgh:t); talk mformally with St. John's students and tutors; visit the and bookstore; explo:e. the historic town of Annapolis or Santa Fe; a movie, play, art exh1b1t or concert; or watch students participating rn the sports program. Since the seminar, the most important part of the program, meets on r\,fonday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis camand from Sunday to Tuesday or from Wednesday to Friday on the Santa . campus. If travel arrangements make these time periods impossible, the v1s1tor may telephone the Admissions Office for special help. The calendar ~n the front of the catalog. should be checked to make certain the College will oe rn session durmg the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or 1-300-331-5232 for Santa Fe) or write the Admissions Office giving the d?tes (and alternates) they have selected.. It is also necessary for the Adm1ss1ons Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar If it is necessary to cancel the visit, the Admissions Office should be as soon as possible. The only expense for visitors is transportation. They will be provided a room ma dorrrutory and meals in the dining hall without charge. St John's studress informally for tutorials, but more formally for semillar and formal lectcue. The seminar readings can usually be located in inexpensive paperback ~cii 1,ons m the C?llege Bo.okstore if a visitor has been unable to locate a copy of me b,ook bemg discussed rn seminar. Lmens are provided by the College. . .- hmtors arnvmg weekdays between 9:00 a.m. and 5:00 p.m. should go m rne Admissmns Office. On weekends and any day after 5:00 p.m., visitors to the college receptionist. The receptionist is at the switchboard Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION The Baltimore-Washington International Airport is located twenty miles from An airport limousine goes to and from Annapolis; visitors are to check schedules in advance. Bus service from the airport is not . . Hourly buses run between Baltimore and Annapolis, and the d;·icrer w1ll let v1s1tors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from ~-te College. By car, take Route 50 from Washin\!ton; from Baltimore take 0 Rmo.te 2 or I-97. A_ shuttle service from the Albuquerque airport to Santa Fe also is available. H is called the "Shuttlejack," and reservations should be made in advartce. Greyhound and Continental bus lines pass through Santa Fe. Amtrack stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service .. 1s available to town (reservations should be made with the taxi service one day m advance). Upon arrival at the bus station or at one of the Santa Fe the easiest way to get to the campus is by taxi. �FEES AND FINANCIAL AID/ 59 58/ST. JOHN'S COLLEGE 5. Financial aid is ·not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. ~tudents receiving ~inancial aid m:ist meet the criteria for maintaining satisfactory progress m order to retam their award (See page 65). 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: 1. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. The College believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John'_s th~r~­ fore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the College's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: 1. The primary responsibility for financing a college education lies with the student and the student's parents. The College can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts and family members in college. 3. Financial aid may be in the form of a grant, loan or part-time e~ploy­ ment and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should co_ntribute to their educational expenses, self-help is, in most cases, the first. component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Residents of Maryland must apply for State Scholarships. 6. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status and address. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possi~le. The FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published �60/ST. JOHN'S COLLEGE guidelines. Applicants should note also that the .ear.lier tI~eir aid application is received the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February 15 (for fall classes) or after September 30 (for January class~s) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETURNING STUDENTS: Applications are due by March 1 from enrolled students who are returning to the College and reapplying for financial aid or are applying for financial aid for the first time_. Both the FAFSA and the College Scholarship Service's fo.rm sho~~d be filed a.t the earliest date possible in accordance with their pubhsned gmdelm~s. Students whose financial aid credentials are received by the Financial Aid Office prior to the March 1 deadline will be notified of the dec.ision on their application by April 1. Students whose apphcat10ns f.or fin~n­ cial aid are received after the deadline will not be demed cons1derat10n for assistance, but the availability of funds cannot be guaranteed. D. Funds for financial aid awards from the College are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the College from its own resources. FEDERAL PELL GRANT: This federal program is designed to provid.e financial assistance to those who need it to attend a post-secondary mshtution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other fo~ms of aid in order to meet a student's demonstrated financial need. Ehgib1hty for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The College awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students ":h? demonstrate substantial need with priority given to Pell Grant rec1p1en ts. Eligibility for the SEOG is limited to $4,000 per yeaL FEDERAL WORK STUDY PROGRAMS: This federal program permits the College to give part-time employment to students who need s~ch earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are m session. FEES AND FINANCIAL AID I 61 FEDERAL PERKINS LOAN: These loans are made by the College dHectly to students usmg funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $3,000 for each year of .undergraduate study. No interest accrues and no payment is reqmred while the borrower is enrolled at the College. The interest rate dunng repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford loan program enables a student to borrow directly from a bank, credit union savings and loan association, or other participating lender who is' willmg to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interes.t accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do 11ot meet the financial need criteria for the subsidized Stafford program. Unsubs1d1zed borrowers are charged interest during grace and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are a_vailable •;ithout regard .to financial need to the parents of dependent stunents. The maximum annual PLUS loan is the student's total estirnated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to 1 %, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. �62/ST. JOHN'S COLLEGE FEES AND FINANCIAL AID/ 63 1997-98 STUDENT BUDGET 1 ANNAPOLIS CAMPUS Tuition Room&Board Books Activities Fee Personal Expenses Transportation 1 Fees 2 The $20,980 6'°10 275 200 800 100, 350, 600 2 SANTA FE CAMPUS Tuition Room& Board Books Activities Fee Personal Expenses Transportation: $19,500 6,116 275 200 800 100,350,6002 fees corresponding to the schedule on which they receive their benefit These arrang~ments must be made prior to the beginning of the year, after havmg received proper certification from the Veterans Administration or the Social Security Administration. . Students with outstanding debts to the College may not register for cl.asses at the begmnmg of the second semester and subsequent semesters unJ.ess they have made appropriate arrangements with the Treasurer. The may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. are subject to change without notice. allowance for transportation varies with the distance between the student's home and the College. BILLING AND DEPOSITS Billing for tuition and fees is done prior to each semester. The charges are due and payable in full by August 1 for the first semester and December 1 for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the College must know in April which returning students will register in September. A deposit of $200 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, he may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which he made the deposit, the deposit is forfeited, and he must make a new deposit to secure his place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the Treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $100, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the College. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the College presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the College Library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the Treasurer for a payment schedule of tuition REFrn'm POUCY Vlhen a student withdraws prior to the end of the semester, a refund is calcubted according to federal and institutional policies. To initiate a withdrn11v<d a student must contact the Dean and obtain a Withdrawal Form. A pro rata refund is required for a student who meets all three of these criteria lS receiving Title IV Federal Financial Assistance, is a first time student at St College (undergraduate or graduate) and withdraws on or before the 60% pomt in time for the initial semester of attendance. The pro ra.ta refmul cakulation is based on the portion of the eruollme:nt period., rounded .:1•YV<m 1:o the nearest 103, that remains after the student's withdrnwal <faJ<o'. For example, if a freshman withdrawo: after attending fo1_u weeks of a sixteen-week semester, the portion of the semester that remains (12~16 = 75%) is fOfa\ded to 70%, and this percentage is used to calculate the refund of institutional charges. Unpaid charges are subtracted from the refund amount. l<ehmds for all returning students and for first time students who are of federal aid are made according to the following schedule. ~--·--·~"-complies with Federal Refund Policy and is used for both federal c.id recipients and non-aid students: VVi.thdrawal on the first day 0£ classes 100% refund of institutional charges Vlithd.rawal from after the first of class through the first 10% of enrollment period 90% refund of institutional charges from after the first the first 25% of the enroilrnent period 50% refund of institutional charges from after the first 2'5% ::if the enrollment period the first 50% of the period 25% refund of institutional charges after 50% of No refund �FEES AND FINANCIAL AID/ 65 64/FEES & FINANCIAL AID After the refund amount is calculated, using ei'cher pro rata or the alternate refund schedule, the refund must be distributed in the order listed below: 1. Unsubsidized Federal Stafford Loan 2. Subsidized Federal Stafford Loan 3. Federal PLUS Loan 4. Federal Perkins Loan 5. Federal Pell Grant 6. Federal SEOG 7. Other Student Federal Aid Programs 8. Other Federal, State, Private or Institutional Sources of Aid 9. The Student A refund is defined as the difference between the amount paid towards institutional charges and the amount the school can retain under the appropriate refund policy. A student who lives off campus may be given a cash disbursement of financial aid to cover hvmg expenses. If a student withdraws and the school determmes the student received a disbursement in excess of living expenses he or she could have reasonably incurred while still enrolled, then a portion of the disbursement must be repaid by the student to the federal aid programs; this is defined as ~ repaymenL Living expenses are prorated based on rhe number of wee~: the student completes during the semester to determme 1f a repayment 1" required. FNS earnings and Stafford Loans are excluded fro~ the r.epayment calculation. Repayments from federal aid rec1p1ents musr be d1stnbuted as follows: 1. Federal Perkins Loan 2. Federal Pell Grant 3. Federal SEOG 4. Other SFA Programs 5. Other Federal, State, Private or Institutional Sources of Aid Examples of calculations of refund policy are available from the Financial Aid Office upon request. REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secinstitution make available information concerning the criteria for 1u1..t>CJrn" satisfactory academic progress. The criteria for St. John's College the determination of satisfactory progress for recipients of federally IV) financial assistance are as follows: order to be making satisfactory progress, at the end of a semester a studem r.nust be permitted to enter the next semester and that next semester mclude the repetition of any work This permission is normally the Dean in consultation with a committee of all the student's tutms; the "Don Rag Committee." The Don Rag Committee assesses a student°s work in all parts of the program and approves its quality before recto the Dean that the student be permitted to enter the next assessment is conducted in the student's presence by all of his or he:' tui:ors in common. At the end of the sophomore year, the Dean and the Instrnc:ion Committee, with the advice of the tutors, review all of the work during the first two years and determine whether or not the be allowed to continue. Under some circumstances a student who has not satisfactorily com2 sernester' s work may be allowed to repeat the work in order to rerna.m at the Students are not eligible for financial assistance (fedwhile they are repeating work s:rnetfrnes students are permitted to enter a new semester with the requirelh0t meet special conditions during the course of the semester. In these a s!:udent is not repeating work and is deemed to be making satisfactory J:r:n;im-ess until the Dean determines that the conditions have not been met V\lhen have not been met, the Dean, in consultation with the Instruction "'-·";~·.·~~.decides what further determination is to be made of the case. �66/FEES & FINANCIAL AlD Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work, and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the Dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The Dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with Federal and State regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. 1. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or his tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the Dean who may ask the student to leave the College or may place him on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA counseling psychologist. 3. The VA requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a VA. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade of F will be assigned. 4. St. John's will report to the VA. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated but prior credits are not applicable to the all-required degree program at the College. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. BIBLIOGRAPHY /67 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ~DLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book Simon and Schuster, 1972. ' ADLE~, MO~TI~ER J., and MILTON MAYER: The Revolution in Educatwn, Umvers1ty of Chicago Press, 1958. BARZl'.N, JAC_QU~S: The American University, Harper and Row, 1970. Teacher m America, Little, Brown and Co., 1945. BELL, DANIEL: The Reforming of General Education Columbia um· ·ty Press, 1966. ' versi BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. BLOOM, ALLAN: Closing of the American Mind, Simon and Schuster, 1987. BRANN, EVA: The Paradoxes of Education in a Republic University of Chi Press, 1979. ' cago BRUNER, JEROME S.: The Process of Education, Harvard University Press 1960. ' BUCHANAN, SCOTT: Embers of the World, edited by Harris Wofford, Jr., · Center for the Study of Democratic Institutions Santa Barbara Cal"f 1970. , , i orma, DA~EY, WILLIAM (Editor et al): Three Dialogues on Liberal Education, St. Johns College Press, 1979. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (Editor): Higher Education and Modern Democracy Rand McNally and Co., 1967. ' .GRANT, ~E~LD and D~VID RIESMAN: The Perpetual Dream: Reform and Experiment m the American College, University of Chicago Press, 1978. ~RV~RD COMMITTEE REPORT: General Education in a Free Society, The Umvers1ty, Cambridge, Massachusetts, 1945. HUTCHINS, ROBERT M.: The Co_nflict in Education in a Democratic Society, ··Harper and Broth~rs, 1953. ~duc~twn for. Freedom, Louisiana State University . .Press,. 1943. !he Higher Learning m America, Yale University Press, 1936. The Lea;mn~ Society, ~raege~, 1968. No Friendly Voice, Greenwood, 1936. Unmersity of Utopia, Umversity of Chicago Press, 1953. 'LEWIS, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. .f\{A.RITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943. II<LEJOHN, ALEXANDER: Education Between Two Worlds, Harper and thers, 1942. ~TH, J. WINFREE: A Search for the Liberal College; The Beginning of the St. sProgram, St. John's College Press, 1983. DOREN, MARK: Liberal Education, Henry Holt and Co., 1944. · �68/ST. JOHN'S COLLEGE OFFICERS FACULTY/69 Ms. Jean T. Clarke Houston, TX Mr. John Duncan Mack Ringoes, NJ Ms. Jill Z. Cooper Santa Fe, NM Mr. Peter S. McGhee Cambridge, MA Mr. John H. Dendahl Santa Fe, NM Mr. Charles Miller Houston, TX Mr. Vernon E. Derr Boulder, CO Mr. John E. Robson San Francisco, CA Ms. Glenda H. Eoyang Circle Pines, MN Mr. Mikael Salovaara Bernardsville, NJ Mr. Stephen L. Feinberg El Paso, TX Mr. Jeremy Shamas Denver, CO Susan M. Ferron, M.D. Marine on St. Croix, MN Mr. Marvin Slaves North Salem, NY Mr. Ronald H. Fielding Rochester, NY Mr. Warren J. Spector New York, NY Mr. Hillel G. Fradkin Milwaukee, WI Mr. Carl A. TenHoopen, Jr. Annapolis, MD Mr. James H. Frame Oneonta, NY Ms. Cheryl Foote Thomas Tulsa, OK Mr. William B. Allen East Lansing, MI Mr. Thomas P. Geyer Morristown, NJ Mr. Paul E. Tierney, Jr. New York, NY Miss M. Brownell Anderson Washington, DC Mr. Robert A Goldwin Washington, DC Mr. William R. Tilles Rockville, MD Mr. J. Burchenal Ault Santa Fe, NM Mrs. Anna E. Greenberg Annapolis, MD Mr. Michael E. Tobin Tesuque,NM Mr. John Balkcom Chicago, IL Mr. Stewart H. Greenfield Westport, CT Mrs. Harriet Higgins Warren Atlanta, GA Mr. Richard E. Berkowitz Atlanta, GA Mr. Allan P. Hoffman Lawrence, NY Mr. Stewart A Washburn Lakeville, MA Ms. Sharon Bishop Reston, VA Adm. James L. Holloway Washington, DC Mr. Charles H. Watts Boston, MA Ms. Sandra Brock Annapolis, MD S. David Krimins, M.D. Annapolis, MD Mrs. Julia Wilkinson Austin, TX Mr. Kenneth D. Brody Washington, DC Mrs. Anne Lane Placitas, NM Mr. Warren Winiarski Napa, CA Mr. Nicola Caiola New York, NY Ms. Barbara Lauer Lara1nie, WY Mr. John D. Wirth Santa Fe, NM Mr. Thomas M. Carnes San Francisco, CA Miss Barbara H. Leonard Oberlin, OH Mr. K Martin Worthy Washington, DC Mr. Ray C. Cave New York, NY Ms. Harriett Page Long Baltimore, MD Chairman Mr. Stephen L. Feinberg Vice Chairman Mrs. Harriet Higgins Warren Secretary Mr. William R. Tilles MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A Nelson Hon. Adolph W. Schmidt Mrs. Louise Talbot Trigg Thomas B. Turner, M.D. Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe ANN APO US President R Nelson St. John's College, Santa Fe, 1970, St. John's College, J.D., University of Utah College of Law, 1973, Admitted to the Bar, StC<te of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, US. Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & ~"'·'~'-'"~'Co-Founder and Principal, 1979-91 and 1987-91, Kovar J\Jelson Brittain Sledz & Morris, Chicago; Instructor in Labor Law and Supervisory Relations, 1981-87, Aurora University Lnauat:.cu Center, Illinois; President, St. John's College, 1991-. Dean of the College in Annapolis H;H"V''°'' FlaumenhaH 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Inst1uctor Government, Wheaton College (Massachusetts), 1966-68; Tutor, College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Washington University, 1981; MIT /Harvard Workshop on Nuclear and Arms Control, Summer 1983; National Endowment for the Hmnanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, of Educational Studies, University of Delaware, 1989; Lynde and Harry Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, Ev"°' TJ-t Brann College, 1950; 1951, Ph.D. 1956, Yale University; Fellow Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instrnctor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Princeton, 1958-59; Member, U.S. Advisory Commission Education and Cultural Affairs, 1975-77; Tutor, St. Annapolis, 1957-, Addison E Mullikin Tutorship, 1971-; "'"m''···r·~, Wilson International Center for Scholars, 1976-77; Arnold Visitirn!: ""'~'-"'·'" VVhitman College, 1978-79; Visiting Scholar in Honors Educatio~ of Delaware, 1984-86; Fellow of the National Endowment for the 1987-88; Member, Maryland Advisory Committee of the United Commission on Civil Rights, 1988-96; Dean, St. John's College, 1990-97; Doctor of Humane Letters, Whitman College, 1995, BA, 1956, University of Virginia; Fulbright Fellow at Universite (France), 1953-54; Instructor, University of Virginia, 1955-58; College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, ""'m-'v.acc Institute in Liberal Education, Annapolis, 1989-92. �FACULTY/71 70/ST JOHN'S COLLEGE Laurence Berns B.A, 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. Beate Ruhm von Oppen B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, ~uffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of abs~nce,.1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, Umvers1ty of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71, National Endowment for the Humanities Editing Grant, 1978-79. Robert B. Williamson B.A., 1955, M.A., 1957, Ph.D., 1967, University of Virginia; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, 1972-. Samuel S. Kutler BA., St._John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant Mathematician, 1954, Associate Math_ematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. George Doskow Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. J. Fisher University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior l'v1ember, Linacre College, Oxford University, 1982-83. Charles Milner, Jr. B.A, Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School, Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate in Liberal Education, Annapolis, 1980-83. Gisela Berns Ab;.tur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Urnversities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Stc:.atsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akaden1ischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, Tutor, St. John's College, Annapolis, 1967-. NidK,fas Maistrellis BS, Bates College, 1962; Department of History of Science, 1962-67, eccc.'!HI'< Joseph P. Cohen B.A, St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale .Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. David Hanford Stephenson B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. Assistant, 1962-66, University Fellow, 1966-67, University of Tutor, St. John's College, Annapolis, 1967-. John's College, Annapolis, 1965; M.A., The New School for Social 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. Harvard College, 1956; University Scholar, 1960-61, University Fellow, Columbia University, 1962; President's Fellow, 1962-63; University of Munich, 1964-65, Berlin, 1965; Instructor, New York Washington Square College, 1965-68; Assistant Professor, 1968, University, 1969; Tutor, St. John's College, Annapolis, 1973-; ''°'u1vu,uEndowment for the Humanities Fellow, National Fellows Program, Institute on War, Revolution and Peace, Stanford, California, �,, 72/FACULTY ST JOHN'S COLLEGE/73 Howard Zeiderman Nfora J, FlaumenhaH Dartmouth College, 1962-63; St. John's College, Annapolis, 1967; M.A, Princeton University, Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. B.A, University of Chicago, 1966; M.A., 1967, Ph.D., of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Comm.unity College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. College, Annapolis, 1977-. - Deborah Schwartz Renaut SL John's College, Annapolis, 1968; The Johns Hopkins University, 1971; M.S, Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. David L Townsend Loyola College, 1969; Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D., Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-84, Annapolis, 1984-; Intern, U5. Organized Crime Strike Force, 1980; Ma. Bar, 1981-. Peter Kalkavage BA., 1973, 1976, Ph.D,, 1983, Pennsylvania State University; Instructor m Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. Douville Higuera University of Michigan, 1975, University of .Ln.cL.L1uie,,cu Associate Mathematician, 1977-79, The Johns Hopkins Laboratory; Tutor, St. John's College, Annapolis, 1979-. Michael Comenetz WiUJ.am BA, The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. Jvl.arquette University, 1965; Philosophy, The New School for Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of University, 1968-76; Visiting Lecturer, Philosophy of Science, Institute of Technology, 1976-77; Lec·mrer, Ancient Greek New School for Social Research, 1 St. 1979-. Sz;chs St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-, John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; Experimental Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992- . Chaninah Maschler City College of New York, 1953; IVI,A. in Philosophy, Yale University, 1955; University Fellow, Yale University, 1953-55; P.Jice Freeman Palmer Fellow, work on Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State University, 1959-61; Department of Philosophy, C.CN,Y., 1961-62; Department of Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College ACE. Program, 1970-72; Queens College Liberal Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976; 'fotor, St. John's College, Annapolis, 1976-. Lenkowski College, 1971; Fordham University, 1975; Assistant College, 1974-79; Visiting Lecturer, Goucher College, St., John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89. Columbia University, 1969; B. Phil., Oxford University, 1971; of California, Berkeley, 1972; Graduate Study in English, Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth 1971-77; Teaching Assistant and Associa"ce, Department of 1973-78; Tutor, St. John's College, Annapolis, 1979-. University, 1970-72; B.A, St. John's College, Annapolis, 1975; 1986, Philosophy, The Catholic University of America; The Catholic University of America, 1978-80; Tutor, St. Santa Fe, 1980-84, Annapolis, 1984-. Robert P. Drn.ecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Departm,ent of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; Tutor, St. John's College, Annapolis, 1977-. duty, US Air Force, 1963-67; B.A, Physics, University of Colorado, Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Asrcnroh·uc1ri Laboratory for Astronomy & Solar Physics, NASA Goddard Center, Greenbelt, Maryland, 1975-78; Congressional Science I f I �74/FACULTY Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. Elizabeth M. Blenner B.A., Stanford University, 1969; Graduate Study in English Literature, University of Wisconsin, 1970-71; M.A. in Philosophy, Pennsylvania State University, 1978; Instructor of Philosophy and Humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D, 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. Walter Sterling B.A., St. John's College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. Michael Blausl:ein B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. Anita L Kronsberg B.A, St. John's College, 1980; Tutor, St. John's College, 1984-. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston Colle.ge, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. Stewart Umphrey B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Pamela Kraus ST. JOHNS COLLEGE/75 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-~0; Woodrow Wilson Fellow, 1973-74; ~ecturer, The Catholic University of Amer:ca, 1975-80; Ass1st~nt Professor ?f Philosophy, The Catholic University of Amenca, 1980-85; Amencan Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WiHiam Pastille A.B. in .Music, Brown ~niver~ity, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. m Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. Catherine R. Haigney 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987~89; Tutor, St. John's College, Annapolis, 1989-. Abraham Schoener St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. Adar.n Schulman BA, Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxfmd University, 1982; M.A., History of Science, Harvard University, 1985; History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. L.A. Seeger Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of · Visiting Assistant Professor, Part-time, Indiana University of Spanish and Portuguese, 1984-88; Research Associate of the Institute, Indiana University, 1984-89; Visiting Assistant Professor, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. Cord-ell. D. K. Yee English, Pomona College, 1977; M.J. Journalism, University of _ Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of W1scorwin-Madison, 1989; Associate Researcher, History of Cartography Department of Geography, University of Wisconsin-Madison, ·~·u,ro"i. Tutor, St. John's College, Annapolis, 1989-. ir, Music, Wesleyan University, 1974; Resident Fellow, Newberry Chicago, 1978; Ph.D. in Musicology, University of North Carolina, Assistant Professor of Music, Cornell University, 1979-1982; .frc1kessor of Music, University of Notre Dame, 1982-1989; Visiting wv.c·~··~E Professor of Music, St. Mary's College, Notre Dame, 1989-1990; St John's College, Annapolis, 1990-. .. �I ,1 FACULTY/77 76/FACULTY Kathleen C. Blits B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. Radoslav Datchev Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis, 1992-. Carl Page B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-1994; Tutor, St. John's College, Annapolis, 1994-. William T. Braithwaite B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. Robert Goldberg St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. Katherine Heines B.A., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-1988; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. Emily H. Brooker Langston B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. Oksana Lassowsky B.A., Cl~rion _State College, 1983; Ph.D. in Mathematics, The Pennsylvania Stat~ Umversity, 1994; Haskell B. Cu~ry Fellow, !984,. Mathematics Teaching Assistant, 1985-190, The. Pennsylvama State Umversity· Assistant Professor of Math~matics, Albright College, 1990-95; Tutor, St. John's College Annapolis, 1995-. ' 1 George A. Russell B.A., St. Francis Colleg~, 19~3; ~.A, The Catholic University of America, 1983'. P~.D., The Catholic Umversity of America, 1994. Dean of Students, St. Patnck s Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lec~urer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier Umversity, 1991-95; Tutor, St. John;s College, Annapolis, 1995-. Jonathan N. Badger B.S., Mathema?-cs, University of South Carolina, 1987; M.A., Liberal Studies, North C~rolma Stat.e University, 1991; Graduate Student, Music Compos1hon, Duke Umv~rsity: 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham Umversity, 1996; Tutor, St. John's College Annapolis 1996-. ' ' Lijun Gu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of Internat10nal Affa.irs, Ministry of Foreign Affairs, China, 1984-87; M.A., Int~r~at10nal Affairs, The George W~shington University, 1987-89; Ph.D., Political Theory, The George vy~shmgton University, 1989-95; Adjunct Pr~fessm, Department of Political Science, The George Washington Uruversity, 1995; Tutor, St. John's College, Annapolis, 1996-. Michael O' Donovan-Anderson B.S., Nat_ural ?cience, Univer~ity of _Notre Dame, 1990; Ph.D., Philosophy, Yale Umversity, 1996; Sterlmg.Pnz~ Fellow, Yale University 1990-92; :Ex~hange Scholar, Harvard Umvers1ty, 1992-94; Assistant Professor of losophy, Stonehill ~ollege, 1994-95; University Fellow, Yale University, 5-96; Tutor, St. Johns College, Annapolis, 1996-. . da Kern-Perets Relig~ous ?tudies, Georgetown University, 1984; junior year abroad, Um"."ersity, 1982-83; M.T.S., ~orld Religions, The Divinity School, rd Uruvers1ty, 1~86; ~.A., Rehg10n, Harvard University, 1990; Ph.D., on, Harvard Umversity,. 1996; Teaching Fellow, Tutor and Teaching ltant, Harvard _Dmvers1ty, 1986-93; Harvard University Bok Center d for Excellence m Undergraduate Teaching, six awards between 1987Resea~ch F~llow, Hebrew University of Jerusalem, 1990-91; Fulbright ,ar, Umversity of Pans III, 1991-92; Certificat in "Uses of the Sacred Ecole des hautes Etudes en Sciences Sociales, Paris, 1994; Tutor, St. John's , S~nta Fe, summer 1995; Raoul Wallenberg Senior Fellowship in ·!1Th~~; Rutgers University, 1996; Tutor, St. John's College, : I I �FACULTY/79 78/ST. JOHN'S COLLEGE Elliott T. Skinner SANTA FE President Agresto 1967, Boston College; 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, 1971-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, Assistant Chairman, National Endowment for the Hmnanities, 1982-85; Acting Chairman, National Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New 1988; Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, 1989; President, St. College, Santa Fe, 1989- a~d1~6o, Pl~.n Gr~eke p~:ro~o-\~e ,, . University of Colorado, 1961; M.A., Princeton Universit "· :-:and1date m Philosophy, Princeton University· Assistant iNoodrow Wilson Fellowship, Princeton Univ~rsity 1964· F 11 recer fr, for Philosophical Studi,es, Summer Institute' in and Science, 1970; Tutor, St. Johns College, Sante Fe, 1965-. P y ~ounc1l E. Davis, Jr. !Jr:i,versity of Wisconsin, 1953-55; B.A., St. John's Colle e, 1962· ~10mry and Philosophy of Science, University of Indiana,gl965· N'.D.E A "dJowsh1p, Urnvers1ty of Indiana, 1962-65; Ph.D., University of Califon~i~· 1977-81 1980; St. John's College, Santa Fe, 1966-, Assistant Dean'. IJ~,,~,,"N.~ew Mexico Highland_s University, 1963; Instructor, Computer New Mexico Highlands University 1965-66· Tutor St J 1_ ' Fe, 1966-. ' ' - ' · Ortn S Dean of the College in Santa Fe James Carey St John's College, Annapolis, 1963-65; RA, University of North Carolina, 1967; The New School for Social Research, 1973; U.S. I\/Iarine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, 1986-1991, 1996- ~ "~'-, '.:},assical Lani:;;uages, SL l\/Iary' s College, Dean R. Haggard 13.A., Reed College, 1955; Instrucf:.n in Mathematics, Loyola College, 1957-60; Fels Fund Fellow in Philosophy, The Johns Hopkins University, 1960-61; Tutor, SL John's College, Annapolis, 1961-66, Santa 1966-, Assistant Dean, 1971-73. g~~',.{ ~ol_ol'_E!do Colleg_e, 1966; Merton College, Oxford Universit' Robert n Sacks B.A, St. John's College, Annapolis, 1954; Ph.D., The Johns University, 1963; Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, 1961-69, Santa Fe, 1969-; Visiting Lecturer, St Nlary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-72 Gle:nn A Freitas 1957 Th. L ~IJ .1e1~11.e Laval, Quebec, 1964; Licentiate in Sacred Scriphrre Pontifical' B"bli,., ·l •~orn11uss10n, Rome ' 1964 "'6 1966· L'Ecole Biblique et A re h eo1og1que F rancaise ~a ·' .i de · ' L cc -o ;A_ss1~ta1;t Pro1essor, Theology, St. Mary's College, 1967-69; ._,t College, oama Fe, 1969-, Ass1s:ant Dean, 1976-77, 1982-84. LeCuyer 1969 ~~~';.'1e0c" 1H})1~}ogy, Umvers1ty of New Mexico, 1970-72; Boettcher §~hola; ~6L-6o, Febms Scholar, 1963-66; Rhodes Scholar 1966-69· D · r i' ud1J?Je. ., , 1966-72; Woodrow Fellow Lite1an11e, Summer Hurnamties lnstitute, Colorado College 1968· and Chemistry, I_n~titute, of S~cial R;search and Developnlent'. 1971-12, Tmor, St. Johns College, Santa Fe, 1972-. ~ _Wils~m (h~norary), I96~;1:f~~~r~ D<wi.d Edward Sfa.r:r , Gordon College, 1962; 1966, 1972 B ·t, l · Bnctor1 U 111 versny C o ll ege or Basic Stu dies 1964-66 · I , c eac 11ng · ·, , . ' v ·'· · ·. L , , 11SUUCl0f 111 1 01 R11ode Island, 1966-71; Tutor, St. John's College 10 Duec'·or 01 Th e G ra d uaLe I nstitute in LibPral £ ' · ' ~ -'772-80 , -~ L oc.nta te, 1980-82. - G,·~~,- -'co -A ssisran t m pin1.1osophy, Boston University 1963-64· T . · , OS on ,,c1..cLlcd..~ 0 - S. Steadman B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, SL John's College, Annapolis, 1962-67, Santa Fe, 1967-; Assistant Dean, 1970-72 DonR Cook Occidental College, 1958; Ph.n, University of California at Davis, Woodrow Wilson Honorary Fellow, 1959; National Science Foundadon Fellow, 1959-61; Tutor, St. John's College, Santa Fe, 1965-72, 1973-, Assistant Dean, 1981-82, 1990-; Teacher, Santa Fe Prepatory School, 1972-73. R V<m Luc.hene , AnwHa State Umvers1ty, 1969· MA , 1971 , PhD ., 1973, u-n1vers1ty 01c , . · A ss1stant, Department of English hTotre Dame St ~allege, Santa Fe, 1973-, Duector ~f Adrmssi;~s' The Graduate Institute in Liberal Education, 1982-85'. �FACULTY /81 80/ST. JOHN'S COLLEGE David Bolotin RA, Cornell University, 1966; Ph.D., New York University, 1974; Lecturer _in Classics, Yale University, 1971-73; Tutor, St. John's Colleg~'. Anna~ohs, 1974-82; Santa Fe, 1982-; Visiting Associate Professor, Cornmmee on Jocial Thou2'ht of Chicago, 1986, 1987-88. 0 Edward Cary Stickney . SL]ohn's College, Annapolis, 1975; Philosophy, Albert-Ludwigs Umvers1taet, Freiberg, W. Germany, 1979; Tutor, St. John's Collei?e Santa Fe 0 ' ' 1980-; Director of The Graduate Institute, 1994-. A. Dougherty I Georgia S. Knight B.S, Philosophy, 1970, M.A., English, 1972, Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-90. Kent R Taylor B.A, Yale University, 1963; M.A., University of Georgia; 1965; Ph.D., University of California at Santa Cruz, 1976!.,01,11vers1ty or Cal1f~rma at Santa Cruz, 1967-68; Defense Language Insmme, Monterey, Lahforma, 1968-69; Heidelberg University,_ 197~-73; Inst:uctor, Ur~vers1ty of ~eor~ia'. 1965-67; Teaching Assistant, Urnvers1ty of Cahforma at oanta Cruz, 1967 71, Tutor, St. John's College, Santa Fe, 1974-. ~ Yale College, 1974; Ph.D., Harvard University, 1980; Teaching 1-"ellow rn Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. Frederick Houser . St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; J\/1.A., Umversity of Virginia, 1989; Ph.D., University of 1990; President's Fellow, University of Virginia, 1987-90; Tutor, St College, Santa Fe, 1983-. K?i!harine S. Mulford Elizabeth S, Engel RA, Pomona College, 1967; M. . 1971, Phc'D., Philosophy, 19_73'. Teaching Assistant, 1969, Yale Umvers1ty; Teacher, olumer College, 1971 7~, Assistant Professor of Philosophy, Cahforma State Umvers1ty at Humboldt, 1973-75; Tutor1St. John's College1 Santa Fe, 1975-. Philosophy and Religion, University of New Mexico, 1975; and Theology, Graduate Theological Union, 1978; Ph.D., of Oklahoma, 1983; Tutor, St. John's College, Santa Lynda Lamson B.A., St. John's College, 1971; M.A., University of North Caro~ina, 1~75, Tutor, St. John's College, Santa Fe, 1977-; Director of the GraduaLe InstHute in Liberal Education, 1985-88. A.B, Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal 1980-83, Associate Professor of Political Science 1981-83 of New England; Tutor, St. John's College, Santa Fe, 19S3-. ' Nancy Dunning Buchemmer History, 1967, Ancient History, Cornell University, 196?; Ph.D '. Classics Brown University1 1980; Ford Foundat10n Fellow, 1966-681 University Fellow in Classics, Brown University, 1969-70; Tutor, St. College, Santa Fe, 1980-; Director of The Graduate Institute, 1991-94. Charlotte Gray Martin B.A. 1 University of Colorado~ 1_972;_ Deutsc_her Akademischer Austauschdienst Dankstipendium, Umvers1ty ~f Fre1burg, 1972~73, Ph.~., Classics and Comparative Studies, Boston Urnvers1ty, 1979, Teachmg Fello.~'. Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-7 ;' Assistant Professor, University of Colorado, Spring, 1980; Tutor/ St. Johns College, Santa Fe, 1980Peter Dragan Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford Uni;ersit~ Danforth Graduate Fellow, 1969-75; Research Assista~t and A~sociate, Srnnfor": Linear Accelerator Center, 1970-75; Lecturer, Stan1ord_ Umvers1ty, 1976-801 Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-. Unw::'rs1dad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Samt College, California, 1975; M.D., University of California San American Heart Association Student Research Associate, 1974; C2::lcer Research Institute, University of California San Francisco, 1976; lJathology Department, University of California San Francisco, 1979k;sistant Medical Examiner~ Coroner's Office City and Countv of San 1980-1981; Lect_urer in Anatomy, So~oma State University, 1981-82; Lecturer m Anatomy and Physiology, City College of San 1981-1985; Pnvate translator, 1982; Lecturer, Colleo-iate Seminar, Sai.cf 1Vl3ry's College, California, 1982-1985; Assistant Instructm~bSan Francisco 1982-85; Tutor, St. John's College, Santa Fe, 1985-: B.A1 . 1977, McGill University; Ph.D., University of Chicago, 1981, kcConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow1 ; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor Colleg.e, University of Oregon, 1981-83; Assistant Professor, History pmvers1ty of Ge,cirgia, 1984-1985;_ Tutor, St. John's Coll_ege, Santa V1s1tmg Ass1stanL Professor of History of Science, Umvers1ty of _,~.,~~uo0.·..;, 1990. �FACULTY/83 82/ST JOHN'S COLLEGE Robert Richardson B.A, Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A, 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985Linda Wiener B.S., Biology, University of Miami, 1977; Entomology, Colorado State University, 1979; Co-founder, Foundation for the and Protection of Trilobites, 1979; Entomology, University of Wisconsin-Madison, 1981, Post-Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. David Lawrence Levine AB. St. s College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary)1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The State Universitv, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, oldahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988Thomas Scally B.A, St. Mary's College of California, 1967; Boston College, 1970; Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-7 4; Assistant Professor, California State University at Humboldt, 1975, Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St John's College, Santa Fe, 1987-1989; Tutor, St. John's College, Santa Fe, 1990- V·Jilliam S. Kerr Oklahoma State University 1974· U · ·· · · Fellowship 1975-76· Ms Ee '· u' . mversny 0 f Illm01s Graduate < d , . , · ., . onom1cs, mvers1ty of Illinois-Urbana 1976· 1ur~ uate Study m Economics, University of Chicago 1976-77· of ·~olorado Graduate Fellowship 1983-87 MA c{ . u' . mvers1ty Colorado-Boulder, 1985; Graduat~ Study in An~ient~~~fi8~s n~versity.of 1 Cambridge University, 1987-88; Reynolds Fellowship 1 . . . . m Classics, University of Colorado-Boulde;· Instru 't · · · Latin, Umvers1ty of New Mexico-Los Alamos Sumrner'1985 . Ve 0 ;. m 181 Assrntant Professor, University of Colorado-Boulder Su 1 90 . mg St College, Santa Fe, 1989-. ' mmer , Tutor, u ·' · ' 1 ~~8 Jl9T~r {5 9 E. Silver S~ate U~iversity of New York, College at Old Westburv 1971 · __ '._SL Johns College, Annapolis, 1976; Ph.D., Graduate The~lo ical UnioH, m Theology . and The .Arts ' 1993· Tutor ' S'c Jo h n ' s c o llg _ ' ege, 19 (:;n'~ 74-77, Tutor, Sc Mary's College, Integral Pro ram 1 ,,/:Tuto,, The Graduate Institute in Liberal Edurat 1 0 S'- Jg l ,' · ~ n, C 01•po-e , s an t a F e, Summer 1985, 1986, 1987 1988· T t -· St'- J 01ns v''"'o h ' Santa Fe, 1989-. ' ' u 011 · o n s Krishnan Venkai:esh Magdalene College, Cambndge University, 1982; W1ssenschafthcher M1tarbe1ter (on Shakespeare), En hsh UH1versity of Muenster, West Germany, 1982-86· Acad~mic _ Umvers1ty of New Mexico, Albuquerque 1985-86· 1 111 brii.s11 and American Literature, ESL Curnculu~-Devel~pe~·c'~1~~r ,Taiyuan, .People's Republic of China, 1986-89; Lecture; in F~~ I Jorth Chma Film and Broadcastmg Institute 1989· T · "' College, Santa Fe, 1989-. ' ' mor, ::>L. i , . John's College, Santa Fe, 1971; Philosophy Universit 0 c 1 1973; Post-Masters Doctoral Program, Am~rican Stuches of New Mexico, ,_1974-77; Ph.D., Women Studies, Union Graduat~ Part-tim: Ins,ructor, Wo men Studies Program, University of 1975-81, M.A., St. Johns College, Santa Fe 1989· Tutor St Santa Fe, 1990-. ' ' ' · · 1 Gran! H. Franks BA, St. John's College, Annapolis, 1977; Harvard Law School, Cambridge, MA, 1980; Associate, Pillsbury, & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E Poole, Ninth Circuit Court of San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & i'"-"''Luu San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. Basia C Miller Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962, Ph.D., University of Chicago, 1989; Translator for the University o£ Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern lllinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988- PhD C _Classics, 1975, Ph.D., Classics, 1983, University of ,\. :._. · and1date, Onental Studies, 1985, Universit of lisrnng Tutor, St. John's College, Santa Fe, 1990-. y �84/ST JOHN'S COLLEGE FACULTY/85 P. Forkin of B.A, St. John's College, Santa Fe, 1980; . Vegetable California Davis, 1986; Political Science, Davis, 1986; St. College, Santa Fe, 1990-. University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St John's College, 1993-. Victoria Mora B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-1988; M.A., M. PhiL in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St John's College, Santa Fe, 1992-. Frank R. Hunt St. John's College, Annapolis, 1971-73; Cornell ~ New York University, 1976; 1980, 19.85, lhe . f ratholic University of America Press, 198. 0-86, 0 ~ p. ' of Virginia, 1985-86; Editor, - rmcernn John's College, Santa 1990-. Barry E. Goldfarb Yale University, 1975; University of Chicago, 1978; University of Cincinnati,1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. Rea.hard Cohn Dartmouth College, 1981; Fulbright S;I;,olar, . . Committee on Social Thought, Urnvers1ty or Lh1cago, 1990, College 1991-. Charles N. Fasanaro ~ Bs . Manhattan College, 1965; M.AR vnth S~h~ol of Theolo y, Colorado, 1980; 1 r D . ~~F .- B.A, English, Michigan State University, 1980; M.A., Old Germanic and Literatures, University of Nevada, Reno, 1984; Ph.D., Literature, University of Colorado, Boulder, 1991; Teaching felof English, University of Nevada, 1981-1984; Department of English, University of Colorado, Boulder, 937-1988; Instructor, College of General Studies, University of 1988-1989; Graduate Work, Literary Theory, University of Ph1lo~op1;y or 1,ehg10n; ·,. o' Donvger/ILIFF 1983· Schlessman Scholarsl11p ror the Study or U ·1 n1versuy and <= Reli>'ion 1980-82; Jonathan 'M. Damels p 11_ow, 1982 Poc:t' ' · Pl11 .-losophy "e ~ 0 · ' · · · < 1983-84·'. Proararn doctoral Fellow, Philosophy, Umversny 01 . . <:;._ ·r Ombudsman and Assistant to the Director, .vvntrng Program, Umverslly or Colorado 1986-91 · Associate Professor, Cemer for Philosophy andC I d Colorad0: 1986; Professor, Center for Philosophy and Rehg10n, o ora o, 1990; Tutor, St. John's College, Santa Fe, 1991-. L Kates BA S'· John's College Annapolis, MD, 1980; Advanced Summer Greek I~st;tut'~, New York City, 1981; Collegium ~haen~menolog1cum, 1987" 1988, Ph.D., 1991, Comparanve Luerature, State ·, £ · y'ork at Buffalo· Visitin"" Assistant Professor of ComparahSv: 0 01 ' Literature, State University of New Yor k m, B' hiam t on, 1991 ,· Tutor' '" mg '"'"''"~h~, Santa Fe, 1991-. Santa ?2, 1993-" 1988-1991; Post Doctoral Research, History of Science, Institute of Technology, 1992-1993; Tutor, St. John's College, Cfaudi" A. Honeywell 1986, University of Chicago; 1987-1988, Account Executive, American Services, Woodland Hills, CA; M.A., 1991, Ph.D., 1993, Classics and hAodern Greek Studies, University of Minnesota; 1990, Surveyor, /Thriphti Archaeological Survey, Crete; 1991, Mochlos Archaeological Excavation, Crete; 1993-1994, Visiting Assistant Professor of Classics, Cornell College; Tutor, St. John's College 1994-. H. Wilkinson Williams College, 1973; The Graduate Faculty, The New School foi: Social Research, 1979; Ph.D. in Philosophy, The Pennsylvania State 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, 1984-85; Wissenschaftlicher Mitarbeiter, Philosophisches Johannes Gutenberg Universitaet Mainz, 1985-88; Visiting Professor, Department of Philosophy, The University of Kentucky, Honors Program, The University of Kentucky, Fall 1992; Tutor, St. Jol:m's College, 1994-. Alice Bel.u1egar AB,, Smith College, 1975; J.D., Stanford University, 1978; Ph.D., Committee �86/ST JOHN'S COLLEGE on Social Thought, The University of Chicago, 1994; Carthage PostDoctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State University, 1994-95; Attorney, G.D. Searle & Co./The NutraSweet Company, Skokie, IL, 1981-83, 1986, and Aubonne, Switzerland, 1983-84; Attorney, Schiff Hardin & Waite, Chicago, IL 1978-81; Tutor, St. John's College, Santa Fe, 1995-. FACULTY/87 PRESIDENTS EMERITI Edwin Jules Delattre V\lilliarn M. Dyal, Jr. Maren Ormseth Cohn B.A., 1987, Humanities/Modern Thought and Literature, Stanford University; M.A. 1993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, 1995-. Samuel B. Johnson B.S., Davidson College, 1970; Instructor, English and German, Shikoku Gakuin Daigaku, Zentsuji, Japan, 1970-92; M.A., Ph.D. in Mathematics, Duke University, 1974, 1979; Deutscher akademischer Austauschdienst Stipendient, University of Heidelberg, 1974-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College, 1979-85; Associate Professor of Mathematics, Guilford College, 1985-89; Chinese Language Studies, Beijing Waiguoyu Shifan Xueyuan, 1988; J.D., Yale University, 1992; Arabic Language Studies, Institute for Foreign Studies of Arabic, Damascus, Syria, 1992; Attorney, Spiegel & McDiarmid, Washington, D.C., 1992-95; Tutor, St. John's College, Santa Fe, 1995-. Leonard W. Ortmann B.A., Yale University, 1976; Fulbright Scholar, Germany 1986-87; Ph.D., Philosophy, The Pennsylvania State University 1990; Humanities Instructor, The Pennsylvania State University 1980-86; ESL, Internationale Bildungsstaette, Germany, 1988-89; Lecturer, Germanic Languages and Literature, University of Pittsburgh, 1990; Adjunct Assistant Professor of Philosophy, St. Francis College, 1991; Assistant Professor of Philosophy, Conception Seminary College, 1991-95; Tutor, St. John's College, Santa Fe, 1995-. Caleb Thompson B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virgi..nia, 1990; Ph.D., Philosophy, University of Virginia, 1994; AJumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. Michael D. Bybee RA., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. Judith L Adam B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-. TUTORS EMERITI AND RETIRED TUTORS Sarkissian Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Du Val Jacobsen Barbara Hopkins Leonard Curtis A Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A Darkey Thomas McDonald Louis Kurs Ed•Nard Grant Sparrow Th0Gias J. Slakey Michael S. Littleton Elliot Zuckerman Geoffrey Comber S. Peterson "'"'-'-JUL'! P. Miller R Thornas Harris, Jr. HONORARY FELLOWS Yale University, 1929; B.A., 1931, M.A., 1938, Cambridge University; Oxford University, 1961; LL.D. Carnegie Institute of Technology, Yale University, 1967. College, Annapolis, 1948. f,Efoberg B.BA., University of Texas, Austin, 1967. �PROFILE/89 88/ST JOHN'S COLLEGE OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John Agresto Dean Harvey Flaumenhaft Dean Anthony James Carey Vice President for College Advancement Jeffrey A Bishop Vice President for College Advancement Harvey D. Morse Treasurer Fred H. Billups, Jr. Treasurer Bryan E. Valentine Director of Graduate Institute Thomas May Director of Graduate Institute Edward Cary Stickney Assistant Dean Abraham Schoener Assistant Dean Don Cook Director of Admissions John M. Christensen Director of Admissions Lawrence H. Clendenin Director of Alumni Activities Roberta Gable Director of Alumni and Parent Activities Elizabeth A Skewes Director of Athletics Leo Pickens Director of Placement Margaret E. Odell Director of Placement Karen Holland Director of Financial Aid Michael Rodriguez Director of Financial Aid Caroline Christensen Director of Laboratories Hans Von Briesen Librarian Kathryn Kinzer Librarian Inga Waite Director of Information Services Barbara Goyette Musician-in-Residence Peter D. Pesic Registrar Nancy R. Lewis Family Nurse Practitioner Carolyn Roberts Nurse Practitioner Carolyn Buppert Registrar Diane M. Martinez Superintendent of Buildings and Grounds Charles L Wallace Director of Student Activities Mark St. John Annapolis Santa Fe States Represented .................... 33 Alabama... .1 ...................... 2 Alaska .. . .. 1 Arizona ... . ..................... 1 Arkansas .. . . 12 California .. Colorado... .... 3 Connecticut ........................... 5 .1 Delaware ... .......................... 5 Florida .. .. 3 Ulinois .. . ............... 1 Indiana .. . Kentucky. .. ' 1 30 Louisiana .. ........................... 3 J.\11aine ... . 32 Maryland .... .6 Massachusetts .. .3 lvlichigan .... ................. 1 lvhnnesota .. 2 3 Mississippi .. lviissouri ... Nebraska .. Nevada ... New Jersey ... N e1.v l\!Iexico .. .. 1 1 2 3 17 14 6 1 2 .. 1 Annapolis New York. .. North Carolina .. Ohio .. Oklahoma .... Oregon .. Pennsylvania ... Rhode Island .. Tennessee .. Texas .. Utah .. Vermont .. Virginia ... Washington ... West Virginia .. 12 4 7 .. 4 2 4 14 1 5 2 11 ................. 2 6 3 1 2 8 3 2 1 1 1 Serbia ..... Turkey. .. Annapolis Number of Students Fall 1996. ............................... 115 .. 42 January 1997.... Men ..... ············ 98 ............. 59 V\IOmen Early Entrance . ····· ...... 6 Previously Attended College ... .. 35 of Ages ............................ 16-42 Santa Fe 116 56 60 23 16-30 5 .......... 103 . 51 ·········· ................. 3 89 19 8 Annapolis Receiving Financial Aid .. 67% Rank in Class'' First Fifth ... .. 42% First Tenth .. 21% 22% Second Tenth .. 32% Second Fifth .. Third Fifth ... 14% ... 8% Fourth Fifth ... Last Fifth ... 3% 37 N~tional Merit Honors .... Scholars ... 5 8 Finalists ... Semi-Finalists .. 5 19 Commended Students .... Director of Personnel Ted R. Gonzales Director of Operations & Auxilary Services Joseph Shaffer 3 Ro1nania .. 9 4 5 District of Columbia ...... Canada .. China ... El Salvador... .......................... . .. England......................... France... . .. Germany. ................................. Pakistan... . .. ......... 2 Santa Fe in th.is table are 83 students for whom rank-in-class is not available. did not have a January class. Santa Fe 71% 41% 28% 13o/u 26% 20% 12% 1% 30 1 8 5 16 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1997-1998 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 89 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1997-1998 Date A point or period of time associated with an event in the lifecycle of the resource 1997-1998 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1997-1998 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0c5df2fa723cd563ef8c8bda90fa945f.pdf 693845ae6b5bac1ff96cb64e8609ed32 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2I404 4rn-263-237I SANTA FE, NEW MEXICO 8750I 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR Ig98-I999} {COLLEGE CALENDAR Ig98-I999} SANTA FE ANNAPOLIS August 25 Upperclass Registration August27 Freshman and Sophomore Registration August 26 Freshman Registration and Convocation August27 Undergraduate Classes Begin with Seminars August 27 Classes Begin with Seminars August27 Convocation October 9-r2 Long Weekend August28 Junior and Senior Registration November 25-29 Thanksgiving Recess August3r Graduate Institute Begins December IO End of First Semester October 9-r2 Long Weekend December II-January 3 Winter Vacation November 26-29 Thanksgiving Recess January 4 Second Semester Registration Decemberr7 End of First Semester Januaryr8 January Freshman Registration December r8-Januaryr7 Winter Vacation January 29 -Februaryr Long Weekend Januaryr8 Second Semester Registration January2s January Freshman Registration ····································································· ······································ ································ ························ February 26-March r4 Spring Vacation Mayr4 End of Second Semester Mayr6 Commencement Spring Vacation May2r End of Second Semester May23 Commencement SUMMER I999 May24 January Freshman Second Semester Begins SUMMER I999 JuneI4 Graduate Institute Summer Session Begins May3r January Freshman Second Semester Begins July30 January Freshman Second Semester Ends June 2r Graduate Institute Summer Session Begins Augusts Graduate Institute Summer Session Ends Augusts January Freshman Second Semester Ends Augustr3 Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO II I6 20 22 THE 27 28 28 29 30 3I 32 32 32 33 33 33 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lectrn:e St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Degree of Master of Arts Graduate Institute in Liberal Education Graduate Program in Eastern Classics Directory Information and Right to Privacy RESIDENCE 35 38 4I 44 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 47 48 49 50 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 52 53 54 54 55 57 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 59 Bibliography 60 Board of Visitors and Governors 6I Faculty 79 Officers, Associates and Staff 80 Profile: I997·98 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions {ST. JoHN's·CoLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. {ST. JOHN'S COLLEGE} Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3I). �10 {THE CURRICULUM} THE PRECEPTORIAL F or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two Gampuses in recent years. ~ ~i.<l.~~~-e.r_:_ l}_e_in_{f_ '1.n.~ _!.iT/1:~. ......... ................ . Design and Expression in the Visual Arts ················································································ Joyce: Ulysses Saussure: Course in General Linguistics ............................................................................... , R_eadii;i~~ _ii;t _L.~.o..!~11. a.11~. ~.o.I1~~i_us Aristotle: Metaphysics ............................................................... ················ Darwin: Natural Selection Plato: Republic .s.~tre: Jl_~iri,_g__(l_n_rf:.~°.thingness...... ............... . Galileo: Dialogues on the Two Chief World Systems ······························································· Shakespeare: Selected Plays ....................................................... !.: ~. . -~~?~:. ~-~l~~~~~-~?~J:r!'. ................... . Bosch and Bruegel Kant: Critique ofJudgment .................. . ... Hobbes: Leviathan Augustine: City of God Austen: SelectedNovels Faraday: Experimental Researches in Electricity and Magnetism ................................................. . Ethical Problems in Medicine ································································ Nietzsche: Twilightoftheidols {ST. JOHN's'COLLEGE} THE TUTORIALS T he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talkfreelywith one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. As country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse ofreason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine'sPhaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S' COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {S CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomywith a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature T . J0 H N ' s' C 0 L L E G E } 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso'sLes Demoiselles d'Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} THE LABORATORY T hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is sup- {ST. JOHN's'CoLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surroundingworld. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism J!Ii:Y.~~weeks: Quantum physics 18weeks: Genetics, evolution, molecular biology 10 {ST. JOHN'S CURRICULUM} calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. AI> the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's TVhat is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results oflaboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE THE FORMAL LECTURE T {ST. JoHN's·CoLLEGE} CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The fliad: A War Poem" Bernard Knox 27 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "What Makes Crime Go Down?" James Q. Wilson "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "The Evolution of Behavior in Humans and Dogs" Ray Coppinger The Fine Arts Quartet "Desiring What is Beautiful" Samuel Kutler "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" BarryMazur "The Tears of Odysseus" Cary Stickney "The Parable of Don Quixote" Joe Sachs "Evolution and Development" J. T. Bonner "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE {ST. JOHN'S COLLEGE} CURRICULUM} FRESHMAN YEAR ST. JOHN'S LIST OF GREAT BOOKS T he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval and Renaissance periods; the third year has books of the seventeenth- and eighteenth-centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated by an asterisk. 23 *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: fliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature a/Things "Lycurgus," "Solon" Arithmetic Elements ofChemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *St. Anselm: *Aquinas: *Dante: *Chaucer: *Des Prez: *Machiavelli: Copernicus: *Luther: *Rabelais: Palestrina: *Montaigne: Viete: *The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Miss a Papae Marcelli Essays "Introduction to the Analytical Art" �24 ·*Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE Novum Organum *Richard II, *Henry Iv, *Henry V, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne and other I6th- and I'?(:h-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefou(;auld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: *Rousseau: *Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: {ST. JOHN'S·COLLEGE} CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middlemarch · Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica Epitome IV *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prqudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Maxwell, Taylor, Euler, D. Bernoulli 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Kierkegaard: *Wagner: *Marx: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of America, *Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, '1..ogic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The German Ideology *Dostoevski: Brothers Karamazov *Tolstoy: War and Peace *Twain: The Adventures ofHuckleberry Finn *O'Connor: Selected stories Psychology, Briefer Course *William James: *Nietzsche: Birth of Tragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis ~alery: Poems Booker T. Washington: Selected writings Du Bois: The Souls ofBlack Folk *Heidegger: What is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron *Conrad: Heart ofDarkness *Faulkner: TheBear Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Essays by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schrodinger, Bohr, Maxwell, de Broigle, Dreisch,0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy *These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Sophomore Virgil Dante Year Chaucer Rabelais Shakespeare Donne Marvell Mathematics and Natural Science Philosophy and Theology History and Social Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Lucretius Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Music Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Descartes Pascal Viete Luther Montaigne Bacon ................. ..................... Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Senior Year Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S. Eliot Hegel Kierkegaard Nietzsche W.James Heidegger Plato Locke Rousseau Adam Smith Hamilton, Madison, Jay Documents from American political history ·················· Twain Conrad V. Woolf O'Connor Melville Faulkner Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Madison, Jay Mozart Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Leibniz Huygens Dedekind Maxwell D. Bernoulli Faraday Lobachevski Rutherford Minkowski Davisson Dreisch deBroigle Wagner Mendel J. J. Thomson Bohr Millikan Sehr 6dinger Darwin Freud Einstein Heisenberg Maxwell 0rsted Ampere Watson & Crick ... ............... ................... ACADEMIC .................. A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC ORDER} THE INSTRUCTION COMMITTEE THE LIBRARY T he books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, history, and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the librarians in selecting books and periodicals. The Annapolis library maintains a collection of about roo,ooo volumes. In Santa Fe, the collection now numbers more than 65,000 volumes. JoHN's.CoLLEGE} SCHEDULES P T he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. Both libraries hold interesting special collections. Annapolis has the Bray Collection, dating from r696 and known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism, and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt, and the Holzman collections. A new library was opened in Annapolis in r996. In addition to comfortable, individual study carrels, open stacks, and traditional reading rooms, the Greenfield Library contains computer terminals for student use, with access to local networks and the Internet. The Faith and John Meem Library opened in Santa Fe in rggo. The facility offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24hour study rooms, and a music room with listening carrels and more than 8,ooo records, tapes, and compact disks. The library houses a student computer laboratory, and also provides public terminals for accessing electronic resources and the Internet. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY ro:20 - u:30 A.M. TUESDAY WEDNESDAY THURSDAY FRIDAY Language 9:00 - IO:IO A.M. Chorus Language Language Mathematics Mathematics Seminar Formal Lecture THURSDAY FRIDAY Mathematics r:oo - 3:30 P.M. Laboratory 8:00 - ro:oo P.M. Seminar A 29 Laboratory SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 - ro:30 A.M. I0:30 A.M. - I2:0o P.M. I:oo -4:00 P.M. MONDAY WEDNESDAY Mathematics Mathematics Language Language Laboratory 3:00-4:00P.M. 8:00 - ro:oo P.M. TUESDAY Mathematics Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. { ST ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. . J0 H N ' S ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. 'C 0 L L E G E } 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 20% of all St. John's alumni are in business or business-related occupations; • r8.5% are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; {S ORDER} • r4.5% are in communications and the arts; • 83 are attorneys; • 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include social services, science and engineering, politics and government, computer science, and conservation and ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require ad.ditional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS T utors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. T . J0 H N ' S THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses. The summer term is eight weeks long; the fall and spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: a seminar, tutorial, and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are smaller classes devoted to closer readings of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to The Graduate Institute in Liberal Education, c/o St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 875or-4599 or c/o P.O. Box 2800, Annapolis, Maryland 2r404-2800. ·c 0 LL EGE } 33 THE .GRADUATE PROGRAM IN EASTERN CLASSICS T ································ ·································· he Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads to a master's degree. Its seminars, tutorials and preceptorials follow the same educational principles as the other degree programs of the college. In the tutorials students choose to study Sanskrit or classical Chinese. The seminar and preceptorials consider the works in English translation. The concluding summer segment is devoted to directed readings and the writing of a substantial essay. The Eastern Classics program is offered only on the Santa Fe campus. A detailed description and application materials are available from the office of The Graduate Institute in Liberal Education in Santa Fe. DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time .that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{RE s I D E N c E sT u D E N T & The college is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. r· THE ANNAPOLIS CAMPUS S ince its founding as King William's School in I696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block froI!l the State House and across the street from the Naval Academy yard. The fifteen buildings include I8th-century historic homes (now classrooms, offices, and a dormitory), Igthcentury Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since I945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind students of their responsibili- LI F E } 35 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �36 {ST. JOHN'S e-mail, printing out papers written on personal computers, and exploring the world wide web. Individual computer stations also are available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- COLLEGE} cial winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's studei:l.ts. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Spring Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the junior class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and parodies, and then S'TUDENT LIFE} 37 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �38 {ST. JOHN'S popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from r4-foot lasers to a 37-foot Herreschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6ro by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and STUDENT LIFE} 39 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, I. I. �40 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. COLLEGE} As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competition in a wide range of sports from 'skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the college usually has one of the finest fencing teams in the Southwest. The college supports a Karate-Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, and badminton are conducted at the college's facilities. A men's soccer team and a women's soccer team play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools to which St. John's students can purchase yearly swim passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here, the St. John's Search and Rescue Team trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies several times a year; students { RE s IDEN c E & have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (r7 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several crosscountry ski trails branch off from them. Students may borrow skis, boots, and poles from the college, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes, where students can enjoy windsurfing and sailing. S'T u D ENT LI FE } 41 BOT,H CAMPUSES RELIGIOUS ACTIVITIES The Charter ofr784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. While the college schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for 'i �42 {ST. JOHN'S extracurricular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. As supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors of residential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admis- COLLEGE} sions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors ofresidential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students, are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. {RESIDENCE & St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students under the supervision of the Placement Office, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it also can aid students looking for full-time summer employment in the local community. HEALTH SERVICES DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's web page Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted STUDENT LIFE} 43 rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �44 {SITE PLAN} ANNAPOLIS, {SITE MARYLAND SANTA FE, PLAN} NEW 45 MEXICO COLLEGE CREEK LOWER PLAYING FIELD SOCCER FIELD BOATHOUSE N~ N~ HEATING PLANT I UPPER PLAYING FIELD TENNIS COURTS I! SUITES LIBERTY TREE ,, ~--------- L - - - - - - - - - - - - ~---COLLEGE AVENUE L �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and they believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some 47 are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read �48 {ST. JOHN'S COLLEGE} {ADMISSION} for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the co:mmittee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 400 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ost applicants have a strong background in acad. emic subjects. Spe~ific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work i~ mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. St. John's is authorized under federal law to emoll foreign students. PROCEDURE ......................................... ······································· S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. 49 The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a 1, 'I I 11 ! �50 {ADMISSION} subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid Profile form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2r404-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 875or-4599 (Phone: 505-984-6060 or 800-33r-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a world wide web home page: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because ofits unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in math- {ST. JOHN'S 'COLLEGE} ematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Tuesday or from Wednesday to Friday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (r-800-727-9238 for Annapolis or r-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the col- 51 lege bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. A shuttle service from the Albuquerque airport to Santa Fe is available. It is called the "Shuttlejack," and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. I 1 ' 1: I I �52 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining saris- AID} factory progress in order to retain their award (see page 57). 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of Ig64 and Title IX of the Higher Education Act of Ig8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: I. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid Profile form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or {ST. JoHN's,CoLLEGE} 53 their family's financial situation; and changes of nanie, marital status, and address. D. Funds for financial aid awards from the college are available from the sources listed below. C. Following are the deadlines and notification dates for financial aid: ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. FRESHMAN CANDIDATES: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's Profile form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETuRN!NG STUDENTS: Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $3,0oo for each year �54 {FEES & FINANCIAL of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace and deferment periods. FEDERAL STAFFORD LOAN: I998-99 STUDENT BUDGET Arn} {ST. PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up t,o r%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. FEDERAL BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August I for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register in September. A deposit of $250 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment_ of I ANNAPOLIS CAMPUS SANTA FE CAMPUS Tuiti~~·················· ...... ···········$~~·:5~·~···. !.11i:ti.°.I1....................................~~.I.'. 9. 9_(), .............. . ............................ Room & Board Room & Board 6,200 Books 275 200 6,roo Books ....................... 275 ················ ............................................... . Activities Fee 200 Activities Fee Personal .J!:~P.~1:15.~s............... ~_()_() ..................... . Tr!lll.SJ?.()rt~?:()ll_ ................. r.°.(), 350, 600' ~~r.s_°.11.a.1.~~1:15.~s............... ~.().() ..................... . :r.r.~.SJ?.()r.~~?:()11_............ ........ r.c:J(). ~. 3. ~c:J ~. ?.()c:J~.. , Fees are subject to change without notice. 2 The allowance for transportation varies with the distance between the student's home and the college. JOHN'S this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $roo, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the college library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the COLLEGE} 55 college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY ······························ ················· ································ en a student withdraws prior to the end of the semester, a refund is calculated according to federal and institutional policies. To initiate a withdrawal, a student must contact the dean and obtain a withdrawal form. A statutory pro rata refund is required for a student who meets all three of these criteria: is receiving Title IV Federal Financial Assistance, is a first time student at St. John's College (undergraduate or graduate) and withdraws on or before the 60% point in time for the initial semester of attendance. The pro rata refund calculation is based on the portion of the enrollment period, rounded down to the nearest 10 %, that remains after the student's withdrawal date. For example, if a freshman withdraws after attending four weeks of a sixteen-week semester, the portion of the semester that remains (r2+r6 = 75%) is rounded to 70%, and this percentage is used to calculate the refund of institutional charges. Unpaid charges are subtracted from the refund amount. Refunds for all returning students and for first time students who are not recipients of federal aid are made according to the following schedule. This schedule complies with Federal Refund Policy and is used for both federal aid recipients and non-aid students: • Withdrawal on the first day of classes: 100 % refund ofinstitutional charges �56 {FEES & FINANCIAL • Withdrawal from after the first day of class through the first rn3 of the enrollment period: 90 % refund ofinstitutional charges • Withdrawal from after the first rn3 through the first 25% of the enrollment period: 50 % refund ofinstitutional charges • Withdrawal from after the first 25% of the enrollment period through the first 50% of the enrollment period: 25% refund ofinstitutional charges • Withdrawal after 50% of enrollment period: No refund After the refund amount is calculated, using either pro rata or the alternate refund schedule, the refund must be distributed in the order listed below: r. Unsubsidized Federal Stafford Loan 2. Subsidized Federal Stafford Loan 3. Federal PLUS Loan 4. Federal Perkins Loan 5. Federal Pell Grant 6. Federal SEOG 7. Other student federal aid programs 8. Other federal, state, private or institutional sources of aid g. The student Arn} A refund is defined as the difference between the amount paid towards institutional charges and the amount the school can retain under the appropriate refund policy. A student who lives off campus may be given a cash disbursement of financial aid to help cover living expenses. If a student withdraws and the school determines that the student received a' disbursement in excess of living expenses he or she could have reasonably incurred while still enrolled, then a portion of the disbursement must be repaid by the student to the federal aid programs: this is defined as a repayment. Living expenses are prorated based on the number of weeks the student completes during the semester to determine if a repayment is required. Federal Work Study earnings and Stafford Loans are excluded from the repayment calculation. Repayments from federal aid recipients must be distributed as follows: r. Federal Perkins Loan 2. Federal Pell Grant 3. Federal SEOG 4. Other student federal aid programs 5. Other federal, state, private or institutional sources of aid Examples of calculations of refund policy are available from the Financial Aid Office upon request. {ST. JOHN'S COLLEGE} 57 CRITERIA FOR JUDGING SATISFACTORY PROGRESS .......................... ················································································· REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. I ! i �58 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. r. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. JOHN'S COLLEGE} AID} Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that proba- ' tion period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. 59 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER,MORTIMERJ., andMILTON MAYER: The Revolution in Education, University of Chicago.Press, 1958. BARZUN,JACQUES: TheAmerican University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers ofthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HurcHINS, ROBERTM.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALExANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �60 { B0 AR D 0 F OFFICERS Chairman Mr.Ray Cave Vice Chairmen Mrs. Harriet Higgins Warren Mrs. Jill Wilkinson Secretary Mr. William R. Tilles MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A. Nelson Hon. Adolph W. Schmidt Thomas B. T\Jrner, M.D. Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. William B. Allen East Lansing, MI Miss M. Brownell Anderson Washington, DC Mr. J. Burchenal Ault Santa Fe, NM Mr. John E. Balkcom Chicago, IL Ms. Sharon Bishop Reston,VA Ms. Sandra Brock Annapolis, MD Mr. Kenneth Brody Washington, DC Mr. Nicola Caiola New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr.Ray Cave New York, NY Ms. Linda Chavez Bethesda, MD vI sI T 0 R s AN D G0 vER N 0 R s} Ms. Jean T. Clarke Houston, TX Mr. Peter S. McGhee Cambridge, MA Ms. Jill Z. Cooper SantaFe,NM Mr. John E. Robson San Francisco, CA Mr. Gregory D. Curtis Pittsburgh, PA Mr. Mikael Salovaara Benardsville, NJ Mr. John H. Dendahl Santa Fe, NM Ms. Frederica Saxon Baltimore, MD Mr. Vernon E. Derr Boulder, CO George Schoedinger III, M.D. St. Louis, MO Mr. Charles M. Diker New York, NY Mr. Jeremy Shamos Denver, CO Ms. Glenda Eoyang Circle Pines, MN Mr. Marvin Sloves New York, NY Susan Ferron, M.D. Marine on St. Croix, MN Mr. Warren J. Spector New York, NY Mr. Ronald H. Fielding Rochester, NY Ms. Cheryl Foote Thomas Tulsa, OK Stephen Forman, M.D. San Marino, CA Mr. Paul E. Tierney, Jr. New York, NY Mr. Hillel G. Fradkin Milwaukee, Wl Mr. William R. Tilles Rockville, MD Mr. Robert A. Goldwin Washington, DC Mr. Michael E. Tobin Tesuque,NM Mrs. AnnaE. Greenberg Annapolis, MD Mrs. Harriet Higgins Warren Atlanta, GA Mr. Stewart H. Greenfield Westport, CT Mr. Stewart Washburn Lakeville, MA Mr. Allan P. Hoffman Lawrence, NY Mr. Charles H. Watts Boston, MA S. DavidKrimins, M.D. Annapolis, MD Mrs. Jill Wilkinson Austin, TX Mrs. Anne Lane Placitas, NM Mr. Warren Winiarski Napa, CA Miss Barbara H. Leonard Oberlin, OH Mr. JohnD. Wirth SantaFe,NM Ms. Harriett Page Long Baltimore, MD Mr. K. Martin Worthy Washington, DC Mr. John Duncan Mack Ringoes,NJ Mr. Jonathan Zavin New York, NY Ms. Paula Maynes Santa Fe, NM {FACULTY} ANN4-POLIS •••••••••••••••••••••••••••••••••• t •••••••••• ' ' •••••••••••••••• ' ••••••••••••••• President CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J .D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean ofthe College in Annapolis HARVEY FLAUMENHAFT B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, 1997-. 61 EvA T.H. BRANN B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995· EDWARD MALCOLM WYATT B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-92. LAURENCE BERNS B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, �62 {FACULTY} 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. BEATE RUHMVON 0PPEN B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. SAMUEL s. KurLER B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant: Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. JOSEPH P. COHEN B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62.; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. GEORGE DOSKOW B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, - University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. HowARDJ. FISHER B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. BENJAMIN MILNER B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School; 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. r I {ST. JOHN'S GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Ak:ademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. COLLEGE} 63 HOWARD ZEIDERMAN Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. DEBORAH SCHWARTZ RENAur B.A., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-· DAVID L. TOWNSEND NICHOLAS MAISTRELLIS B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. JoHNF. WHITE B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. LEO F. RADITSA B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D., Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-84, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Ma. Bar, 1981-. MICHAEL COMENETZ B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. JOE SACHS B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. �64 {ST. {FACULTY} }OIINVERDI B.S., Psychology, Fordham University, I972; M.A., I974, Ph.D., Philosophy, I975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-9I; Director, Graduate Institute in Liberal Education, I992-I995· CHANINAH MAsCHLER B.A., City College of New York, I953; M.A. in Philosophy, Yale University, I955; University Fellow, Yale University, I953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, I956-58; Department of Philosophy, Pennsylvania State University, I959-6I; Department of Philosophy, C.C.N.Y., I96I-62; Department of Philosophy, Barnard College, I962-64; Reader and Translator for Harper Torchbooks, I965-70; Queens College A.C.E. Program, I970-72; Queens College Liberal Arts Institute, I972-76; Bank Street College of Education, I972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, I970, I972, I975, I976; Tutor, St. John's College, Annapolis, I976-. ROBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I976; Tutor, St. John's College, Annapolis, I977-· MERA}. F'LAUMENHAFT B.A., University of Chicago, I966; M.A., I967, Ph.D., I970, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvania Foundation Fellow, I966-70; Instructor in English, I970-7I, Assistant Professor of English, I97I-76, Anne Arundel Community College; National Endowment for pie Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-. PETER KALKAVAGE B.A., I973, M.A., I976, Ph.D., I983, Pennsylvania State University; Instruct01;: in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, JoHN's'CoLLEGE} }ONATHANS. TucK B.A., Columbia University, I969; B. Phil., Oxford University, I97I; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. I977-· MICHAEL G. DINK MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I975; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-· WILLIAM JON LENKOWSKI B.A., Marquette University, I965; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, I968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, I976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, I977-79; Tutor, St. John's College, Annapolis, I979-· THOMAS MAY B.A., Loyola College, I97I; M.A., Fordham University, I975; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher College, I976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, I995-I998. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-. }AMES HOWARD BEALL Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center 65 for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. ELIZABETH M. BLETTNER B.A., Stanford University, 1969; Graduate Study in English Literature, University of Wisconsin, I970-71; M.A. in Philosophy, Pennsylvania State University, 1978; Instructor of Philosophy and Humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. HENRY H. HIGUERA B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, I982-. WALTER STERLING B.A., St. John's College, 1965; M.A., Pennsylvania State University, I966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, I970-74; Editor of St. John's Review and Tutor, St. John's College I983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. ANITAL. KRONSBERG B.A., St. John's College, 1980; Tutor, St. John's College, 1984-; Assistant Dean, 1998-. �66 {FACULTY} PATR.ICIAM. LOCKE B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University o( Toronto, 1993; Tutor, St. John's College, 1989-. {ST. JOHN's°COLLEGE} ANDRE BARBERA B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-1982; Assistant Professor of Music, University of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College, Annapolis, 1990-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, 1980; B .A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., . History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. JUDITH L.A. SEEGER MARGARET MNE KIRBY B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-96, Annapolis, 1997-. KATHLEEN C. BLITS PAMELA KRAUS M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WILLIAM PASTILLE A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R. llAIGNEY B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; 67 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. RADOSLAVDATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-1994; Tutor, St. John's College, Annapolis, 1994-. WILLIAM T. BRAITHWAITE CORDELL D. K. YEE B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University ofWisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. ERIKSAGENG B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. ROBERT GoLDBERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of �68 {ST. {FACULTY} America, r987-r988; Instructor, Marquette University, r988-89; Tutor, St. John's College, Annapolis, r995-. Fordham University, r996; Tutor, St. John's College, Annapolis, r996-. LUUNGU EMILY H. BROOKER LANGSTON B.A., Emory University, r987; M.A., University of Chicago, r988; Jacob K. Javitz Fellow, r989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, r993; Ph.D. Candidate, Emory University, r992-; Tutor, St. John's College, Annapolis, r995-. OK.SANA LASSOWSKY B.A., Clarion State College, r983; Ph.D. in Mathematics, The Pennsylvania State University, r994; Haskell B. Curry Fellow, r984, Mathematics Teaching Assistant, r985-r90, The Pennsylvania State University; Assistant Professor of Mathematics, Albright College, r990-95; Tutor, St. John's College, Annapolis, r995-. GEORGE A. RUSSELL B.A., St. Francis College, r973; M.A., The Catholic University of America, r983; Ph.D., The Catholic University of America, r994. Dean of Students, St. Patrick's Academy, r98r-86; Teacher, Hamden Hall, r986-9r; Adjunct Lecturer, Albertus Magnus, r986-9r; Assistant Professor of Philosophy, Xavier University, r99r-95; Tutor, St. John's College, Annapolis, r995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, r987; M.A., Liberal Studies, North Carolina State University, r99r; Graduate Student, Music Composition, Duke University, r990-9r; Earhart Fellow, r995; Ph.D., Political Philosophy, JOHN'S en Sciences Sociales, Paris, r994; Tutor, St. John's College, Santa Fe, summer r995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, r996; Tutor, St. John's College, Annapolis, r997-. B.A., History, Beijing University, China, r980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, r984-87; M.A., International Affairs, The George Washington University, r987-89; Ph.D., Political Theory, The George Washington University, r989-95; Adjunct Professor, Department of Political Science, The George Washington University, r995; Tutor, St. John's College, Annapolis, r996-. B.A., University of Chicago, r988; Ph.D., Boston College, r994; Lecturer, University of New Hampshire, r993; Postdoctoral fellow, Boston College, r993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, r995; Tutor, St. John's College, Annapolis, r997-. MICHAEL 0' DONOVAN-ANDERSON PAUL W. LUDWIG B.S., Natural Science, University of Notre Dame, r990; Ph.D., Philosophy, Yale University, r996; Sterling Prize Fellow, Yale University r990-92; Exchange Scholar, Harvard University, r992-94; Assistant Professor of Philosophy, Stonehill College, r994-95; University Fellow, Yale University, r995-96; Tutor, St. John's College, Annapolis, r996-. B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. LINDA KERN-PERETS B .A., Religious Studies, Georgetown University, r984; junior year abroad, Oxford University, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, r990; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, r986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, six awards between r987-r993; Research Fellow, Hebrew University of Jerusalem, r990-9r; Fulbright Scholar, University of Paris III, r99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes MICHAEL w. GRENKE SusANR. PAALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. COLLEGE} 69 SANTA FE President JOHN AGRESTO A.B., r967, Boston College; Ph.D., r974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, r97r-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, r972-78; Fellow, National Humanities Center, r978-79; Projects Director, National Humanities Center, North Carolina, r979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, r98r; Assistant Chairman, National Endowment for the Humanities, r982-85; Acting Chairman, National Endowment for the Humanities, r985-86; Adjunct Professor, The New School for Social Research, New York, r988; Deputy Chairman, National Endowment for the Humanities, r985-88; President, The Madison Center, Washington, D.C., r989; President, St. John's College, Santa Fe, r989-. Dean ofthe College in Santa Fe ANTHONY JAMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; M.A., The New School for Social Research, r973; U.S. Marine Corps, r967-69; Graduate Study in Music, University of North Carolina, r969; Part-time Instructor in Philosophy, East Carolina University, r974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, r976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, r984-, Dean, r986-r99r, r996-. �70 {FACULTY} ROBERT D. SACKS B.A., St. John's College, Annapolis, I954; Ph.D., The Johns Hopkins University, I963; Hebrew University, Jerusalem, I954-56; Ecole des Langues Orientales Vivantes, I9S6-57; University of Chicago, I9S7-59; Tutor, St. John's College, Annapolis, I96I-69, Santa Fe, I969-; Visiting Lecturer, St. Mary's College, California, I968-69; Biblical Research, Jerusalem, I97I-72. JOHN s. STEADMAN B. S., Philosophy, University of Wisconsin, I959; Instructor in Radio Repair, United States Army, I9S4-56; Assistant in Philosophy, I959-6I, Teaching Fellow, I96I-62, Cornell University; Tutor, St. John's College, Annapolis, I962-6?, Santa Fe, I967-; Assistant Dean, I970-72. DoNB.CooK A.B., Occidental College, I958; Ph.D., University of California at Davis, I96s; Woodrow Wilson Honorary Fellow, I959; National Science Foundation Fellow, I959-6I; Tutor, St. John's College, Santa Fe, I965-72; Teacher, Santa Fe Prepatory School, I972-73; Tutor, I973-; Assistant Dean, I98I-82, I990-96. ELLIOTT T. SKINNER B.A., University of Colorado, I96I; M.A., Princeton University, I963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, I964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, I970; Tutor, St. John's College, Sante Fe, I965-. University oflndiana, I962-65; Ph.D., University of California, Riverside, I98o; Tutor, St. John's College, Santa Fe, I966-, Assistant Dean, I977-8L RALPH SWENTZELL B.S., New Mexico Highlands University, I963; Instructor, Computer Programming, New Mexico Highlands University, I965-66; Tutor, St. John's College, Santa Fe, I966-. GLENN A. FREITAS B .A., Classical Languages, St. Mary's College, California, I9S7; Th.L., Universite Laval, Quebec, I964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, I966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, I964-66; Assistant Professor, Theology, St. Mary's College, I967-69; Tutor, St. John's College, Santa Fe, I969-, Assistant Dean, I976-n, I982-84. PHILIP LECUYER B.A., Colorado College, I966; Merton College, Oxford University, I969; Studies in Biology, University of New Mexico, I970-72; Boettcher Scholar, I962-66; Perkins Scholar, I963-66; Rhodes Scholar, I966-69; Danforth Graduate Fellow, I966-72; Woodrow Wilson Fellow (honorary), I966; Tutor, English Literature, Summer Humanities Institute, Colorado College, I968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I97I-72; Tutor, St. John's College, Santa Fe, I972-. DAVID EDWARD STARR E. RAY DAVIS, JR. University ofWisconsin, I9S3-55; B.A., St. John's College, I962; M.A., History and Philosophy of Science, University of Indiana, I965; N.D.E.A. Fellowship, B.A., Gordon College, I962; M.A., I966, Ph.D., I972, Boston University; Graduate Assistant in Philosophy, Boston University, I963-64; Teaching Intern, Boston University College of Basic {ST. JOHN'S C'OLLEGE} Studies, I964-66; Instructor in Philosophy, University of Rhode Island, I966-7I; Tutor, St. John's College, Annapolis, I972-80, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, I980-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, I969; M.A., I97I, Ph.D., I973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, I97I-73; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, I979-8I, Director of The Graduate Institute in Liberal Education, I982-85; Dean, I99I-I996. 71 ELIZABETH S. ENGEL B.A., Pomona College, I967; M. Phil., I97I, Ph.D., Philosophy, I973, Teaching Assistant, I969, Yale University; Teacher, Shimer College, I97I-73; Assistant Professor of Philosophy, California State University at Humboldt, I973-75; Tutor, St. John's College, Santa Fe, I97S-· LYNDA LAMSON MYERS B.A., St. John's College, I97I; M.A., University of North Carolina, I97S; M.A., I99I, Ph.D., I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, I985-88. NANCY DUNNING BUCHENAUER DAVID BOLOTIN B.A., Cornell University, I966; Ph.D., New York University, I974; Lecturer in Classics, Yale University, I97I-73; Tutor, St. John's College, Annapolis, I974-82; Santa Fe, I982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, I986, I987-88. GEORGIA S. KNIGHT B.S., Philosophy, I970, M.A., English, I972, Teaching Fellow, University of Utah, I970-74; Tutor, St. John's College, Santa Fe, I974-; Assistant Dean, I988-90. KENT H. TAYLOR B.A., Yale University, I963; M.A., University of Georgia, I96s; Ph.D., University of California at Santa Cruz, I976; University of California at Santa Cruz, I967-68; Defense Language Institute, Monterey, California, I968-69; Heidelberg University, I97I-73; Instructor, University of Georgia, I965-67; Teaching Assistant, University of California at Santa Cruz, I967-7I; Tutor, St. John's College, Santa Fe, I974-· B.A., History, I967, M.A., Ancient History, Cornell University, I969; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, I966-68; University Fellow in Classics, Brown University, I969-70; Tutor, St. John's College, Santa Fe, I98o-; Director of the Graduate Institute, I99I-94; Annapolis, I997CHARLOTTE GRAY MARTIN B.A., University of Colorado, I972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, I972-73; Ph.D., Classics and Comparative Studies, Boston University, I979; Teaching Fellow, Boston University, I975-78; Visiting Lecturer, Colorado College, I978-79; Assistant Professor, University of Colorado, Spring, I98o; Tutor, St. John's College, Santa Fe, I980-. PETER DRAGAN PESIC A.B., Harvard University, I969; M.S., I970, Ph.D., I975· Stanford University; Danforth Graduate Fellow, I969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, I970-75; Lecturer, Stanford University, I976-80; Tutor, St. John's College, Santa Fe, I98o-; Musician-in-Residence, I984-. �72 {FACULTY} {ST. JOHN'S COLLEGE} 73 EDWARD CARY STICKNEY JORGE H. AIGLA LINDA WIENER THOMAS SCALLY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, lSJ75; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-1980; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1989; Tutor, St. John's College, Santa Fe, 1990-. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President's Fellow, University of Virginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. KATHARINE s. MULFORD B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. JOHNF. CORNELL B.A., 1975, M.A., l9n McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. ROBERT RICHARDSON B.A., Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985-. DAVID LAWRENCE LEVINE A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe lnstitut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-, Assistant Dean, 1996-97, Director of the Graduate Institute, 1997-. GRANT H. FRANKS B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. BASIA C. MILLER B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-. �74 {ST. JoHN's'CoLLEGE} {FACULTY} WILLIAMS. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Tutor, St. John's College, Santa Fe, 1989-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989-. SALLY DUNN B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-Masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 197581; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. BRUCEM. PERRY B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, Nor th China Film and CHARLES N. FASANARO c B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. JOSHUAL. KATES JAMES P. FORKIN B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California-Davis, 1986; M.A., Political Science, University of California-Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. FRANK R. HUNT KRISHNAN VENKATESH of Chicago, ±990; Tutor, St. John's College 1991-. St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. JAMES COHN B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID HAWN B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M. S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, 75 University of New Orleans, 1977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-1988; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. BARRY E. GOLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati,1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE R.EA1IARD B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, Boulder, 1987-1988; Instructor, College of General Studies, University of Pennsylvania, �76 {FACULTY} Ig88-I989; Graduate Work, Literary Theory, University of Pennsylvania, Ig88-I99I; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, Ig92-I993; Tutor, St. John's College, Santa Fe, Ig93-. Political Science, Michigan State University, Ig94-95; Attorney, G.D. Searle & Co./The NutraSweet Company, Skokie, IL, Ig8I-83, Ig86, and Aubonne, Switzerland, Ig83-84; Attorney, Schiff Hardin & Waite, Chicago, IL Ig78-8I; Tutor, St. John's College, Santa Fe, I995- Pittsburgh, Iggo; Adjunct Assistant Professor of Phifosophy, St. Francis College, I99I; Assistant Professor of Philosophy, Conception Seminary College, I99I-95; Tutor, St. John's College, Santa Fe, Ig95-. MAREN ORMSETH COHN B.A., Ig87, Humanities/Modern Thought and Literature, Stanford University; M.A. Ig93, Ph.D. Ig95, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, Ig88-93; Tutor, St. John's College, Santa Fe, Ig95-. B.A., Philosophy, Clark University, Ig84; M.A., Philosophy, University of Virginia, Iggo; Ph.D., Philosophy, University of Virginia, Ig94; Alumni Dissertation Fellow, Ig93-94; Postdoctoral Fellow, SUNY at Buffalo, Ig94-96; Hourani Lecturer, SUNY at Buffalo, Ig94-95; Tutor, St. John's College, Santa Fe, Ig96-. CLAUDIA A. HONEYWELL B.A., University of Chicago, Ig86; Account Executive, American Bankcard Services, Woodland Hills, CA, Ig87-I988; Classics and Modern Greek Studies, University of Minnesota, M.A., I99I, Ph.D., Ig93; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, Iggo; Mochlos Archaeological Excavation, Crete, I99I; Visiting Assistant Professor of Classics, Cornell College, Ig93-I994; Tutor, St. John's College, Ig94-. JAMES H. WILKINSON B.A., Williams College, Ig73; M.A., The Graduate Faculty, The New School for Social Research, I979; Ph.D. in Philosophy, The Pennsylvania State University, Ig89; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, Ig82-84; Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, Ig84-85; Wissenschaftlicher Mitarbeiter, Philosophisches Seminar, Johannes Gutenberg Universitaet Mainz, Ig85-88; Visiting Assistant Professor, Department of Philosophy, The University of Kentucky, Ig89-94; Honors Program, The University of Kentucky, Fall Ig92; Tutor, St. John's College, Ig94-. ALICE BEHNEGAR A.B., Smith College, Ig75; J.D., Stanford University, Ig78; Ph.D., Committee on Social Thought, The University of Chicago, Ig94; Carthage Post-Doctoral Fellow and Visiting Assistant Professor of {ST. JOHN'S COLLEGE} CALEB THOMPSON SAMUEL B. JOHNSON B.S., Davidson College, Ig70; Instructor, English and German, Shikoku Gakuin Daigaku, Zentsuji, Japan, Ig70-92; M.A., Ph.D. in mathematics, Duke University, Ig74, Ig79; Deutscher akademischer Austauschdienst Stipendient, University of Heidelberg, Ig74-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College, Ig79-85; Associate Professor of mathematics, Guilford College, Ig85-89; Chinese language studies, Beijing Waiguoyu Shifan Xueyuan, Ig88; J.D., Yale University, Ig92; Arabic language studies, Institute for Foreign Studies of Arabic, Damascus, Syria, Ig92; Attorney, Spiegel & McDiarmid, Washington, D.C., Ig9295; Tutor, St. John's College, Santa Fe, Ig95-. MICHAELD. BYBEE B.A., Philosophy, Ig72, B.A., M.A., English, Ig72, Ig75, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, Ig72-74; M.A., Ph.D., Philosophy, Ig76, Ig8I, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, Ig82-84; Instructor of English, Ig84-90,Senior Instructor of English, Iggo-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, Ig95-96; Tutor, St. John's College, Santa Fe, Ig96-. JUDITH I. ADAM B.A., Ig86, M.A., Ig89, Political Science, University of Alberta; Ph.D., Ig96, Political Science, Boston College; Tutor, St. John's College, Santa Fe, Ig96-. LEONAIID W. ORTMANN ABRAHAM ANDERSON B.A., Yale University, Ig76; Fulbright Scholar, Germany Ig86-87; Ph.D., Philosophy, The Pennsylvania State University, Iggo; Humanities Instructor, The Pennsylvania State University, Ig8o86; ESL, Internationale Bildungsstaette, Germany, Ig88-89; Lecturer, Germanic Languages and Literature, University of A.B., Harvard College, Ig75; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, Ig75-76; Preceptor in Humanities, Columbia College, Ig80-83; German Academic Exchange Fellowship, Munich, Ig83-85; Ph.D. in Philosophy, Columbia University, Ig86; Assistant Professor, 77 Philosophy, University of Dallas, Ig86-87; Assistant Professor, Philosophy, University of New Mexico, Ig87-96; lnstituto de lnvestigaciones Filosoficas, UNAM, Mexico City, Ig96-97; Tutor, St. John's College, Santa Fe, Ig97-. JACQUES DUVOISIN B.A., Ig8o, St. John's College, Annapolis; M.A., Ig84, Ph.D., Ig92, The Catholic University of America, University of California, Irvine, Ig87-9I; Knights of Columbus Fellow, Ig8I-84; Tutor, St. John's College, Santa Fe, Ig97-. BRENDON LASELL B.S., California Institute of Technology, Iggo; M.S., IggI, Ph.D. Ig94, University of Chicago; Lecturer in Mathematics, University of Chicago, Ig92-93; Member, Institute for Advanced Study, Ig94-95; Instructor in Mathematics, Princeton University, Ig95-97; Tutor, St. John's College, Santa Fe, Ig97-. CHRISTOPHER A. MOORE B.A., St. John's College, Santa Fe, Ig85; M.A., Ig89, Ph.D., Philosophy, Ig96,Tulane University; Direktaustauschstipendiat, Freie Universitat Berlin, Ig87-88, Ig909I; Tutor, St. John's College, Ig97-. PAMELA WERRBACH B.A., Humanities, Dominican University, Ig76; ABD, Political Science, Boston College, Ig82; Adjunct Assistant Professor, SUNY College at Oswego, Ig8285; Lecturer, University of Wisconsin-Eau Claire, Ig85-88; Visiting Assistant Professor, University of Dallas, Ig88-90; Visiting Assistant Professor, Rhodes College, Memphis, TN, Ig90-9I; visiting tutor at St. John's College, S.F., Summer, IggI; Adjunct Lecturer, University of Memphis, Ig92-I997; Tutor, St. John's College, Santa Fe, Ig97-. �·~~~~------------------. . . . . . . . . .1 78 {FACULTY} {ST. JOHN'S COLLEGE} 79 PRESIDENTS EMERITI HONORARY FELLOWS Edwin Jules Delattre William M. Dyal, Jr. PAUL MELLON TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow ThomasJ.Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson B.A., Yale University, Ig29; B.A., I93I, M.A., Ig38, Cambridge University; Litt.D., Oxford University, Ig6I; LL.D. Carnegie Institute of Technology, Ig67; LH.D., Yale University, Ig67. OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President Christopher B. Nelson Dean Harvey Flaumenhaft RAY CAVE B.A., St. John's College, Annapolis, Ig48. Vice Presidentfor College Advancement Jeffrey A. Bishop STEPHEN FEINBERG Treasurer Fred H. Billups, Jr. B.B.A., University of Texas, Austin, Ig67. SANTA FE President John Agresto Dean Anthony James Carey Vice Presidentfor College Advancement RobertA. Glick Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Director ofthe Graduate Institute David Levine Assistant Dean Anita Kronsberg Assistant Dean Basia Miller Director ofAdmissions John M. Christensen Director ofAlumni Activities Roberta Gable Director ofAthletics Leo Pickens Director ofPlacement Karen Holland Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Elizabeth A. Skewes Director ofStudent Activities Mark St. John Director ofPlacement Margaret E. Odell Director ofFinancial Aid Caroline Christensen Director ofFinancial Aid Michael Rodriguez Librarian Kathryn Kinzer Librarian Inga Waite Director ofCommunications Barbara Goyette Director ofPublic Relations LauraJ. Mulry Registrar Nancy R. Lewis Registrar Diane M. Martinez Nurse Practitioner Carolyn Ruppert Family Nurse Practitioner Kim Bear Director ofPersonnel and Buildings and Grounds Ted R. Gonzales Musician-in-Residence Peter D. Pesic �{ p RO 80 F I L E } FRESHMAN CLASSES ENTERING FALL 1997 AND JANUARY 1998 ......................................................................................................................................................................... Annapolis States Represented Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Nebraska New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin Wyoming District of Columbia 34 37 I I I 5 7 I 2 I 28 5 3 I 3 2 I 2 6 I I I Annapolis Santa Fe 7 I 3 23 7 6 4 I 7 I II 3 I I I9 3 6 4 2 I4 2 I 2 3 25 7 I I 4 2 I 9 2 I 4 I I 5 Japan Mexico New Zealand Pakistan Puerto Rico Romania Russia Yugoslavia I I I I I I I I I Number of Students FallI997 JanuaryI998 Men Women I 3 I 2 I 2 6 I I Foreign Countries Canada England I4 2 I 3 4 5 7 2 Santa Fe Early Entrance Previously Attended College Range of Ages I24 23 96 69 99 66 8 I 36 43 I6-27 I6-4I Veterans Kind of School Attended Public Independent Parochial Receiving Financial Aid Rank in Class• First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students I42 4I 5 IO? II3 43 II 33 I9 7I% 75% 53% 27% 26% 40% 25% I5% 28% I6% IO% 6% 27% I3% 6% I% 47 8 9 I2 I8 36 3 9 8 I6 3 . Not included in this table are I2o students for whom rank-in-class is not available. � STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2I404 4rn-263-237I SANTA FE, NEW MEXICO 8750I 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR Ig98-I999} {COLLEGE CALENDAR Ig98-I999} SANTA FE ANNAPOLIS August 25 Upperclass Registration August27 Freshman and Sophomore Registration August 26 Freshman Registration and Convocation August27 Undergraduate Classes Begin with Seminars August 27 Classes Begin with Seminars August27 Convocation October 9-r2 Long Weekend August28 Junior and Senior Registration November 25-29 Thanksgiving Recess August3r Graduate Institute Begins December IO End of First Semester October 9-r2 Long Weekend December II-January 3 Winter Vacation November 26-29 Thanksgiving Recess January 4 Second Semester Registration Decemberr7 End of First Semester Januaryr8 January Freshman Registration December r8-Januaryr7 Winter Vacation January 29 -Februaryr Long Weekend Januaryr8 Second Semester Registration January2s January Freshman Registration ····································································· ······································ ································ ························ February 26-March r4 Spring Vacation Mayr4 End of Second Semester Mayr6 Commencement Spring Vacation May2r End of Second Semester May23 Commencement SUMMER I999 May24 January Freshman Second Semester Begins SUMMER I999 JuneI4 Graduate Institute Summer Session Begins May3r January Freshman Second Semester Begins July30 January Freshman Second Semester Ends June 2r Graduate Institute Summer Session Begins Augusts Graduate Institute Summer Session Ends Augusts January Freshman Second Semester Ends Augustr3 Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO II I6 20 22 THE 27 28 28 29 30 3I 32 32 32 33 33 33 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lectrn:e St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Degree of Master of Arts Graduate Institute in Liberal Education Graduate Program in Eastern Classics Directory Information and Right to Privacy RESIDENCE 35 38 4I 44 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 47 48 49 50 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 52 53 54 54 55 57 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 59 Bibliography 60 Board of Visitors and Governors 6I Faculty 79 Officers, Associates and Staff 80 Profile: I997·98 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions {ST. JoHN's·CoLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. {ST. JOHN'S COLLEGE} Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3I). �10 {THE CURRICULUM} THE PRECEPTORIAL F or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two Gampuses in recent years. ~ ~i.<l.~~~-e.r_:_ l}_e_in_{f_ '1.n.~ _!.iT/1:~. ......... ................ . Design and Expression in the Visual Arts ················································································ Joyce: Ulysses Saussure: Course in General Linguistics ............................................................................... , R_eadii;i~~ _ii;t _L.~.o..!~11. a.11~. ~.o.I1~~i_us Aristotle: Metaphysics ............................................................... ················ Darwin: Natural Selection Plato: Republic .s.~tre: Jl_~iri,_g__(l_n_rf:.~°.thingness...... ............... . Galileo: Dialogues on the Two Chief World Systems ······························································· Shakespeare: Selected Plays ....................................................... !.: ~. . -~~?~:. ~-~l~~~~~-~?~J:r!'. ................... . Bosch and Bruegel Kant: Critique ofJudgment .................. . ... Hobbes: Leviathan Augustine: City of God Austen: SelectedNovels Faraday: Experimental Researches in Electricity and Magnetism ................................................. . Ethical Problems in Medicine ································································ Nietzsche: Twilightoftheidols {ST. JOHN's'COLLEGE} THE TUTORIALS T he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talkfreelywith one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. As country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse ofreason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine'sPhaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S' COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {S CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomywith a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature T . J0 H N ' s' C 0 L L E G E } 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso'sLes Demoiselles d'Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} THE LABORATORY T hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is sup- {ST. JOHN's'CoLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surroundingworld. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism J!Ii:Y.~~weeks: Quantum physics 18weeks: Genetics, evolution, molecular biology 10 {ST. JOHN'S CURRICULUM} calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. AI> the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's TVhat is Life?, the senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results oflaboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE THE FORMAL LECTURE T {ST. JoHN's·CoLLEGE} CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The fliad: A War Poem" Bernard Knox 27 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "What Makes Crime Go Down?" James Q. Wilson "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "The Evolution of Behavior in Humans and Dogs" Ray Coppinger The Fine Arts Quartet "Desiring What is Beautiful" Samuel Kutler "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" BarryMazur "The Tears of Odysseus" Cary Stickney "The Parable of Don Quixote" Joe Sachs "Evolution and Development" J. T. Bonner "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE {ST. JOHN'S COLLEGE} CURRICULUM} FRESHMAN YEAR ST. JOHN'S LIST OF GREAT BOOKS T he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval and Renaissance periods; the third year has books of the seventeenth- and eighteenth-centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated by an asterisk. 23 *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: fliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature a/Things "Lycurgus," "Solon" Arithmetic Elements ofChemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *St. Anselm: *Aquinas: *Dante: *Chaucer: *Des Prez: *Machiavelli: Copernicus: *Luther: *Rabelais: Palestrina: *Montaigne: Viete: *The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Miss a Papae Marcelli Essays "Introduction to the Analytical Art" �24 ·*Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE Novum Organum *Richard II, *Henry Iv, *Henry V, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne and other I6th- and I'?(:h-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefou(;auld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: *Rousseau: *Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: {ST. JOHN'S·COLLEGE} CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middlemarch · Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica Epitome IV *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prqudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Maxwell, Taylor, Euler, D. Bernoulli 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Kierkegaard: *Wagner: *Marx: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of America, *Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, '1..ogic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The German Ideology *Dostoevski: Brothers Karamazov *Tolstoy: War and Peace *Twain: The Adventures ofHuckleberry Finn *O'Connor: Selected stories Psychology, Briefer Course *William James: *Nietzsche: Birth of Tragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis ~alery: Poems Booker T. Washington: Selected writings Du Bois: The Souls ofBlack Folk *Heidegger: What is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron *Conrad: Heart ofDarkness *Faulkner: TheBear Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Essays by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schrodinger, Bohr, Maxwell, de Broigle, Dreisch,0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy *These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FOUR YEARS Literature Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Sophomore Virgil Dante Year Chaucer Rabelais Shakespeare Donne Marvell Mathematics and Natural Science Philosophy and Theology History and Social Science Plato Aristotle Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Lucretius Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Music Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Descartes Pascal Viete Luther Montaigne Bacon ................. ..................... Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Senior Year Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S. Eliot Hegel Kierkegaard Nietzsche W.James Heidegger Plato Locke Rousseau Adam Smith Hamilton, Madison, Jay Documents from American political history ·················· Twain Conrad V. Woolf O'Connor Melville Faulkner Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Madison, Jay Mozart Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Leibniz Huygens Dedekind Maxwell D. Bernoulli Faraday Lobachevski Rutherford Minkowski Davisson Dreisch deBroigle Wagner Mendel J. J. Thomson Bohr Millikan Sehr 6dinger Darwin Freud Einstein Heisenberg Maxwell 0rsted Ampere Watson & Crick ... ............... ................... ACADEMIC .................. A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC ORDER} THE INSTRUCTION COMMITTEE THE LIBRARY T he books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the library, essential to the teaching of the program. A good general collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature, history, and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the librarians in selecting books and periodicals. The Annapolis library maintains a collection of about roo,ooo volumes. In Santa Fe, the collection now numbers more than 65,000 volumes. JoHN's.CoLLEGE} SCHEDULES P T he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. Both libraries hold interesting special collections. Annapolis has the Bray Collection, dating from r696 and known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism, and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt, and the Holzman collections. A new library was opened in Annapolis in r996. In addition to comfortable, individual study carrels, open stacks, and traditional reading rooms, the Greenfield Library contains computer terminals for student use, with access to local networks and the Internet. The Faith and John Meem Library opened in Santa Fe in rggo. The facility offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24hour study rooms, and a music room with listening carrels and more than 8,ooo records, tapes, and compact disks. The library houses a student computer laboratory, and also provides public terminals for accessing electronic resources and the Internet. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY ro:20 - u:30 A.M. TUESDAY WEDNESDAY THURSDAY FRIDAY Language 9:00 - IO:IO A.M. Chorus Language Language Mathematics Mathematics Seminar Formal Lecture THURSDAY FRIDAY Mathematics r:oo - 3:30 P.M. Laboratory 8:00 - ro:oo P.M. Seminar A 29 Laboratory SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 - ro:30 A.M. I0:30 A.M. - I2:0o P.M. I:oo -4:00 P.M. MONDAY WEDNESDAY Mathematics Mathematics Language Language Laboratory 3:00-4:00P.M. 8:00 - ro:oo P.M. TUESDAY Mathematics Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. { ST ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. . J0 H N ' S ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. 'C 0 L L E G E } 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 20% of all St. John's alumni are in business or business-related occupations; • r8.5% are engaged in teaching or educational administration, with slightly over half of these in colleges and universities; {S ORDER} • r4.5% are in communications and the arts; • 83 are attorneys; • 6.5% are in the health professions (4.2% are physicians). Other fields chosen frequently by St. John's alumni include social services, science and engineering, politics and government, computer science, and conservation and ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require ad.ditional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS T utors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. T . J0 H N ' S THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. It is offered year-round on both the Annapolis and Santa Fe campuses. The summer term is eight weeks long; the fall and spring academic terms are each sixteen weeks long with classes held in the evenings. The program is divided into five subject areas: Politics and Society, Literature, Philosophy and Theology, Mathematics and Natural Science, and History. Each segment consists of three classes: a seminar, tutorial, and preceptorial. The seminars, like those of the undergraduate college, have two tutors as leaders and are limited to twenty students. Tutorials are smaller classes devoted to closer readings of texts. The preceptorial, a class of eight to twelve students and one tutor, studies a single book or problem in depth; a major essay is required at the end of the term. Nine credits are granted for the successful completion of each segment of the program. Four segments are required for the degree, though students who have previous graduate credit may be eligible for the degree after three segments. The segments may be taken in any order, but not every segment is offered in every term. More detailed information and an application may be obtained by writing to The Graduate Institute in Liberal Education, c/o St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 875or-4599 or c/o P.O. Box 2800, Annapolis, Maryland 2r404-2800. ·c 0 LL EGE } 33 THE .GRADUATE PROGRAM IN EASTERN CLASSICS T ································ ·································· he Eastern Classics program requires a calendar year of study (two semesters and a summer) of classic texts in the Chinese and Indian traditions and leads to a master's degree. Its seminars, tutorials and preceptorials follow the same educational principles as the other degree programs of the college. In the tutorials students choose to study Sanskrit or classical Chinese. The seminar and preceptorials consider the works in English translation. The concluding summer segment is devoted to directed readings and the writing of a substantial essay. The Eastern Classics program is offered only on the Santa Fe campus. A detailed description and application materials are available from the office of The Graduate Institute in Liberal Education in Santa Fe. DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time .that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{RE s I D E N c E sT u D E N T & The college is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. r· THE ANNAPOLIS CAMPUS S ince its founding as King William's School in I696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block froI!l the State House and across the street from the Naval Academy yard. The fifteen buildings include I8th-century historic homes (now classrooms, offices, and a dormitory), Igthcentury Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since I945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind students of their responsibili- LI F E } 35 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �36 {ST. JOHN'S e-mail, printing out papers written on personal computers, and exploring the world wide web. Individual computer stations also are available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- COLLEGE} cial winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's studei:l.ts. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Spring Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the junior class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and parodies, and then S'TUDENT LIFE} 37 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �38 {ST. JOHN'S popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from r4-foot lasers to a 37-foot Herreschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6ro by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and STUDENT LIFE} 39 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, I. I. �40 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. COLLEGE} As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competition in a wide range of sports from 'skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the college usually has one of the finest fencing teams in the Southwest. The college supports a Karate-Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, and badminton are conducted at the college's facilities. A men's soccer team and a women's soccer team play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools to which St. John's students can purchase yearly swim passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here, the St. John's Search and Rescue Team trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies several times a year; students { RE s IDEN c E & have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (r7 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several crosscountry ski trails branch off from them. Students may borrow skis, boots, and poles from the college, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes, where students can enjoy windsurfing and sailing. S'T u D ENT LI FE } 41 BOT,H CAMPUSES RELIGIOUS ACTIVITIES The Charter ofr784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. While the college schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for 'i �42 {ST. JOHN'S extracurricular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. As supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors of residential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admis- COLLEGE} sions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors ofresidential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students, are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. {RESIDENCE & St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students under the supervision of the Placement Office, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it also can aid students looking for full-time summer employment in the local community. HEALTH SERVICES DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's web page Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted STUDENT LIFE} 43 rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �44 {SITE PLAN} ANNAPOLIS, {SITE MARYLAND SANTA FE, PLAN} NEW 45 MEXICO COLLEGE CREEK LOWER PLAYING FIELD SOCCER FIELD BOATHOUSE N~ N~ HEATING PLANT I UPPER PLAYING FIELD TENNIS COURTS I! SUITES LIBERTY TREE ,, ~--------- L - - - - - - - - - - - - ~---COLLEGE AVENUE L �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and they believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some 47 are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays are designed to enable applicants to give a full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read �48 {ST. JOHN'S COLLEGE} {ADMISSION} for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the co:mmittee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 400 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ost applicants have a strong background in acad. emic subjects. Spe~ific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work i~ mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. St. John's is authorized under federal law to emoll foreign students. PROCEDURE ......................................... ······································· S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. 49 The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a 1, 'I I 11 ! �50 {ADMISSION} subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, applicants requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid Profile form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2r404-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 875or-4599 (Phone: 505-984-6060 or 800-33r-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a world wide web home page: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because ofits unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in math- {ST. JOHN'S 'COLLEGE} ematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday on the Annapolis campus and from Sunday to Tuesday or from Wednesday to Friday on the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (r-800-727-9238 for Annapolis or r-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the col- 51 lege bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. A shuttle service from the Albuquerque airport to Santa Fe is available. It is called the "Shuttlejack," and reservations should be made in advance. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. I 1 ' 1: I I �52 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining saris- AID} factory progress in order to retain their award (see page 57). 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of Ig64 and Title IX of the Higher Education Act of Ig8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for applying for financial aid is as follows: I. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid Profile form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or {ST. JoHN's,CoLLEGE} 53 their family's financial situation; and changes of nanie, marital status, and address. D. Funds for financial aid awards from the college are available from the sources listed below. C. Following are the deadlines and notification dates for financial aid: ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. FRESHMAN CANDIDATES: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's Profile form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETuRN!NG STUDENTS: Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $3,0oo for each year �54 {FEES & FINANCIAL of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace and deferment periods. FEDERAL STAFFORD LOAN: I998-99 STUDENT BUDGET Arn} {ST. PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up t,o r%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. FEDERAL BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August I for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register in September. A deposit of $250 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment_ of I ANNAPOLIS CAMPUS SANTA FE CAMPUS Tuiti~~·················· ...... ···········$~~·:5~·~···. !.11i:ti.°.I1....................................~~.I.'. 9. 9_(), .............. . ............................ Room & Board Room & Board 6,200 Books 275 200 6,roo Books ....................... 275 ················ ............................................... . Activities Fee 200 Activities Fee Personal .J!:~P.~1:15.~s............... ~_()_() ..................... . Tr!lll.SJ?.()rt~?:()ll_ ................. r.°.(), 350, 600' ~~r.s_°.11.a.1.~~1:15.~s............... ~.().() ..................... . :r.r.~.SJ?.()r.~~?:()11_............ ........ r.c:J(). ~. 3. ~c:J ~. ?.()c:J~.. , Fees are subject to change without notice. 2 The allowance for transportation varies with the distance between the student's home and the college. JOHN'S this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $roo, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the college library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the COLLEGE} 55 college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY ······························ ················· ································ en a student withdraws prior to the end of the semester, a refund is calculated according to federal and institutional policies. To initiate a withdrawal, a student must contact the dean and obtain a withdrawal form. A statutory pro rata refund is required for a student who meets all three of these criteria: is receiving Title IV Federal Financial Assistance, is a first time student at St. John's College (undergraduate or graduate) and withdraws on or before the 60% point in time for the initial semester of attendance. The pro rata refund calculation is based on the portion of the enrollment period, rounded down to the nearest 10 %, that remains after the student's withdrawal date. For example, if a freshman withdraws after attending four weeks of a sixteen-week semester, the portion of the semester that remains (r2+r6 = 75%) is rounded to 70%, and this percentage is used to calculate the refund of institutional charges. Unpaid charges are subtracted from the refund amount. Refunds for all returning students and for first time students who are not recipients of federal aid are made according to the following schedule. This schedule complies with Federal Refund Policy and is used for both federal aid recipients and non-aid students: • Withdrawal on the first day of classes: 100 % refund ofinstitutional charges �56 {FEES & FINANCIAL • Withdrawal from after the first day of class through the first rn3 of the enrollment period: 90 % refund ofinstitutional charges • Withdrawal from after the first rn3 through the first 25% of the enrollment period: 50 % refund ofinstitutional charges • Withdrawal from after the first 25% of the enrollment period through the first 50% of the enrollment period: 25% refund ofinstitutional charges • Withdrawal after 50% of enrollment period: No refund After the refund amount is calculated, using either pro rata or the alternate refund schedule, the refund must be distributed in the order listed below: r. Unsubsidized Federal Stafford Loan 2. Subsidized Federal Stafford Loan 3. Federal PLUS Loan 4. Federal Perkins Loan 5. Federal Pell Grant 6. Federal SEOG 7. Other student federal aid programs 8. Other federal, state, private or institutional sources of aid g. The student Arn} A refund is defined as the difference between the amount paid towards institutional charges and the amount the school can retain under the appropriate refund policy. A student who lives off campus may be given a cash disbursement of financial aid to help cover living expenses. If a student withdraws and the school determines that the student received a' disbursement in excess of living expenses he or she could have reasonably incurred while still enrolled, then a portion of the disbursement must be repaid by the student to the federal aid programs: this is defined as a repayment. Living expenses are prorated based on the number of weeks the student completes during the semester to determine if a repayment is required. Federal Work Study earnings and Stafford Loans are excluded from the repayment calculation. Repayments from federal aid recipients must be distributed as follows: r. Federal Perkins Loan 2. Federal Pell Grant 3. Federal SEOG 4. Other student federal aid programs 5. Other federal, state, private or institutional sources of aid Examples of calculations of refund policy are available from the Financial Aid Office upon request. {ST. JOHN'S COLLEGE} 57 CRITERIA FOR JUDGING SATISFACTORY PROGRESS .......................... ················································································· REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. I ! i �58 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. r. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. JOHN'S COLLEGE} AID} Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that proba- ' tion period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. 59 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER,MORTIMERJ., andMILTON MAYER: The Revolution in Education, University of Chicago.Press, 1958. BARZUN,JACQUES: TheAmerican University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers ofthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HurcHINS, ROBERTM.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALExANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �60 { B0 AR D 0 F OFFICERS Chairman Mr.Ray Cave Vice Chairmen Mrs. Harriet Higgins Warren Mrs. Jill Wilkinson Secretary Mr. William R. Tilles MEMBERS EMERITI Mr. Mortimer J. Adler Mrs. Eleanor Ditzen David Dobreer, M.D. Mr. Charles A. Nelson Hon. Adolph W. Schmidt Thomas B. T\Jrner, M.D. Mr. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe Mr. William B. Allen East Lansing, MI Miss M. Brownell Anderson Washington, DC Mr. J. Burchenal Ault Santa Fe, NM Mr. John E. Balkcom Chicago, IL Ms. Sharon Bishop Reston,VA Ms. Sandra Brock Annapolis, MD Mr. Kenneth Brody Washington, DC Mr. Nicola Caiola New York, NY Mr. Thomas M. Carnes San Francisco, CA Mr.Ray Cave New York, NY Ms. Linda Chavez Bethesda, MD vI sI T 0 R s AN D G0 vER N 0 R s} Ms. Jean T. Clarke Houston, TX Mr. Peter S. McGhee Cambridge, MA Ms. Jill Z. Cooper SantaFe,NM Mr. John E. Robson San Francisco, CA Mr. Gregory D. Curtis Pittsburgh, PA Mr. Mikael Salovaara Benardsville, NJ Mr. John H. Dendahl Santa Fe, NM Ms. Frederica Saxon Baltimore, MD Mr. Vernon E. Derr Boulder, CO George Schoedinger III, M.D. St. Louis, MO Mr. Charles M. Diker New York, NY Mr. Jeremy Shamos Denver, CO Ms. Glenda Eoyang Circle Pines, MN Mr. Marvin Sloves New York, NY Susan Ferron, M.D. Marine on St. Croix, MN Mr. Warren J. Spector New York, NY Mr. Ronald H. Fielding Rochester, NY Ms. Cheryl Foote Thomas Tulsa, OK Stephen Forman, M.D. San Marino, CA Mr. Paul E. Tierney, Jr. New York, NY Mr. Hillel G. Fradkin Milwaukee, Wl Mr. William R. Tilles Rockville, MD Mr. Robert A. Goldwin Washington, DC Mr. Michael E. Tobin Tesuque,NM Mrs. AnnaE. Greenberg Annapolis, MD Mrs. Harriet Higgins Warren Atlanta, GA Mr. Stewart H. Greenfield Westport, CT Mr. Stewart Washburn Lakeville, MA Mr. Allan P. Hoffman Lawrence, NY Mr. Charles H. Watts Boston, MA S. DavidKrimins, M.D. Annapolis, MD Mrs. Jill Wilkinson Austin, TX Mrs. Anne Lane Placitas, NM Mr. Warren Winiarski Napa, CA Miss Barbara H. Leonard Oberlin, OH Mr. JohnD. Wirth SantaFe,NM Ms. Harriett Page Long Baltimore, MD Mr. K. Martin Worthy Washington, DC Mr. John Duncan Mack Ringoes,NJ Mr. Jonathan Zavin New York, NY Ms. Paula Maynes Santa Fe, NM {FACULTY} ANN4-POLIS •••••••••••••••••••••••••••••••••• t •••••••••• ' ' •••••••••••••••• ' ••••••••••••••• President CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J .D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean ofthe College in Annapolis HARVEY FLAUMENHAFT B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, 1997-. 61 EvA T.H. BRANN B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995· EDWARD MALCOLM WYATT B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-92. LAURENCE BERNS B.A., 1950, Ph.D., 1957, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1956-59; Tutor, St. John's College, Annapolis, 1960-, Andrew W. Mellon Tutorship, �62 {FACULTY} 1972-; Associate Professor of Philosophy, Rosary College (Leave of absence, 1966-67); Associate, Clare Hall, Cambridge University, 1971-72; Richard Hammond Elliot Tutorship, 1980-. BEATE RUHMVON 0PPEN B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-64, University of Massachusetts, 1964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. SAMUEL s. KurLER B.A., St. John's College, Annapolis, 1954; Graduate Study, American University, 1955-61; Assistant: Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor, American University, 1960; Visiting Tutor, St. John's College, Annapolis, 1960, Tutor, 1961-, Andrew W. Mellon Tutorship, 1972-, Dean, 1982-84. JOSEPH P. COHEN B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62.; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. GEORGE DOSKOW B.A., Columbia College, 1957; M.A., 1959, Ph.D., 1965, University of Connecticut; Part-time Instructor in English, - University of Connecticut, 1957-62; Instructor in English, Trinity College, 1963-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1983-84; Dean, 1984-86. HowARDJ. FISHER B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964, 1965; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. BENJAMIN MILNER B.A., Emory University, 1949; B.D., Columbia Theological Seminary, 1955; Ph.D., Harvard University, 1965; Teaching Fellow, Harvard Divinity School; 1957-59; Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, Wellesley College, 1959-65; Tutor, St. John's College, Annapolis, 1965-; Assistant Dean, 1977-78, 1979-81, Director, The Graduate Institute in Liberal Education, Annapolis, 1980-83. r I {ST. JOHN'S GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Ak:ademischer Austauschdienst, University of Florence, 1963-64; Ph.D., University of Heidelberg, 1964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. COLLEGE} 63 HOWARD ZEIDERMAN Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Annapolis, 1978-. DEBORAH SCHWARTZ RENAur B.A., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-· DAVID L. TOWNSEND NICHOLAS MAISTRELLIS B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, 1967-. JoHNF. WHITE B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. LEO F. RADITSA B.A., Harvard College, 1956; University Scholar, 1960-61, University Fellow, 1961-62, M.A., Columbia University, 1962; President's Fellow, 1962-63; Fulbright, University of Munich, 1964-65, Berlin, 1965; Instructor, New York University, Washington Square College, 1965-68; Assistant Professor, 1968, Ph.D., Columbia University, 1969; Tutor, St. John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, 1977-78. B.A., Loyola College, 1969; M.A., Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph.D., Harvard, 1976; J.D., Yale Law School, 1981; Graduate Prize Fellow, Harvard, 1969-1974; High School English Teacher, Cambridge Free School, 1970-72; Resident Tutor, Eliot House, 1971-73; Tutor, St. John's College, Santa Fe, 1974-84, Annapolis, 1984-; Intern, U.S. Organized Crime Strike Force, Manhattan, 1980; Ma. Bar, 1981-. MICHAEL COMENETZ B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. JOE SACHS B.A., St. John's College, Annapolis, 1968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State University, 1975; Teaching Assistant, Pennsylvania State University, 1973-74; Tutor, St. John's College, Annapolis, 1975-. �64 {ST. {FACULTY} }OIINVERDI B.S., Psychology, Fordham University, I972; M.A., I974, Ph.D., Philosophy, I975, University of Southern California; M.A., Experimental Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-9I; Director, Graduate Institute in Liberal Education, I992-I995· CHANINAH MAsCHLER B.A., City College of New York, I953; M.A. in Philosophy, Yale University, I955; University Fellow, Yale University, I953-55; Alice Freeman Palmer Fellow, work on Peirce, Yale University, I956-58; Department of Philosophy, Pennsylvania State University, I959-6I; Department of Philosophy, C.C.N.Y., I96I-62; Department of Philosophy, Barnard College, I962-64; Reader and Translator for Harper Torchbooks, I965-70; Queens College A.C.E. Program, I970-72; Queens College Liberal Arts Institute, I972-76; Bank Street College of Education, I972; Tutor, the Graduate Institute in Liberal Education, St. John's College, Santa Fe, I970, I972, I975, I976; Tutor, St. John's College, Annapolis, I976-. ROBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I976; Tutor, St. John's College, Annapolis, I977-· MERA}. F'LAUMENHAFT B.A., University of Chicago, I966; M.A., I967, Ph.D., I970, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvania Foundation Fellow, I966-70; Instructor in English, I970-7I, Assistant Professor of English, I97I-76, Anne Arundel Community College; National Endowment for pie Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-. PETER KALKAVAGE B.A., I973, M.A., I976, Ph.D., I983, Pennsylvania State University; Instruct01;: in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, JoHN's'CoLLEGE} }ONATHANS. TucK B.A., Columbia University, I969; B. Phil., Oxford University, I97I; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-. I977-· MICHAEL G. DINK MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I975; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-· WILLIAM JON LENKOWSKI B.A., Marquette University, I965; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, I968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, I976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, I977-79; Tutor, St. John's College, Annapolis, I979-· THOMAS MAY B.A., Loyola College, I97I; M.A., Fordham University, I975; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher College, I976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, I995-I998. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-. }AMES HOWARD BEALL Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center 65 for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991-. ELIZABETH M. BLETTNER B.A., Stanford University, 1969; Graduate Study in English Literature, University of Wisconsin, I970-71; M.A. in Philosophy, Pennsylvania State University, 1978; Instructor of Philosophy and Humanities, Pennsylvania State University, 1979-80; Richard M. Weaver Fellowship, 1981; Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. HENRY H. HIGUERA B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, I982-. WALTER STERLING B.A., St. John's College, 1965; M.A., Pennsylvania State University, I966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, I970-74; Editor of St. John's Review and Tutor, St. John's College I983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John's College, Annapolis, 1984-. ANITAL. KRONSBERG B.A., St. John's College, 1980; Tutor, St. John's College, 1984-; Assistant Dean, 1998-. �66 {FACULTY} PATR.ICIAM. LOCKE B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-1982; Instructor, Assumption College, 1981; Tutor, St. John's College, Annapolis, 1984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, 1972-1976; Graduate Faculty of The New School, 1976-1980, University of Oklahoma, 1980-1984; Tutor, St. John's College, Annapolis, 1984-. Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University o( Toronto, 1993; Tutor, St. John's College, 1989-. {ST. JOHN's°COLLEGE} ANDRE BARBERA B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-1982; Assistant Professor of Music, University of Notre Dame, 1982-1989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-1990; Tutor, St. John's College, Annapolis, 1990-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, 1980; B .A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., . History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. JUDITH L.A. SEEGER MARGARET MNE KIRBY B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-96, Annapolis, 1997-. KATHLEEN C. BLITS PAMELA KRAUS M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WILLIAM PASTILLE A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R. llAIGNEY B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; 67 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. RADOSLAVDATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-1994; Tutor, St. John's College, Annapolis, 1994-. WILLIAM T. BRAITHWAITE CORDELL D. K. YEE B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University ofWisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-. ERIKSAGENG B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. ROBERT GoLDBERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of �68 {ST. {FACULTY} America, r987-r988; Instructor, Marquette University, r988-89; Tutor, St. John's College, Annapolis, r995-. Fordham University, r996; Tutor, St. John's College, Annapolis, r996-. LUUNGU EMILY H. BROOKER LANGSTON B.A., Emory University, r987; M.A., University of Chicago, r988; Jacob K. Javitz Fellow, r989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, r993; Ph.D. Candidate, Emory University, r992-; Tutor, St. John's College, Annapolis, r995-. OK.SANA LASSOWSKY B.A., Clarion State College, r983; Ph.D. in Mathematics, The Pennsylvania State University, r994; Haskell B. Curry Fellow, r984, Mathematics Teaching Assistant, r985-r90, The Pennsylvania State University; Assistant Professor of Mathematics, Albright College, r990-95; Tutor, St. John's College, Annapolis, r995-. GEORGE A. RUSSELL B.A., St. Francis College, r973; M.A., The Catholic University of America, r983; Ph.D., The Catholic University of America, r994. Dean of Students, St. Patrick's Academy, r98r-86; Teacher, Hamden Hall, r986-9r; Adjunct Lecturer, Albertus Magnus, r986-9r; Assistant Professor of Philosophy, Xavier University, r99r-95; Tutor, St. John's College, Annapolis, r995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, r987; M.A., Liberal Studies, North Carolina State University, r99r; Graduate Student, Music Composition, Duke University, r990-9r; Earhart Fellow, r995; Ph.D., Political Philosophy, JOHN'S en Sciences Sociales, Paris, r994; Tutor, St. John's College, Santa Fe, summer r995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, r996; Tutor, St. John's College, Annapolis, r997-. B.A., History, Beijing University, China, r980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, r984-87; M.A., International Affairs, The George Washington University, r987-89; Ph.D., Political Theory, The George Washington University, r989-95; Adjunct Professor, Department of Political Science, The George Washington University, r995; Tutor, St. John's College, Annapolis, r996-. B.A., University of Chicago, r988; Ph.D., Boston College, r994; Lecturer, University of New Hampshire, r993; Postdoctoral fellow, Boston College, r993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, r995; Tutor, St. John's College, Annapolis, r997-. MICHAEL 0' DONOVAN-ANDERSON PAUL W. LUDWIG B.S., Natural Science, University of Notre Dame, r990; Ph.D., Philosophy, Yale University, r996; Sterling Prize Fellow, Yale University r990-92; Exchange Scholar, Harvard University, r992-94; Assistant Professor of Philosophy, Stonehill College, r994-95; University Fellow, Yale University, r995-96; Tutor, St. John's College, Annapolis, r996-. B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. LINDA KERN-PERETS B .A., Religious Studies, Georgetown University, r984; junior year abroad, Oxford University, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, r990; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, r986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, six awards between r987-r993; Research Fellow, Hebrew University of Jerusalem, r990-9r; Fulbright Scholar, University of Paris III, r99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes MICHAEL w. GRENKE SusANR. PAALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. COLLEGE} 69 SANTA FE President JOHN AGRESTO A.B., r967, Boston College; Ph.D., r974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, r97r-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, r972-78; Fellow, National Humanities Center, r978-79; Projects Director, National Humanities Center, North Carolina, r979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, r98r; Assistant Chairman, National Endowment for the Humanities, r982-85; Acting Chairman, National Endowment for the Humanities, r985-86; Adjunct Professor, The New School for Social Research, New York, r988; Deputy Chairman, National Endowment for the Humanities, r985-88; President, The Madison Center, Washington, D.C., r989; President, St. John's College, Santa Fe, r989-. Dean ofthe College in Santa Fe ANTHONY JAMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; M.A., The New School for Social Research, r973; U.S. Marine Corps, r967-69; Graduate Study in Music, University of North Carolina, r969; Part-time Instructor in Philosophy, East Carolina University, r974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, r976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, r984-, Dean, r986-r99r, r996-. �70 {FACULTY} ROBERT D. SACKS B.A., St. John's College, Annapolis, I954; Ph.D., The Johns Hopkins University, I963; Hebrew University, Jerusalem, I954-56; Ecole des Langues Orientales Vivantes, I9S6-57; University of Chicago, I9S7-59; Tutor, St. John's College, Annapolis, I96I-69, Santa Fe, I969-; Visiting Lecturer, St. Mary's College, California, I968-69; Biblical Research, Jerusalem, I97I-72. JOHN s. STEADMAN B. S., Philosophy, University of Wisconsin, I959; Instructor in Radio Repair, United States Army, I9S4-56; Assistant in Philosophy, I959-6I, Teaching Fellow, I96I-62, Cornell University; Tutor, St. John's College, Annapolis, I962-6?, Santa Fe, I967-; Assistant Dean, I970-72. DoNB.CooK A.B., Occidental College, I958; Ph.D., University of California at Davis, I96s; Woodrow Wilson Honorary Fellow, I959; National Science Foundation Fellow, I959-6I; Tutor, St. John's College, Santa Fe, I965-72; Teacher, Santa Fe Prepatory School, I972-73; Tutor, I973-; Assistant Dean, I98I-82, I990-96. ELLIOTT T. SKINNER B.A., University of Colorado, I96I; M.A., Princeton University, I963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, I964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, I970; Tutor, St. John's College, Sante Fe, I965-. University oflndiana, I962-65; Ph.D., University of California, Riverside, I98o; Tutor, St. John's College, Santa Fe, I966-, Assistant Dean, I977-8L RALPH SWENTZELL B.S., New Mexico Highlands University, I963; Instructor, Computer Programming, New Mexico Highlands University, I965-66; Tutor, St. John's College, Santa Fe, I966-. GLENN A. FREITAS B .A., Classical Languages, St. Mary's College, California, I9S7; Th.L., Universite Laval, Quebec, I964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, I966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, I964-66; Assistant Professor, Theology, St. Mary's College, I967-69; Tutor, St. John's College, Santa Fe, I969-, Assistant Dean, I976-n, I982-84. PHILIP LECUYER B.A., Colorado College, I966; Merton College, Oxford University, I969; Studies in Biology, University of New Mexico, I970-72; Boettcher Scholar, I962-66; Perkins Scholar, I963-66; Rhodes Scholar, I966-69; Danforth Graduate Fellow, I966-72; Woodrow Wilson Fellow (honorary), I966; Tutor, English Literature, Summer Humanities Institute, Colorado College, I968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I97I-72; Tutor, St. John's College, Santa Fe, I972-. DAVID EDWARD STARR E. RAY DAVIS, JR. University ofWisconsin, I9S3-55; B.A., St. John's College, I962; M.A., History and Philosophy of Science, University of Indiana, I965; N.D.E.A. Fellowship, B.A., Gordon College, I962; M.A., I966, Ph.D., I972, Boston University; Graduate Assistant in Philosophy, Boston University, I963-64; Teaching Intern, Boston University College of Basic {ST. JOHN'S C'OLLEGE} Studies, I964-66; Instructor in Philosophy, University of Rhode Island, I966-7I; Tutor, St. John's College, Annapolis, I972-80, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, I980-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, I969; M.A., I97I, Ph.D., I973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, I97I-73; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, I979-8I, Director of The Graduate Institute in Liberal Education, I982-85; Dean, I99I-I996. 71 ELIZABETH S. ENGEL B.A., Pomona College, I967; M. Phil., I97I, Ph.D., Philosophy, I973, Teaching Assistant, I969, Yale University; Teacher, Shimer College, I97I-73; Assistant Professor of Philosophy, California State University at Humboldt, I973-75; Tutor, St. John's College, Santa Fe, I97S-· LYNDA LAMSON MYERS B.A., St. John's College, I97I; M.A., University of North Carolina, I97S; M.A., I99I, Ph.D., I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, I985-88. NANCY DUNNING BUCHENAUER DAVID BOLOTIN B.A., Cornell University, I966; Ph.D., New York University, I974; Lecturer in Classics, Yale University, I97I-73; Tutor, St. John's College, Annapolis, I974-82; Santa Fe, I982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, I986, I987-88. GEORGIA S. KNIGHT B.S., Philosophy, I970, M.A., English, I972, Teaching Fellow, University of Utah, I970-74; Tutor, St. John's College, Santa Fe, I974-; Assistant Dean, I988-90. KENT H. TAYLOR B.A., Yale University, I963; M.A., University of Georgia, I96s; Ph.D., University of California at Santa Cruz, I976; University of California at Santa Cruz, I967-68; Defense Language Institute, Monterey, California, I968-69; Heidelberg University, I97I-73; Instructor, University of Georgia, I965-67; Teaching Assistant, University of California at Santa Cruz, I967-7I; Tutor, St. John's College, Santa Fe, I974-· B.A., History, I967, M.A., Ancient History, Cornell University, I969; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, I966-68; University Fellow in Classics, Brown University, I969-70; Tutor, St. John's College, Santa Fe, I98o-; Director of the Graduate Institute, I99I-94; Annapolis, I997CHARLOTTE GRAY MARTIN B.A., University of Colorado, I972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, I972-73; Ph.D., Classics and Comparative Studies, Boston University, I979; Teaching Fellow, Boston University, I975-78; Visiting Lecturer, Colorado College, I978-79; Assistant Professor, University of Colorado, Spring, I98o; Tutor, St. John's College, Santa Fe, I980-. PETER DRAGAN PESIC A.B., Harvard University, I969; M.S., I970, Ph.D., I975· Stanford University; Danforth Graduate Fellow, I969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, I970-75; Lecturer, Stanford University, I976-80; Tutor, St. John's College, Santa Fe, I98o-; Musician-in-Residence, I984-. �72 {FACULTY} {ST. JOHN'S COLLEGE} 73 EDWARD CARY STICKNEY JORGE H. AIGLA LINDA WIENER THOMAS SCALLY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, lSJ75; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-1980; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-1981; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-1985; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-1985; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-. B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-1985; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-1987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-1984; Visiting Tutor, St. John's College, Santa Fe, 1987-1989; Tutor, St. John's College, Santa Fe, 1990-. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President's Fellow, University of Virginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. KATHARINE s. MULFORD B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. JOHNF. CORNELL B.A., 1975, M.A., l9n McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-1980; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-1985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. ROBERT RICHARDSON B.A., Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-1970; University of Wisconsin-Madison, 1970-73; Tutor, St. John's College, Santa Fe, 1985-. DAVID LAWRENCE LEVINE A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris 1970; Language Study, Goethe lnstitut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-, Assistant Dean, 1996-97, Director of the Graduate Institute, 1997-. GRANT H. FRANKS B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, MA, 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor St. John's College, Santa Fe, 1988-. BASIA C. MILLER B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-. �74 {ST. JoHN's'CoLLEGE} {FACULTY} WILLIAMS. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Tutor, St. John's College, Santa Fe, 1989-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-. Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989-. SALLY DUNN B.A., St. John's College, Santa Fe, 1971; M.A., Philosophy, University of Notre Dame, 1973; Post-Masters Doctoral Program, American Studies, University of New Mexico, 1974-77; Ph.D., Women Studies, Union Graduate School, 1979; Part-time Instructor, Women Studies Program, University of New Mexico, 197581; M.A., St. John's College, Santa Fe, 1989; Tutor, St. John's College, Santa Fe, 1990-. BRUCEM. PERRY B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, Nor th China Film and CHARLES N. FASANARO c B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. JOSHUAL. KATES JAMES P. FORKIN B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California-Davis, 1986; M.A., Political Science, University of California-Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. FRANK R. HUNT KRISHNAN VENKATESH of Chicago, ±990; Tutor, St. John's College 1991-. St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. JAMES COHN B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID HAWN B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M. S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; PhD., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, 75 University of New Orleans, 1977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-1988; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. BARRY E. GOLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati,1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, Pennsylvania State University, 1988-1992; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE R.EA1IARD B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, Boulder, 1987-1988; Instructor, College of General Studies, University of Pennsylvania, �76 {FACULTY} Ig88-I989; Graduate Work, Literary Theory, University of Pennsylvania, Ig88-I99I; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, Ig92-I993; Tutor, St. John's College, Santa Fe, Ig93-. Political Science, Michigan State University, Ig94-95; Attorney, G.D. Searle & Co./The NutraSweet Company, Skokie, IL, Ig8I-83, Ig86, and Aubonne, Switzerland, Ig83-84; Attorney, Schiff Hardin & Waite, Chicago, IL Ig78-8I; Tutor, St. John's College, Santa Fe, I995- Pittsburgh, Iggo; Adjunct Assistant Professor of Phifosophy, St. Francis College, I99I; Assistant Professor of Philosophy, Conception Seminary College, I99I-95; Tutor, St. John's College, Santa Fe, Ig95-. MAREN ORMSETH COHN B.A., Ig87, Humanities/Modern Thought and Literature, Stanford University; M.A. Ig93, Ph.D. Ig95, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, Ig88-93; Tutor, St. John's College, Santa Fe, Ig95-. B.A., Philosophy, Clark University, Ig84; M.A., Philosophy, University of Virginia, Iggo; Ph.D., Philosophy, University of Virginia, Ig94; Alumni Dissertation Fellow, Ig93-94; Postdoctoral Fellow, SUNY at Buffalo, Ig94-96; Hourani Lecturer, SUNY at Buffalo, Ig94-95; Tutor, St. John's College, Santa Fe, Ig96-. CLAUDIA A. HONEYWELL B.A., University of Chicago, Ig86; Account Executive, American Bankcard Services, Woodland Hills, CA, Ig87-I988; Classics and Modern Greek Studies, University of Minnesota, M.A., I99I, Ph.D., Ig93; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, Iggo; Mochlos Archaeological Excavation, Crete, I99I; Visiting Assistant Professor of Classics, Cornell College, Ig93-I994; Tutor, St. John's College, Ig94-. JAMES H. WILKINSON B.A., Williams College, Ig73; M.A., The Graduate Faculty, The New School for Social Research, I979; Ph.D. in Philosophy, The Pennsylvania State University, Ig89; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, Ig82-84; Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, Ig84-85; Wissenschaftlicher Mitarbeiter, Philosophisches Seminar, Johannes Gutenberg Universitaet Mainz, Ig85-88; Visiting Assistant Professor, Department of Philosophy, The University of Kentucky, Ig89-94; Honors Program, The University of Kentucky, Fall Ig92; Tutor, St. John's College, Ig94-. ALICE BEHNEGAR A.B., Smith College, Ig75; J.D., Stanford University, Ig78; Ph.D., Committee on Social Thought, The University of Chicago, Ig94; Carthage Post-Doctoral Fellow and Visiting Assistant Professor of {ST. JOHN'S COLLEGE} CALEB THOMPSON SAMUEL B. JOHNSON B.S., Davidson College, Ig70; Instructor, English and German, Shikoku Gakuin Daigaku, Zentsuji, Japan, Ig70-92; M.A., Ph.D. in mathematics, Duke University, Ig74, Ig79; Deutscher akademischer Austauschdienst Stipendient, University of Heidelberg, Ig74-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College, Ig79-85; Associate Professor of mathematics, Guilford College, Ig85-89; Chinese language studies, Beijing Waiguoyu Shifan Xueyuan, Ig88; J.D., Yale University, Ig92; Arabic language studies, Institute for Foreign Studies of Arabic, Damascus, Syria, Ig92; Attorney, Spiegel & McDiarmid, Washington, D.C., Ig9295; Tutor, St. John's College, Santa Fe, Ig95-. MICHAELD. BYBEE B.A., Philosophy, Ig72, B.A., M.A., English, Ig72, Ig75, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, Ig72-74; M.A., Ph.D., Philosophy, Ig76, Ig8I, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, Ig82-84; Instructor of English, Ig84-90,Senior Instructor of English, Iggo-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, Ig95-96; Tutor, St. John's College, Santa Fe, Ig96-. JUDITH I. ADAM B.A., Ig86, M.A., Ig89, Political Science, University of Alberta; Ph.D., Ig96, Political Science, Boston College; Tutor, St. John's College, Santa Fe, Ig96-. LEONAIID W. ORTMANN ABRAHAM ANDERSON B.A., Yale University, Ig76; Fulbright Scholar, Germany Ig86-87; Ph.D., Philosophy, The Pennsylvania State University, Iggo; Humanities Instructor, The Pennsylvania State University, Ig8o86; ESL, Internationale Bildungsstaette, Germany, Ig88-89; Lecturer, Germanic Languages and Literature, University of A.B., Harvard College, Ig75; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, Ig75-76; Preceptor in Humanities, Columbia College, Ig80-83; German Academic Exchange Fellowship, Munich, Ig83-85; Ph.D. in Philosophy, Columbia University, Ig86; Assistant Professor, 77 Philosophy, University of Dallas, Ig86-87; Assistant Professor, Philosophy, University of New Mexico, Ig87-96; lnstituto de lnvestigaciones Filosoficas, UNAM, Mexico City, Ig96-97; Tutor, St. John's College, Santa Fe, Ig97-. JACQUES DUVOISIN B.A., Ig8o, St. John's College, Annapolis; M.A., Ig84, Ph.D., Ig92, The Catholic University of America, University of California, Irvine, Ig87-9I; Knights of Columbus Fellow, Ig8I-84; Tutor, St. John's College, Santa Fe, Ig97-. BRENDON LASELL B.S., California Institute of Technology, Iggo; M.S., IggI, Ph.D. Ig94, University of Chicago; Lecturer in Mathematics, University of Chicago, Ig92-93; Member, Institute for Advanced Study, Ig94-95; Instructor in Mathematics, Princeton University, Ig95-97; Tutor, St. John's College, Santa Fe, Ig97-. CHRISTOPHER A. MOORE B.A., St. John's College, Santa Fe, Ig85; M.A., Ig89, Ph.D., Philosophy, Ig96,Tulane University; Direktaustauschstipendiat, Freie Universitat Berlin, Ig87-88, Ig909I; Tutor, St. John's College, Ig97-. PAMELA WERRBACH B.A., Humanities, Dominican University, Ig76; ABD, Political Science, Boston College, Ig82; Adjunct Assistant Professor, SUNY College at Oswego, Ig8285; Lecturer, University of Wisconsin-Eau Claire, Ig85-88; Visiting Assistant Professor, University of Dallas, Ig88-90; Visiting Assistant Professor, Rhodes College, Memphis, TN, Ig90-9I; visiting tutor at St. John's College, S.F., Summer, IggI; Adjunct Lecturer, University of Memphis, Ig92-I997; Tutor, St. John's College, Santa Fe, Ig97-. �·~~~~------------------. . . . . . . . . .1 78 {FACULTY} {ST. JOHN'S COLLEGE} 79 PRESIDENTS EMERITI HONORARY FELLOWS Edwin Jules Delattre William M. Dyal, Jr. PAUL MELLON TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Bryce DuVal Jacobsen Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow ThomasJ.Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson B.A., Yale University, Ig29; B.A., I93I, M.A., Ig38, Cambridge University; Litt.D., Oxford University, Ig6I; LL.D. Carnegie Institute of Technology, Ig67; LH.D., Yale University, Ig67. OFFICERS, ASSOCIATES AND STAFF ANNAPOLIS President Christopher B. Nelson Dean Harvey Flaumenhaft RAY CAVE B.A., St. John's College, Annapolis, Ig48. Vice Presidentfor College Advancement Jeffrey A. Bishop STEPHEN FEINBERG Treasurer Fred H. Billups, Jr. B.B.A., University of Texas, Austin, Ig67. SANTA FE President John Agresto Dean Anthony James Carey Vice Presidentfor College Advancement RobertA. Glick Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Director ofthe Graduate Institute David Levine Assistant Dean Anita Kronsberg Assistant Dean Basia Miller Director ofAdmissions John M. Christensen Director ofAlumni Activities Roberta Gable Director ofAthletics Leo Pickens Director ofPlacement Karen Holland Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Elizabeth A. Skewes Director ofStudent Activities Mark St. John Director ofPlacement Margaret E. Odell Director ofFinancial Aid Caroline Christensen Director ofFinancial Aid Michael Rodriguez Librarian Kathryn Kinzer Librarian Inga Waite Director ofCommunications Barbara Goyette Director ofPublic Relations LauraJ. Mulry Registrar Nancy R. Lewis Registrar Diane M. Martinez Nurse Practitioner Carolyn Ruppert Family Nurse Practitioner Kim Bear Director ofPersonnel and Buildings and Grounds Ted R. Gonzales Musician-in-Residence Peter D. Pesic �{ p RO 80 F I L E } FRESHMAN CLASSES ENTERING FALL 1997 AND JANUARY 1998 ......................................................................................................................................................................... Annapolis States Represented Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Nebraska New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin Wyoming District of Columbia 34 37 I I I 5 7 I 2 I 28 5 3 I 3 2 I 2 6 I I I Annapolis Santa Fe 7 I 3 23 7 6 4 I 7 I II 3 I I I9 3 6 4 2 I4 2 I 2 3 25 7 I I 4 2 I 9 2 I 4 I I 5 Japan Mexico New Zealand Pakistan Puerto Rico Romania Russia Yugoslavia I I I I I I I I I Number of Students FallI997 JanuaryI998 Men Women I 3 I 2 I 2 6 I I Foreign Countries Canada England I4 2 I 3 4 5 7 2 Santa Fe Early Entrance Previously Attended College Range of Ages I24 23 96 69 99 66 8 I 36 43 I6-27 I6-4I Veterans Kind of School Attended Public Independent Parochial Receiving Financial Aid Rank in Class• First Fifth First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students I42 4I 5 IO? II3 43 II 33 I9 7I% 75% 53% 27% 26% 40% 25% I5% 28% I6% IO% 6% 27% I3% 6% I% 47 8 9 I2 I8 36 3 9 8 I6 3 . Not included in this table are I2o students for whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1998-1999 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 80 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1998-1999 Date A point or period of time associated with an event in the lifecycle of the resource 1998-1999 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1998-1999 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3af25f992149fbf42f5125018bd39f73.pdf ba5916c71d156068d25941cd91c60078 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2I404 4rn-263-237I SANTA FE, NEw MEx1co 875m 50 5-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR Iggg-2000} {COLLEGE Iggg-2000} SANTA FE ANNAPOLIS I999•2000 CALENDAR I999•2000 August 24 · Upperclass Registration August 25 Freshman Registration and Convocation August 26 Freshman and Sophomore Registration ······························· ......................................................................................................................................... August 26 Undergraduate Classes Begin with Seminars August 26 Classes Begin with Seminars August26 Convocation October 8-n Long Weekend August 27 Junior and Senior Registration Thanksgiving Recess August 30 November 24-28 ......................................................................................................................................................................... .............................. Graduate Institute Begins ························· ······························································································ Decemberg End of First Semester October 8 - n Long Weekend December I7 - January 9 Winter Vacation November 25 - 28 Thanksgiving Recess Januaryro Second Semester Registration Decemberr6 End of First Semester Januaryr7 January Freshman Registration December r7 - January r6 Winter Vacation January 28- 3r Long Weekend Januaryr7 Second Semester Registration March3-r9 Spring Vacation January24 Mayr2 January Freshman Registration ......................................................................... End of Second Semester Marchn-26 Spring Vacation Commencement Mayrg End of Second Semester May20 Commencement SUMMER 2000 May22 January Freshman Second Semester Begins SUMMER 2000 June r2 Graduate Institute Summer Session Begins May29 January Freshman Second Semester Begins July28 January Freshman Second Semester Ends Junerg Graduate Institute Summer Session Begins August3 January Freshman Second Semester Ends Augustn Graduate Institute Summer Session Ends ................. August4 Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO n I6 20 22 THE 27 28 28 29 30 3I 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI 52 53 54 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 58 59 59 6I Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 63 Bibliography 64 Board of Visitors and Governors 65 Faculty 83 Officers, Associates and Staff 84 Profile: I998-99 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedi~ated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can. speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions {ST. JoHN's.CoLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. AB much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each semmar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about th.e wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care,, keeping to the topic and trying to uncover the meanings of the terms they use, They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any.of its members. {ST. JOHN'S Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always ·coLLEGE} 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3I). �10 {THE CURRICULUM} THE PRECEPTORIAL F or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heia,~~~·e·r·:· 13_.e~n_g_. ~n_lf: .!~/Tl.~........................... . ?..~s.~~ .a.11~ .E.1':P.r.~s.s~?11. .ill. ~~·e· y~s.l1lll. ~~s.. . !?Y.?~.:.. 0.Y..s8.e.8. .................................................... . ~a.l1.s~~~.:.. q°.U.r.s.e. ~n_. C::~!l.e.r~l.1:.i!l~is.~C.s ~~.a.cli11.~~ .ill..L.~~. 1'~11..a.°:~. ~.o.Ilf'.ti?i.ll~ ............ . Aristotle: Metaphysics ··················································· Darwin: Natural Selection ~l~~?.:.~~l'.U.~~iC. .................................................. . sar.tr.~:.JJ_~ill.g_.~ll.r!f!°.t~iT':~n.~s.s. ... ................. . Galileo: Dialogues on the . T~°.Eh.i.ef.TY°.r.llf:~Y.8.t.erri: .s.~~~s.P.~~~.: ..s.~1~?~~~.~1~r..s ...................... . !.: ?:. J!:~?~:. ?.~l~?~~~ ~?~1;r!.. ........................ . ~?.s?~.a.11.rl. ~r.'1.~ge~ ............................... . Kant: Critique ofJudgment ........................................... Hobbes: Leviathan .................................................... ~'1.~s?.n.~:.~i.~.°.f.C:.°.lf: ...... . Austen: Selected Novels Faraday: Experimental Researches in ... !':lec.~i~it!..~ll.r!~a_g_T':~~/Tl.......... . Ethical Problems in Medicine .............................................................................. Nietzsche: Twilight ofthe Idols { ST. J0 H N'S THE TUTORIALS T he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talkfreelywith one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. As country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the ·C 0 LL EGE} 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �72 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongtLe the excellence of their models. In the second semester a play is read- Racine'sPhaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts oflanguage. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S 'COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not ouly must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 73 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {ST. CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an examof mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly trnnsformed the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of vuvun•o to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginof modern mathematics. After this they analytic geometry, which presents the conic sections in algebraic form. thus gBin an understanding of algebra as the art" in general. In the third year, calculus is studied both in its modern form and as Newton it in lowed by an examination of Dedekind's of real numbers, the endeavor to a anthmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton and earthly motions iepi<ucc:o, a purely geometric a "dynamic" theory in which orbits are determined by laws of fmce. The mathematics tutorial is both an introduction to and a foundation for the outlook of the modern world. In the fourth year, the re of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature JoHN's CoLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d'Avignon. THE Musrc TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In , the music program at St. John's aims at the of music close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to the fundamentals of and its notation. Demonstration primarily singing, and by the second semesteT the students perform some of the great choral works. In the year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but aspects of music. On the one hand, music is intirelated to language, rhetoric, and poetry. On the other, it is a and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an coo.1~'1uv11 of rhythm in words as well as in notes, a thorough of the diatonic system, a musical intervals, and a consideration of counterpoint, and harmony. None of these are done apart from the sounding of good music. The inventions of the songs of Schubert, the masses of the operas of 11/[oza:rt, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed Seminars on great works of music are included as part of the regulax seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understaiJ.ding of it. �16 {THE CURRICULUM} THE LABORATORY hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the cmriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the from Homer to Descartes. Modern mathematics has made possible the exploration of natural µucuuH1c1.!a on an immense scale and has provided the basis for what is known to us as the laboratory The intellectual tools of the laboratory are the consequence of the vast of conceived by the great thinkers of the seventeenth centm·y. They are based on a mathematical interpretat10n of the universe, which transforms the universe into a great book written in rnathematical characters. Liberal is concerned with the artifices of the human mind and hand that us to relate our to our For this purpose, St. John's has set up a laboratothe natural sciences, wherein characteristic and related and the of the instruments of observation and measurement; nucial the inter- {ST. JOHN'S COLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to coveT exhaustively the various scientific discito bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY \°VORK prngram is largely deterthree considerations relevant to the liberalization of the study of science: (r) The scheduled work must be combined with a full and free discussion of the instruments and '""~"~·~~involved rn it. (2) The content of the work should be so chosen as to enable the students to trace a scientific to its roots in assumption and observation. Thus certain to be selected as roles of theory and be distinguished through critical (3) The schedule of should give intensive PYnPrn11P·nt>it1 must have time to themselves as to the degree of accuracy their instruments to analyze for sources of error, to considei· alternative methods, and on occasion to repeat an entire experiment. thus can they come to a mature of the sciences called "exact." A section consists of fourteen to sixteen students working under the guidance of a tutor, with the of more advanced students serving as assistants. Sections meet two or three times a session may be used for and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; of Aristotle, Galen, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiTy. �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry ~.Ill) .Y.E_~ ...................................................... . Topics in physics: mechanics, optics, heat, electricity, magnetism 4.!ll.X~~---·································· 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology {ST. JOHN'S COLLEGE} CURRICULUM} calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. AB the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE THE FORMAL LECTURE T {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the.lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox COLLEGE} 21 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "What Makes Crime Go Down?" James Q. Wilson "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "The Evolution of Behavior in Humans and Dogs" Ray Coppinger The Fine Arts Quartet "Desiring What is Beautiful" Samuel Kutler "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Tears of Odysseus" Cary Stickney "The Parable of Don Quixote" Joe Sachs "Evolution and Development" J. T. Bonner "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE {ST. CURRICULUM} ST. JOHN'S LIST OF GREAT BOOKS T and eighteenth-centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated by an asterisk. COLLEGE} 23 FRESHMAN YEAR ........................................................................................................................................................................ he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval and Renaissance periods; the third year has books of the seventeenth- JOHN'S *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colo nus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *St.'Anselm: *Aquinas: *Dante: *Chaucer: *Des Prez: *Machiavelli: Copernicus: *Luther: *Rabelais: Palestrina: *Montaigne: Viete: *The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Missa Papae Marcelli Essays "Introduction to the Analytical Art" �24 ''Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: {THE Novum Organum *Richard II, ''Henry Iv, *Henry V, ''The Tempest, *As You Like It, ''Hamlet, ''Othello, "JWacbeth, ''King Lear, *Coriolanus, Sonnets Marvell, Donne, and other r6th- and r?th-centurypoets Geometry, *Discourse on Jliethod Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR ''Cervantes: Galileo: *Hobbes: *Descartes: '·'Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Locke: Racine: Newton: Kepler: Leibniz: ''Swift: *Hume: ''Rousseau: *Moliere *Adam Smith: ''Kant: ·"Moza:rt: 'c Austen: Dedekind: Fielding: {ST. CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction ofthe Jl;lind Paradise Lost Jlfaximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise of Government Phaedre Principia Jvfathematica Epitome IV '' JWonadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofJVature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The JWisanthrope Wealth ofJYations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, Maxwell JOHN'S COLLEGE} SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: ''Tocqueville: *Lincoln: ,,. Kierkegaard: *Wagner: ''·Marx: ''Articles of Confederation, *Declaration ofindependence, ,. Constitution of the United States of America, *Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The Ger1nan 1a1coiop;y *Dostoevski: Brothers Karamazov War and Peace *·Twain: The Adventures ofHuckleberry Finn ''O'Connor: Selected stories Psychology, Briefer Course *William James: Birth of Tragedy, Thus Spake Zarathusira, *Nietzsche: Beyond Good and Evil 'fFreud: General Introduction to Psychoanalysis Poems Booker T. Washington: Selected vvritings DuBois: The Souls ofBlack Folk 'Heidegger: Tl/hat is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron *Conrnd: Heart ofDarkness *Faulkner: The Bear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Essays by: Davisson, Schri:idinger, Bohr, de Broglie, Driesch, 0rsted, A~mpere, Eoveri, Sutton, M:organ, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy ''These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS LitieJ.·amre Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Juni1:Dx Seniox YeaT Histm_'y and Social Science Plato Herodotus Thucydides PlutaTch Aristotle Lucretius Mathematics andNaru:rcal Science Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Music Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Axistotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Plutarch Tacitus ]\/[achiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine La Fontaine }.Austen La Rochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday M;n.'Well 0rsted Ampere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kalka W. Stevens T. S. Eliot Tv\rain Conrad VWoolf O'Connor Melville Faulkner Hegel IGerkegaard Nietzsche W. James Heidegger Plato Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Jay, Madison Faraday Lobachevsk.i Rutherford IVIinkowski Davisson Driesch de Broglie Mendel Wagner J. J. Thomson Bohr lVIillikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&IVIonod Sophomorre Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Yea:ir Yem- Philosophy and Theology ACADEMIC Mozart t St. John's, the teaching members of the faculty are called tutorso The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learningo What then is the role of the reading and talking teachers, the tutors? First of all, should be good questioners, able to rmse issues that will engage the intellectual and imaginative powers of their studentso Next, they must be good listeners, able to determine the difficult1es of their students and to help them to reformulate their observations and examine their opinions. The tutors should be to supply helpful examples and to encourage students to examine the implications of their first attempts at underIn summary, the role of the tutors is to to listen and to help. might take the form of translation, experimentation, demonstration or v">'"'"''''H'H, but first of all the tUtffr will call on the students to try to help themselves. In order that conversations at Sto John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that ::rre outside their field of post-graduate training. For , tutors with advanced in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another departmento There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of themo Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program" They are, and have to be, teaching members of a seminar and of either tv>ro tutorials or of one tutorial ::rnd section, are continuteaching their colleagues and learning from them. It is that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine are granted sabbatical leaves to allow for leisure and serious Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes :relieved of part of their teaching dutieso The groups engage in a tho:rough study and exploration of a chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the under study may not be directly related to the Sc John's curriculum, the work of the study groups opens new for teaching and learning at St. John'so �28 {THE ACADEMIC ORDER} THE INSTRUCTION COMMITTEE '""""'"""""'"""'"'he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on to the The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans over the Instruction Committee meetings on their ovvn campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets alterhp1·wc•Pn the two campuses, and the dean at the host campus at those annual meetings. THE LIBRARY 1he books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the essential to the vc.~0'"'·"' of the program A collection is a necessary has little need for a technical collection. Each year DlffCha.secI in mathematics, science, religion, fine arts, music, poetry, literature, history, and many other fields. The subscribes to and newspapers" A committee of the faculty assists the librarians in selecting books and oclicals. The maintains a collection of about IOo,ooo volumes. In Santa Fe, the collection now numbers more than 65,000 volumes. {ST. JOHN'S SCHEDULES Both libraries hold interesting special collections. Annapolis has the Bray Collection, dating from 1696 and known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism, and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt, and the Holzman collections. A new library was opened in Annapolis in 1996. In addition to comfortable, individual study carrels, open stacks, and traditional reading rooms, the Greenfield contains computer terminals for student use, with access to local networks and the Internet. The Faith and John Me em Library opened in Santa Fe in 1990. The facilit-y offers a variet1; of areas designed to accommodate up to half of the student body at a given time, including t•No 24hour study rooms, and a music room with carrels and more than 8,ooo records, tapes, and compact disks. The library houses a student computer laboratory, and also provides public terminals for accessing electronic resources and the Internet. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the """-n'"a''""'" for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE COLLEGE} Except for the preceptorials in the junior and senior years, and certain ods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminaro A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Language 9:00 - ro:ro A.M. Chorus Language Language Mathematics Mathematics Seminar Formal Lecture THURSDAY FRIDAY Mathematics ro:20 - n:30 A.M. l:OO - 3:30 P.M. Laboratory 8:00 - ro:oo P.M. Seminar A SAMPLE 29 Laboratory FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 - ro:30 A.M. I0:30 A.M. - 12:00 P.M. MONDAY WEDNESDAY Mathematics Mathematics Language Language Laboratory l:Oo - 4:00 P.M. 3:00 - !f'.00 P.M. 8:00 - ro:oo P.M. TUESDAY Mathematics Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS EssAYS Annually in Annapolis and each semester in Santa Fe, all sophomores, and submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and on the texts have read or the paper they have written and on their critical and interpretive It is not the princiaim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their in relation to each other and to that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors before als begin. {ST. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered, THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. ff the final essay is approved by the committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are The senior essay is regarded as a culmination of the student's learning. JoHN's ACADEMIC STANDING COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college, The normal probationary period is one semester. ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and for grades. Because student participation is essential to the way in which classes are conducted at SL John's, attendance at all regscheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. Students are encouraged not to work for grades, but to their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is students who "'rish to enter graduate or professional school, or to transfer to another college, If it becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING \~ithin the college, the most important form of evaluation is the don rag. Once a semester, freshmen, , and meet ·with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to Tespond to their tutors' reports and comment on their own work. Advice may be and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the LETTER GRADES enabling is a review the with the advice of dent's learning in the college. The essay is especially important in the enabling procedure, Consequently, no students are enabled to enter the class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prefor the work of the final two years. In particular, the enabling judgment looks to the of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the trai-iscript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S n a world in which careers and work environments are changing a rigorous, broadly based liberal arts education is recognized the best long-term career studies in business and the and recent national commission reports have reaffirmed the value of the liberal arts in inculcating applicable skills, such as ai-ialytical and solving abilities, vvritten and oral communications skills, and the ability to adapt to diverse and changing circumstances. St. John's alumni, for example, have demonstrated an unusual to master and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career Surveys of alumni have yielded the following statistics: • 20% of all St. John's alumni are in business or business-related • r8 53 are engaged in teaching or educational administration, vvith slightly over half of these in colleges and universities; ORDER} • r4.53 are in communications and the arts; • 83 are attorneys; • 6.53 are in the health professions (4"23 are physicians). Other fields chosen frequently by St. John's alumni include social services, science and engineering, politics and government, computer science, and conservation and ecology. More than 753 of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 303 of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may additional preparation, either prior to or durthe first year of graduate study. St. John's has developed special programs and relationships with graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts" {ST. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION _._,...."""'he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curricu1um consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree semester credit hours). These segments taken together constitute a closely integrated program Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sL'!:teen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order ble with the sequence of offerings. An optional master's essay may be vvritten students who have completed at least t\-vo terms" In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Axts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools, and is approved for teacher recertification by the New Mexico and Maryland State Boards of Education. �35 34 DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS THE LIBERAL ARTS CURRICULUM*'' LITERATIIBE PRECEPTORIAL (examples) PRECEPT 0 RI AL (examples) SEMINAR Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choeplwroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs MATHEMATICS AND NATURAL SCIENCE SEMINAR TUTORIAL Chaucer: Canterbwy Tales in Middle English' Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPTORIAL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers f(aramazov Plato: Timaeus* Lucretius: On the Nature of7Yzings Aristotle: Physics* Ptolemy: Almagest'' Galileo: Dialogue on the Two Chief World Systems'' Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories* Thucydides: Peloponnesian War* Livy: Early Histo1y ofRome·* Polybius: Histories* Plutarch: Lives* Tacitus: Annals""' Tocqueville: The Old Regime and the French Revolution* TUTORIAL TUTORIAL Euclid: Elements'' Lobachevsky: The Theory of Parallels* Augustine: The Cityo/God* Vico: The New Science* Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy of the Histo1y of Jl!fankind*" Hegel: Philosophy ofHist01y* Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the 1-luman Sciences_, Collingwood: The Idea o/Hi.sto1J''· Strauss: Political Philosophy and History* PRECEPTORIAL (examples) POLITIC§ AND SocrnTY SE MIN AR Plutarch: Lives: Lycurgus and Solon Plato: Republic P...ristotle: Politics'' Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations oJinequality IVlarx: The Economic and Philosophic J}!anuscripts of 1844" Tocqueville: Democracy in America"" TUTORIAL .A.ristotle: 1\Ticomachean Ethics'<· Thomas Aquinas: Tl'eatise on Law'·' Hobbes: Leviathan'· Declaration of Independence, .A_s ti cl es of Confederation, U.S. Constitution, Federalist Papers~· Selected U.S. Supreme Court Decisions HISTORY SEMINAR Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theo1yo/Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Ex·odus fob Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica '' Kant: Groundwork oft!ze Metaphysics ofil1orals Kierkegaard: Philosophical Fragments PRECEPT 0 RI AL (examples) Tolstoy: War and Peace Machiavelli: The Florentine Histories \Veber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitariani"sm Readings may differ slightly betv1reen the two campuses * Selections TUTORIAL Plato: Il!leno Aristotle: J]/[etaphysics'' Descartes: Meditations Hume: Arz Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future JJ!Ietaphysics Nietzsche: Beyond Good and Evil" he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered on the Santa Fe campus" The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a w1de range ofindian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical The goal is not mastery, but rather sufficient familiarity with the ele- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive natme of the program, full-time work is not encouraged. �37 36 THE EASTERN CLASSICS CURRICULUM FAJLL SEME§TER SPRING SEME§TilR SUMMJER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and gram1nar Confucius* Tao Te Ching* T'ang Poetry Mencius"· SANSKRIT TUTORIAL Bhagavad-Gita '' Nagarjuna'' Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dogen, Slzobogenzo Basho, The Narrow Road to the Deep North /Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloudlvfessenger) Rig Veda Brihad-AranJcaka Upanishad Katha Upanishad Ishvara Krishna, Samkhya Karzka Kapila, Samlchya Pravaclzana Sutra* Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgralza, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refiltation ofInference), and Prabodha-candrodaya (Rise ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarlcabhasa (Exposition a/Reasoning) Jaimini, Mimamsa Sutra Kmnarila Bhatta, Slokavartilca Kanada, Vaisesika Sutra '' Manavadlzannasastra (Institutes of1VIanu) Kautilya, Artha-sastra Karna Sutra * Bhagavad-Gita Abhinavagnpta ., Dhvanyalolca''· M ahatanhasanlchaya Sutta lV!ahaparinibbana Sutta PRECEPTORIAL (examples) Jl£ahabharata The PaliNlkayas (Discourses of the Buddha)'' Shankara Wu Ch eng-en,fournex to the West 0 SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine of the Mean Chuang Tzu, Inner Chapters MoTzu* Mencius* Ssu-ma Ch'ien, Records ofthe Grand Historian* HanFei Tzu* Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra and Heart Sutra Hsi.in Tzu"· Nagarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, 11£adhyantavibhagabhasya, (C01nmentaty on the Separation ofthe Middle jj-om the Extremes) Badarayana, Vedanta Sutras· with commentary by Shankara Ramanuja Macllwa Chu Hsi, Leaming of the Sage \Vang Yang-ming, Instructions for Practical Living PRECEPT 0 RI AL (examples) Early Buddhist texts Pre-Confucian texts Ts'ao Hsi\eh-Chin, St01yofthe Stone Ssu-ma Ch'ien. Records ofthe Grand Elistorian PRECEPT 0 RI AL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction .',selections FoR ADDITIONAL INFORMATION For bulletins containing a full description of the programs offered by the Graduate Institute, and for information about application procedures, contact the Graduate Institute at the following addresses. Graduate Admissions Office Graduate Institute in Liberal Education St. John's College P.O. Box2800 Annapolis, Maryland 21404 Phone: LfI0-626-2541 E-mail: giadm@sjca.edu Website: www.sica.edu Graduate Admissions Office Graduate Institute in Liberal Education St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 875m-4599 Phone: 505-984-6083 E-mail: giadmissions@mail. sjcsf. edu Website: www.sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, address, telephone listing, elate and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a :right to inform the college within a reasonable of time that any or all of this information should be withheld. The college will respect any such request for �-~ {R E s I D E N c E & The college is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, of the State of Maryland. Its population of 50 ,ooo lS with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States :Naval with the fish, crab and oyster and with the sailing and recreational activities of the The campus of tlurty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices, and a dormitory), century Victorian structures, and tl1-r:ent1nv buildings designed to cornthe older ones. There are six student dormitories, offering and double rooms. The community of students has governed itself since I9if5 ~with elected officers and delegates representing each dorand the off-campus The Student representatives, called the Council, meet once a week to hear requests from students for funds, to remind students of their responsibili- sT u DE N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The and The St. John's Review, the two official F uv~cvu.u,,uo of St. John's Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in Latin, Chinese, German, the New Testament, Hegel, Leibniz, fJ'rican-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 {ST. JOHN'S out papers written on computers, and exploring the world wide web. Individual computer stations also are available in the Theater life is active. The King William stage one or two classical a year, perform one or two modern works, and produce several one-act Recent uucu.v1Jto have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- COLLEGE} cial winter film series on Wednesday nights. in groups and inclividMusic is ually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Jl;fass in G, and early vocal musico The college provides practice rooms and pianos and a music library of scores and :recordings. Private study can be easily arranged on campus or in towno Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions aJe scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Sto John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the class, who also organize RealiD/ Weekend, a festival in late spring. Reality begins 1A11th student skits and parodies, and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both V1r:ithin an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team 1n soccer, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when enter college because they find programs designed for only the select few. At St. John's, are able to rediscover the letics in a welcoming between intramural teams is but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �42 {ST. JOHN'S popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from I4-foot lasers to a 37-foot Herreschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early Ig6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of Ig64 in New Mexico's capital, founded in I6IO by Spanish colonists. Its population of 65,000 people is occupied principallywith the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the OrtizyPino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services ·office, dining hall, and student health office are also located in these buildings. Each of the I6 dormitory units on the main campus houses from I2 to I8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thome Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. COLLEGE} As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the college usually has one of the finest fencing teams in the Southwest. The college supports a Karate-Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, and badminton are conducted at the college's facilities. A men's soccer team and a women's soccer team play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools to which St. John's students can purchase yearly swim passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here, the St. John's Search and Rescue Team trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies several times a year; students {RESIDENCE & have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (r7 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several crosscountry ski trails branch off from them. Students may borrow skis, boots, and poles from the college, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes, where students can enjoy windsurfing and sailing. STUDENT LIFE} 45 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter oh784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. While the college schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. �46 {ST. JOHN'S COLLEGE} 47 Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. As supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors of residential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. • on-campus career workshops and meetings with alumni· • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's web page DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive and supportive communities, there is no separate office designated for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising . ~t. Jo~n's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students under the supervision of the ~lacem_ent Office, locates off-campus ]Obs. Pnmarily, it seeks part-time employment for students during the academic year, but_ it also can aid students looking for full-time summer employment in the local community. HEALTH SERVICES J: sn:dent Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students ~nd faculty. Every entering student is mformed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the commun_al life. The building of a good commumty requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including al_cohol, are fundamentally incompatible with the program of study at St. John's Co~l~~e. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff ~o care for the dormitories. The college msp_ects the rooms periodically and reparrs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear ~d tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE PLAN} ANNAPOLIS, {SITE MARYLAND SANTA FE, PLAN} NEW 49 MEXICO COLLEGE CREEK SOCCER FIELD BOATHOUSE LOWER PLAYING FIELD N~ N~ UPPER PLAYING FIELD TENNIS COURTS SUITES LIBERTY TREE L COLLEGE AVENUE APARTMENTS 11 :I �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, are saying to themselves and to the college that they want to engage the life of reason and believe can take pleasure in it. In writing their application essays, many determine their owi1 appropriateness as St. John's students; others eliminate themselves as decidthat their interests and those of the do not coincide. Thus, for the part, select themselves. Some rejected, of course, but a wide variety is accepted each year. The purpose of the admission process to determine whether an applicant has necessary preparation and to <eu1111-He1Le the St. John's program satisfacThe Admissions Committee - five and the Director of Admissions on campus - regards the application as a question from the applicant: "Do think I am ready to profit from the of studies at St. John's?" In the essays, applicants are asked to their previous education, their for choosing St. John's, and their with books. A number of vµuv.u"' topics are suggested. The essays designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. ]\Jext the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, energy, and initiative to succeed in the St. John's program. St John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an or by any other factors unrelated to the work of the college. The asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and are known to each other. Each campus serves about 400 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. v1~1e''"''uu<tuv. there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, :relinquish their advanced standing to take the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �77 {ADMISSION} graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the n~-n •onn tion essays and school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally St. John's accepts an applicant who is not a secondary school graduate. Such students must be well to from the college program and must either submit the results of a recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: r. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A" Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATr) or the AJnerican College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), if the applicant's first language is not English. {ST. JOHN'S PROCEDURE L John's College is one college located on two campuses. Although must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools ai1d references. Applications may be submitted as early as the second semester of the eleventh grade. 53 Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) in are in a better position to secure the entering classes and early consideration for financial assistance than those who apply later. DEADLINES TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis = 5598; Santa Fe = 4737. The .American College Test (ACT) numbers are: Annapolis = r732; Santa Fe= 2649 COLLEGE} Applications for fall classes should be filed as eady as possible and no later than March r; candidates wishing to enroll in January should apply no later than December r5. are processed on a :rolling basis. As soon as the application essays and supporting documents are received, the application is the Admissions Committee. applicant is notified of the commitdecision in about two weeks. Acceptstudents have the option to enroll on campus. Late applications for both fall and Januclasses will be considered, but appliare advised that the earlier their are completed, the greater their of securing positions in the enterclass on the campus of their choice. notification of acceptance, applihave the option to enroll on either '--dJ,uµuo. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement the campus they wish to attend. Once the deposit has been the campus may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes so while there is fill by the middle ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other �{ADMISSION} 54 campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2I404-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 8750I-4599 (Phone: 505-984-6060 or 800-33I-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a world wide web home page: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. CAMPUS VISIT I ······················································· ························· t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because ofits {ST. JOHN'S COLLEGE} unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday -and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (I-800-727-9238 for Annapolis or I-800-33I-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the col- 55 lege bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after S P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. A shuttle service from the Albuquerque airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T ················································································· he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). {ST. JOHN'S COLLEGE} AID} 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: r. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, 57 employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. C. Non- U.S. Citizens applying for financial aid should note the following: Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March r deadline will be notified of the decision on their application by April r. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance but the availability of funds cannot b~ guaranteed. r. Financial aid for foreign students is lim- ited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. Citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid FRESHMAN CANDIDATES: RETIIBNING STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. �58 {FEES & FINANCIAL FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. OPPORTUNITY GRANT: FEDERAL WoRKSTUDYPROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL PERKINS LOAN: The Federal Stafford Loan program enables a student FEDERAL STAFFORD LOAN: Iggg-oo AID} {ST. JOHN'S COLLEGE} to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. STUDENT BuDGET' ANNAPOLIS CAMPUS SANTA FE CAMPUS Tuition Tuition .................................... $23,290 ................................ ······································· Room & Board 6,360 Room&Board Books 275 200 $22,000 Books Activities Fee ~~r.s°.lla.J: ~P.~:11ses........... 800 Transportation ................................ roo, 350, 600' Activities Fee 200 ~~r.s_°.11.a.J: .~~115.~s................ _8_()_() .................... . '.r.r.ll11.s:P.?r.~a.ti:?n ............... I()O, .3.?°.~. 600~. ,Fees are subject to change without notice. , The allowance for transportation varies with the distance between the student's home and the college. BILLING AND DEPOSITS ................................................................................. B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August r for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities-must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register in September. A deposit of $250 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each grad- 59 uating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registratio '"Selne&tel:, ~tl1f~~ ~u~$,;iq.sa year. ' Class copies of many ---oks are available in the college library. Veterans aD.<rSocial Secufi:tyrecipteiits qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY en a student withdraws prior to the end of the semester, a refund is calculated according to federal and institutional policies. To initiate a withdrawal, a student must contact the dean and obtain a withdrawal form. A statutory pro rata refund is required for a student who meets all three of these criteria: is receiving Title IV Federal Financial Assistance, is a first time student at St. John's College (undergraduate or graduate) and withdraws on or before the 60% point in time for the initial semester of attendance. The pro rata refund calculation is �60 {FEES & FINANCIAL based on the portion of the enrollment period, rounded down to the nearest 10%, that remains after the student's withdrawal date. For example, if a freshman withdraws after attending four weeks of a sixteen-week semester, the portion of the semester that remains (I2+r6 = 75%) is rounded to 70%, and this percentage is used to calculate the refund of institutional charges. Unpaid charges are subtracted from the refund amount. Refunds for all returning students and for first time students who are not recipients of federal aid are made according to the following schedule. This schedule complies with Federal Refund Policy and is used for both federal aid recipients and non-aid students: • Withdrawal on the first day of classes: 100 % refund ofinstitutional charges .. ······································································ • Withdrawal from after the first day of class through the first ro3 of the enrollment period: 90% refund ofinstitutional charges • Withdrawal from after the first ro3 through the first 25% of the enrollment period: 50% refund ofinstitutional charges • Withdrawal from after the first 25% of the enrollment period through the first 50% of the enrollment period: 25% refund ofinstitutional charges • Withdrawal after 50% of enrollment period: No refund AID} 5. Federal Pell Grant 6. Federal SEOG 7. Other student federal aid programs 8. Other federal, state, private or institutional sources of aid 9. The student A refund is defined as the difference between the amount paid towards institutional charges and the amount the school can retain under the appropriate refund policy. A student who lives off campus may be given a cash disbursement of financial aid to help cover living expenses. If a student withdraws and the school determines that the student received a disbursement in excess of living expenses he or she could have reasonably incurred while still enrolled, then a portion of the disbursement must be repaid by the student to the federal aid programs: this is defined as a repayment. Living expenses are prorated based on the number of weeks the student completes during the semester to determine if a repayment is required. Federal Work Study earnings and Stafford Loans are excluded from the repayment calculation. Repayments from federal aid recipients must be distributed as follows: r. Federal Perkins Loan 2. Federal Pell Grant 4. Other student federal aid programs After the refund amount is calculated, using either pro rata or the alternate refund schedule, the refund must be distributed in the order listed below: 5. Other federal, state, private or institutional sources of aid r. Unsubsidized Federal Stafford Loan Examples of calculations ofrefund policy are available from the Financial Aid Office upon request. Subsidized Federal Stafford Loan 3. Federal PLUS Loan 61 4. Federal Perkins Loan 3. Federal SEOG 2. {ST. JOHN'S COLLEGE} CRITERIA FOR JUDGING SATISFACTORY PROGRESS .................................................. ················· REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �a . JI - Mh'M {FEES 62 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work ancl the student will not be eligible for financial assistance. Exceptions to this may be granted by the dean in the case of an withdrawal due to illness or other Students who are by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of to the Dean of the College. The dean will review the situciration, taking into account any cumstances, and determine whether or not the student is making satisfactory progresse VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veternns. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. [ST. Ain} grades of a C 2. Minimum average are ex1Jecl<otL If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic During that probation period, support and counseling are available. Failure to meet standards through two semesters of must be reported to the VA. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade average. Should a VA. enrolled student withdraw from any course at any subsequent to the midterm point of any semester, a grade of F will be assigned. JOHN'S St. John's will :report to the V.A. when a student has not successfully completed 753 of the credits attempted. 5. St. John's will infonn students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that credentials from schools will be evaluated, but credits are not applicable to the degree program at the college. However, liberal arts credits preearned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. COLLEGE} 63 BIBLIOGRAPHY Boorcs ABOUT LIBERAL EDUCATION ADUlR, MmmMER J., and CHARLES VAN How to Read a Book, Simon and Schuster, 1972. DOREN: ADLER, MORTIMER J0' and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., I9-'f5· BAIRZUN, JACQUES: BELL, DAl~EIL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTIIUR K: Educational Wastelands, The University oflllinois Press, Urbana, r953. The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American JV!md, Simon and Schuster, 1987. J,. j BRANN, EVA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. v~.'~""°'' Scon: Embers ofthe World, edited by Harris Wofford, Jr., Center for the of Democratic Institutions, Santa Barbara, California, r970. DARKEY, WILUAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKmE, Jm-IN: My Life as a Teacher, J.B. Lippincott Co., r948. ROBERT A. : Higher Education and Modern Democracy, RandMcNallyand Co., r 9 6 7. GRANT, GERAILD and DAYJ[D RrnsMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, r 978. HARVARD COMMITIEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, r945. HUTCHINS, Ro1mRT M.: The Conflict in Education in a Democratic Society; Harper and Brothers, :r953. Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, r936. The Learning Society, No Friendly Voice, Greenwood, University of Utopia, University of Chicago Press, 1953· LEWIS, c.~:L: The Abolition Macmillan Publishing Co., Inc., r9<;q. Education at the Crossroads, Yale Universiv; Press, 1943· MARITAIN, JACQUES: MEIKLEJOHN, ALIDI~WER: Education Between Two Worlds, Harper and Brothers, I9-'f2· SMITH, J. WINFREE:ASearchforthe Liberal College; The Beginning ofthe St. John '.s Program, St. John's College Press, 1983. VAN Dol:lliN, MARK: Liberal Education, Henry Holt and Co., r94 4 . �64 { B O AR D O F VI S I T 0 R S AN D Vice Chairmen Harriet Higgins Warren Stephen Feinberg Secretary Sharon Bishop MEMBERS EMERITI Mortimer J. Adler Eleanor Ditzen DavidDobreer, M.D. RobertA. Goldwin Charles A. Nelson Hon. Adolph W. Schmidt Thomas B. Turner, M.D. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe William B. Allen East Lansing, MI J. Burchenal Ault Santa Fe, NM John E. Balkcom Chicago, IL Richard E. Berkowitz Atlanta, GA Sandra Brock Annapolis, MD Linda Chavez Bethesda, MD Jean T. Clarke Houston, TX Jill z. Cooper Santa Fe, NM John H. Dendahl Santa Fe, NM Charles M. Diker New York, NY Glenda Eoyang Circle Pines, MN {FACULTY} V E R N 0 R S } ANNAPOLIS OFFICERS Chairman Gregory D. Curtis G0 Susan Ferron, M.D. Marine on St. Croix, MN Frederica Saxon Baltimore, MD Ronald H. Fielding Rochester, NY George Schoedinger III, M.D. St. Louis, MO Jean FitzSimon Hoffman Estates, IL JeremyShamos Denver, CO Stephen Foreman, M.D. San Marino, CA Marvin Sloves New York, NY Hillel G. Fradkin Milwaukee, WI Cheryl Foote Thomas Tulsa, OK Thomas Geyer Morristown, NJ Paul E. Tierney, Jr. New York, NY Anna E. Greenberg Annapolis, MD Michael E. Tobin Tesuque,NM Stewart H. Greenfield Westport, CT Harriet Higgins Warren Atlanta, GA Allan P. Hoffman Lawrence, NY Stewart Washburn Lakeville, MA S. David Krimins, M.D. Annapolis, MD Charles H. Watts Boston, MA Barbara Lauer Laramie, WY Jill Wilkinson Austin, TX Barbara H. Leonard Oberlin, OH Warren Winiarski Napa, CA Robley Timmins Levy LaSelvaBeach, CA JohnD.Wirth Santa Fe, NM Harriett Page Long Baltimore, MD K. Martin Worthy Washington, DC John Duncan Mack Ringoes,NJ Jonathan Zavin New York, NY Paul Martin Austin, TX LeeZlotoff Santa Monica, CA Paula Maynes Santa Fe, NM Peter S. McGhee Cambridge, MA John E. Robson San Francisco, CA Mikael Salovaara Benardsville, NJ President CHRISTOPHERB. NELSON B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-6g; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State of Illinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-87, Aurora University Management Center, Illinois; President, St. John's College, I99I-. Dean ofthe College inAnnapolis HARVEY FLAUMENHAFr B.A., Ig6o, M.A., Ig62., Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, Ig6o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, Ig6 5-66; Instructor in Government, Wheaton College (Massachusetts), Ig66-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, Ig8I; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer Ig83; National Endowment for the Humanities Constitutional Fellow, Ig84-85; NEH Planning Grant, Ig86-87; NEH Interpretive Research Grant, Ig87-89; Visiting Professor, Department of Educational Studies, University of Delaware, Ig89; Lynde and Harry Bradley Foundation Grant, Ig92-94; Dean, St. John's College, Annapolis, Ig97-. 65 EvA T.H. BRANN B.A., Brooklyn College, Ig50; M.A., I9SI, Ph.D. Ig56, Yale University; Fellow of the American Numismatic Society, Summer, Ig52; Fellow of the American School of Classical Studies at Athens, Ig52-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, Ig56-57; Member, Institute for Advanced Study, Princeton, Ig58-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, Ig57-, Addison E. Mullikin Tutorship, I97I-; Fellow, Woodrow Wilson International Center for Scholars, Ig76-77; Arnold Visiting Professor, Whitman College, Ig78-79; Visiting Scholar in Honors Education, University of Delaware, Ig84-86; Fellow of the National Endowment for the Humanities, Ig87-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, Ig88-96; Dean, St. John's College, Annapolis, Iggo-97; Doctor of Humane Letters, Whitman College, I995· EDWARD MALcoLMWYATT B.A., Ig53, M.A., Ig56, University of Virginia; Fulbright Fellow at Universite de Nancy (France), Ig53-54; Instructor, University of Virginia, Ig55-58; Tutor, St. John's College, Annapolis, Ig58-, Assistant Dean, Ig84-85, Director, Graduate Institute in Liberal Education, Annapolis, Ig89-92. I I LAURENCE BERNS B.A., Ig50, Ph.D., Ig57, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Ig56-59; Tutor, St. John's College, Annapolis, Ig6o-, Andrew W. Mellon Tutorship, Ig72-; Associate Professor of Philosophy, Rosary College (Leave of absence, I I ,, "'II �66 {FACULTY} Ig66-67); Associate, Clare Hall, Cambridge University, r97I-72; Richard Hammond Elliot Tutorship, rg8o-, BEATE RUHM VON 0PPEN RA., University of Birmingham, England, Ig39; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, Ig39-43; British Foreign Office, r94,3-5I; Royal Institute of International Affairs, r952-56; Research Staff, Nuffield College, Oxford, r956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, r959-60; Tutor, St, John's College, Annapolis, r960-63 (Leave of absence, r963-65), Ig7r-; Visiting Lecturer in History, Smith College, r963-6tb University of Massachusetts, r964-65; Member, Institute for Advanced Study, Princeton, r968-69; Member, Center of International Studies, Princeton University, r969-7I; National Endowment for the Humanities Editing Grant, r978-79, SAMUEL§. KurLER RA,, Sc John's College, Annapolis, r954; Graduate Study, American University, r955-6I; Assistant Mathematician, r954, Associate Mathematician, r957, Mathematician, r96r, The Johns Hopkins Applied Instructor, American University, 1960; Tutor, St, John's College, A_nnapolis, 1960, Tutor, 196r-, Andrew W, IVIellon 1972-, Dean, 1982-84. Jrnrn.PH P. COHEN B.JL, St. John's College, Annapolis, r956; J.D., of Law School, 1976; Department of Philosophy, UniveTsi.ty of 1956-57, 1959-62; of Vienna Summer School, 1957; United States Army, 1957-59; Lectmer in the Libernl Arts, University of Chicago, r960-6z; Tutor, Sc John's College, r962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, r984; Visiting Scholar, Oxford University, 1978-79, {ST, JoHN's NICHOJLAS MAISTIIBJLUS RS,, Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St, John's College, Annapolis, 1967-, DAVID HANFORD STEPHENSON RA, Columbia College, 1958; Columbia University, r960; Ph,D,, University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-, GEORGE DOSKOW BA, Columbia College, r957; MA, 1959, Ph,D,, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, College, 1963-65; Tutor, St. John's College, Annapolis, r965-; Assistant Dean, Dean, 198,:;,-86, HowMID J. FISHER B.A , University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, r96tb r965; Tutor, St, John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83, GISELA EEID'\IS Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, r959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, r963-64; Ph,D,, University of Heidelberg, r964; Instructor in Classics and Bismarck Gymnasium, Karlsruhe, r964-65; Staatsexamen II, University of Heidelberg, Ig65; Instructor in Classics and Philosophy, Rosary College, r966-67; Tutor, St, John's College, Annapolis, r967-, JOIDi.f. WHITE BA, St, John's College, Annapolis, r965; M,A,, The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-, LEO F, RADITSA Harvard College, 1956; University Scholar, 1960-6r, University Fellow, 196r-62, M,A., Columbia University, 1962; President's Fellow, I962-63; Fulbright, University of Munich, 1964-65, Berlin, r965; Instructor, New York College, 1965-68; Assistant Professor, 1968, Ph,D,, Columbia University, 1969; Tutor, St, John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, r977-78, HOWARD ZEIDERMA.t>r Dartmouth College, 1962-63; B,A,, St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, r972; Tutor, St, John's College, Santa Fe, r973-77, Annapolis, 1978-, COLLEGE} 67 J,D,, Yale Law 1981; Graduate Prize Fellow, 1969-1974; High School English Teacher, Cambridge Free 1970-72; Resident Eliot House, r971-73; Tutor, St, John's College, Santa Fe, r974-84, Annapolis, 1984-; Intern, U,S, Organized Crime Strike Force, Manhattan, 1980; Ma, Bar, 1981-, MICHAEL COMENE'I'Z BA, The Johns Hopkins 1965; M,A,, Ph,D,, 1972, Brandeis University; Assistant Professor of Mathematics, of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-, JOE§ACHS St, John's College, Annapolis, Graduate Student, The New -School for Social r97r-73; Pennsylvania State 1975; Teaching Assistant, Pennsylvania State 1973-74; St, John's 1975-, Jmll'<VERDI RS., Psycholo5y, Fordham University, 1972; M,A, 1974, Ph,D, of California, San Diego, Tutor, St, John's College, Santa Fe, 1975-85; , 1985-; Assistant Dean, Graduate Institute in DU.U\CdCA'UiL 1992-I995, ROl:lERT P, DRUECKER DEBORAH ScmvARTZ REi'IAUT St, John's College, MA, The Johns Hopkins University, 1971; Georgetown University, r974; Tutor, Sc John's College, Annapolis, r974-, DAVID L, TOWNSEND B,A,, Loyola College, 1969; 1\1,A,, Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph,D,, Harvard, r976; B,S , Woodrow Wilson Fellow, 19 Teaching Assistant, Department of ""''"''"v"""~"v"' Boston r972-76; M,A,, Boston University, r974; Fulbright and American Scandanavian Foundation Fellow, r976; Counseling, Loyola College, 1996; Tutor, Sc John's College, 1977-; Counselor and Therapist, 1996-, �{ST. JOHN'S ,COLLEGE} {FACULTY} 68 FLAUMENHAFI' B.A., University of Chicago, r966; M.A., r967, Ph.D., r970, University of Pennsylvania; Woodrow Wilson Fellow, r966-67; University of Pennsylvania Foundation Fellow, r966-70; Instructor in English, r970-7r, Assistant Professor of English, r97r-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, r977; Tutor, St. John's College, Annapolis, r977-. MERAJ. PETER KALKAVAGE B.A., r973, M.A., r976, Ph.D., r983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, r976-77; Tutor, St. John's College, Annapolis, r977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, r975; M.S., University of Michigan, r977; Associate Mathematician, r977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, r979-. WILLIAM JON LENKOWSKI B.A., Marquette University, r965; M.A., Philosophy, The New School for Social Research, r970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, r968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, r976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, r977-79; Tutor, St. John's College, Annapolis, r979-. THoMASMAY B.A., Loyola College, r97r; M.A., Fordham University, r975; Assistant Professor, Loyola College, r974-79; Visiting Lecturer, Goucher College, r976-78; Tutor, St. John's College, Annapolis, r979-; Director, Graduate Institute in Liberal Education, Annapolis, r986-89, r995-r998. JONATHAN S. TuCK B.A., Columbia University, r969; B. Phil., Oxford University, r97r; M.A., University of California, Berkeley, r972; Graduate Study in English, Berkeley, r97r-78; Woodrow Wilson Fellow, r969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, r969-7r; Kent Fellow (Danforth Foundation), r97r-77; Teaching Assistant and Associate, Department of English, Berkeley, r973-78; Tutor, St. John's College, Annapolis, r979-. Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, r979-8r; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. NANCY DUNNING BucHENAUER ELIZABETH M. BLETI'NER B.A., History, r967, M.A., Ancient History, Cornell University, r969; Ph.D., Classics, Brown University, r980; Ford Foundation Fellow, r966-68; University Fellow in Classics, Brown University, r96970; Tutor, St. John's College, Santa Fe, r980-96; Annapolis, r997 -; Director of the Graduate Institute, Santa Fe, r99r-94. B.A., Stanford University, r969; Graduate Study in English Literature, University of Wisconsin, r970-7r; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, r979-80; Richard M. Weaver Fellowship, r98r; Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. MICHAEL G. DINK Harvard University, r970-72; B.A., St. John's College, Annapolis, r975; M.A., r978, Ph.D., r986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, r980-84, Annapolis, r984-. Director, Graduate Institute in Liberal Education, Annapolis, r998-. JAMES HOWARD BEALL Active duty, U.S. Air Force, r963-67; B.A., Physics, University of Colorado, r972; M.S., Physics, r975, & Ph.D., Physics, r979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, r975-78; Congressional Science Fellow, United States Congress Office of HENRY H. HIGUERA B .A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, 69 St. John's College, Annapolis, r984-. ANITA L. KRONSBERG B.A., St. John's College, r980; Tutor, St. John's College, r984-; Assistant Dean, r998-. PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, r984; Teaching Fellow, Boston College, r978-r982; Instructor, Assumption College, r98r; Tutor, St. John's College, Annapolis, r984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, r966; M.A., r97r, Ph.D., r973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, r972-r976; Graduate Faculty of The New School, r976-r980, University of Oklahoma, r980-r984; Tutor, St. John's College, Annapolis, r984-. PAMELA KRAUS M.A., r973; Ph.D., r980, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, r973-74; Lecturer, The Catholic University of America, r975-80; Assistant Professor of Philosophy, The Catholic University of America, r980-85; American Fellowships Program Panel, American Association of University Women, r985; Tutor, St. John's College, r985-. WILLIAM PASTILLE A.B. in Music, Brown University, r976; M.A. in Musicology, Cornell University, r979; Ph.D. in Musicology, Cornell University, r985; Visiting Faculty, School of Music, University of Wisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. �70 {ST. {FACULTY} CATHERINE R. IIAIGNEY B.A., I98I, M.A., I983, Ph.D., I989, University of Virginia; Lecturer in English, Vanderbilt University, I985-86; Instructor, Goucher College, I987-89; Tutor, St. John's College, Annapolis, I989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, I982; M.A., University of Toronto, I984; Diploma, Inter-University Centre, Dubrovnik, I985; Ph.D., University of Toronto, I993; Tutor, St. John's College, I989-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, I980; B .A., Physics and Philosophy, Oxford University, I982; M.A., History of Science, Harvard University, I985; Ph.D., History of Science, Harvard University, I989; Tutor, St. John's College, I989-. JUDITH L.A. SEEGER B.A., Harvard University, I966; Cornell University, I967-68; M.A. in Romance Languages and Literatures, I970, Ph.D., I982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, I984-88; Research Associate of the Folklore Institute, Indiana University, I984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, I990; Tutor, St. John's College, Annapolis, I989-. JoANE. SILVER B.A., State University of New York, College at Old Westbury, I97I; M.A., St. John's College, Annapolis, I976; Ph.D., Graduate Theological Union, in Theology and The Arts, I993; Tutor, St. John's College, Annapolis, I974-77; Tutor, St. Mary's College, Integral Program, I977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer I985, I986, I987, I988; Tutor, St. John's College, Santa Fe, I989-I996; Annapolis, I997-. K. YEE B.A., English, Pomona College, I977; M.J. Journalism, University of California, Berkeley, I980; M.A., Chinese, I98I, Ph.D., English, University ofWisconsinMadison, I989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, I988-89; Tutor, St. John's College, Annapolis, I989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers ofI990 and I99L CORDELLD. ANDRE BARBERA B.A. in Music, Wesleyan University, I974; Resident Fellow, Newberry Library, Chicago, I978; Ph.D. in Musicology, University of North Carolina, I980; Visiting Assistant Professor of Music, Cornell University, I979-I982; Assistant Professor of Music, University of Notre Dame, I982-I989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, I989-I990; Tutor, St. John's College, Annapolis, I990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, I968; Graduate Study, New School for Social Research, I970-72; M.S., I985, Ph.D., I989, University of Delaware; Tutor, St. John's College, Annapolis, I990-. MARGARET ANNE KIRBY B.A., University of King's College, I977; M.A., Department of Classics, Dalhousie University, I979; Commonwealth Scholar, Hertford College, Oxford University, I980-82; M.Litt., Faculty of Modern Languages, Oxford University, I982; JOHN'S Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, I982; Junior Fellow, Massey College, University of Toronto, I983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, I988; Fellow and Tutor, University of King's College, I987-89; Tutor, St. John's College, Santa Fe, I990-96, Annapolis, I997-. ERIKSAGENG B.A., University of Alaska, I983; M.A., I985, Ph.D., I989, Princeton University; National Science Foundation Fellow, I983-86; Mellon Fellow in the Humanities, I983-89; Fulbright Fellow, I987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, I987-88; Rockefeller Fellow, University of Oklahoma, I989-90; Tutor, St. John's College, Annapolis, 1990-. COLLEGE} 71 ROBERT GoLDBERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, I98I; M.A., 1983, Ph.D., I990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, I995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, I982; M.A., I986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-1988; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. EMILY H. BROOKER LANGSTON RADOSLAV DATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-1994; Tutor, St. John's College, Annapolis, 1994-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, 196I; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. B.A., Emory University, I987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, I989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-· GEORGE A. RUSSELL B.A., St. Francis College, I973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994· Dean of Students, St. Patrick's Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John's College, Annapolis, I995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I991; �72 {FACULTY} Graduate Student, Music Composition, Duke University, r990-9r; Earhart Fellow, r995; Ph.D., Political Philosophy, Fordham University, r996; Tutor, St. John's College, Annapolis, 1996-. fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, :r995; Tutor, St. John's College, Annapolis, 1997-. LnUNGu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, r984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, r995; Tutor, St. John's College, Annapolis, 1996-. RA., Pomona College, 1986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, r986-87; M.A., Princeton University, :r990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, 1994-97; Tutor, St. John's College, AJinapolis, 1997-. B.A., Religious Studies, Georgetown University, r984; junior year abroad, Oxford University, 1982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, r990; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, r986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, SL'-:: awards between 1987-1993; Research Fellow, Hebrew University of Jerusalem, :r990-91; Fulbright Scholar, University of Paris III, 1991-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, 1994; Tutor, St. John's College, Santa Fe, summer 1995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, 1996; Tutor, St. John's College, r997-. JOHN'S SANTA FE President JOHN AGRESTO B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D , University of Chicago, 1997; Lecturer in the College, University of Chicago, r996; Tutor, SL John's College, Annapolis, r997-. A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Canada, l97r-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate artment of Political Science, Duke University, North Carolina, 198r; Assistant Chairman, National Endowment for the Humanities, 1982-8 5; Acting Chairman, Na ti on al Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., President, St. John's College, Santa Fe, 1989-. SUSANK PAALJ\,1AN Dean ofthe College in Santa Fe STEPHEN LARSEN PAUL W. LUDWIG LINDA KERN-PERETS {ST. B.iL, University of Chicago, 1988; Ph.D., Boston College, 1994; LectUTer,University of New Hampshire, r993; Postdoctoral 73 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, r961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-r:l. JOHNS. STEADMAN Philosophy, University of Wisconsin, r959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, r959-6r, Teaching Fellow, r96r-62, Cornell University; St. John's College, r962-67, Santa Fe, 1967-; Assistant Dean, 1970-72. DoNB.CooK A.B., Occidental College, r958; Ph.D., University of California at 1965; \Voodrow Wilson Honorary National Science Foundation 1959-fo; Tutor, St. John's College, Santa Fe, 1965-72; Teacher, Santa Fe Prepatory School, 1972-73; 1973-; Assistant Dean, r981-82, r990-96. ELUOTIT. SKINNER B.A., Rice University, :r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John's College, .Annapolis, 1997-. MARKJ.Lurz B.A., University of Chicago, 1980; M.A,, University of Toronto, 1982; Ph.D., University of Toronto, r990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, 1998-. CAREY St. John's College, Annapolis, 1963-65; 1967; University of North 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S . Marine Corps, r967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, 1984-, Dean, l986-r99r, 1996-. DEVJN A. STAUFFER MICHAEL w. GMl'UCE COLLEGE} B.A., Kenyon College, 1992; Ph.D. Boston College, 1998; Tutor, St. John's College, 1998-. ROBERTD. SACKS B.A., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins University, r963; Hebrew University, Jerusalem, University of 196!; M.A., Princeton University, r963; Ph.D. Can di date in Princeton University; Assistant and Woodrow Wilson Princeton University, 1964; Fellow of the Council for Philosophical Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's Sante Fe, r965-. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., and Philosophy of Science, University of 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, l977-8r. �74 {ST. {FACULTY} JoHN'sCOLLEGE} 75 RALPH SWENTZELL S'FEPHENR. VANLUCHENE LYNDA LAMSON MYERS STEPHEN FREDERICK HOUSER B.S., New Mexico Highlands University, r963; Instructor, Computer Programming, New Mexico Highlands University, r965-66; Tutor, St. John's College, Santa Fe, r966-. B.A., Arizona State University, r969; M.A., r97r, Ph.D., r973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, r97r-73; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, r979-8r, Director of The Graduate Institute in Liberal Education, r982-85; Dean, r99r-r996. B.A., St. John's 'College, r97r; M.A., University of North Carolina, r975; M.A., r99r, Ph.D., r996, Catholic University of America; Tutor, St. John's College, Santa Fe, r977-; Director of the Graduate Institute in Liberal Education, r985-88. B.A., St. John's College, Santa Fe, r979; San Francisco Conservatory of Music, r980-82; M.A., University of Virginia, r989; Ph.D., University of Virginia, r990; President's Fellow, University of Virginia, r987-90; Tutor, St. John's College, Santa Fe, r983-. GLENN A. FREITAS B.A., Classical Languages, St. Mary's College, California, r957; Th.L., Universite Laval, Quebec, r964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, r966; L'Ecole Biblique et Archeologique Fran<;aise de Jerusalem, r964-66; Assistant Professor, Theology, St. Mary's College, r967-69; Tutor, St. John's College, Santa Fe, r969-, Assistant Dean, r976-77, r982-84. DAVID BOLOTIN B.A., Cornell University, r966; Ph.D., New York University, r974; Lecturer in Classics, Yale University, r97r-73; Tutor, St. John's College, Annapolis, r974-82; Santa Fe, r982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, r986, r987-88. CHARLOTTE GRAY MARTIN B.A., University of Colorado, r972; Deutscher Ak:ademischer Austauschdienst Dankstipendium, University of Freiburg, r972-73; Ph.D., Classics and Comparative Studies, Boston University, r979; Teaching Fellow, Boston University, r975-78; Visiting Lecturer, Colorado College, r978-79; Assistant Professor, University of Colorado, Spring, r980; Tutor, St. John's College, Santa Fe, r980-. PHILIP LECUYER GEORGIA S. KNIGHT PETER DRAGAN PESIC B.A., Colorado College, r966; Merton College, Oxford University, r969; Studies in Biology, University of New Mexico, r970-72; Boettcher Scholar, r962-66; Perkins Scholar, r963-66; Rhodes Scholar, r966-69; Danforth Graduate Fellow, r966-72; Woodrow Wilson Fellow (honorary), r966; Tutor, English Literature, Summer Humanities Institute, Colorado College, r968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, r97r-72; Tutor, St. John's College, Santa Fe, r972-. B.S., Philosophy, r970, M.A., English, r972, Teaching Fellow, University of Utah, r970-74; Tutor, St. John's College, Santa Fe, r974-; Assistant Dean, r988-90. A.B., Harvard University, r969; M.S., r970, Ph.D., r975, Stanford University; Danforth Graduate Fellow, r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, r980-; Musician-in-Residence, r984-. DAVID EDWARD STARR B.A., Gordon College, r962; M.A., r966, Ph.D., r972, Boston University; Graduate Assistant in Philosophy, Boston University, r963-64; Teaching Intern, Boston University College of Basic Studies, r964-66; Instructor rn Philosophy, University of Rhode Island, r966-7r; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, r982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. KENT H. TAYLOR B.A., Yale University, r963; M.A., University of Georgia, r965; Ph.D., University of California at Santa Cruz, r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, r968-69; Heidelberg University, r97r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of California at Santa Cruz, r967-7r; Tutor, St. John's College, Santa Fe, r974-. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, r975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, r980-; Director of The Graduate Institute, r994-97. }ANET A. DOUGHERTY ELIZABETH S. ENGEL B.A., Pomona College, r967; M. Phil., r97r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, r97r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. B.A., Yale College, r974; M.A., Ph.D., Harvard University, r980; Teaching Fellow in Government at Harvard College, r976-78, r979-80; French Government Fellowship, r978-79; Assistant Professor of Political Science, Stonehill College, r980-82; Tutor, St. John's College, Annapolis, r982-85; Santa Fe, r985-. KATHARINE S. MULFORD B.U.S., Philosophy and Religion, University of New Mexico, r975; M.A., Philosophy and Theology, Graduate Theological Union, r978; Ph.D., Philosophy, University of Oklahoma, r983; Tutor, St. John's College, Santa Fe, r983-. FRANKN. PAGANO A.B., Cornell University, r969; Ph.D., Boston College, r98r; Assistant Professor of Political Science, r975-8r, Director of the Division of Liberal Learning, r980-83, Associate Professor of Political Science, r98r-83, University of New England; Tutor, St. John's College, Santa Fe, r983-. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, r97r-72; B.S., Saint Mary's College, California, r975; M.D., University of California San Francisco, r979; American Heart Association Student Research Associate, r974; Fellow, Cancer Research Institute, University of California San Francisco, r976; Resident, Pathology Department, University of California San Francisco, r979-r980; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, r980-r98r; Lecturer in Anatomy, Sonoma State University, California, r98r-82; Lecturer in Anatomy and Physiology, City College of San Francisco, r98r-r985; �76 {ST. JOHN'S COLLEGE} {FACULTY} Private translator, I982; Lecturer, Collegiate Seminar, Saint Mary's College, California, I982-r985; Assistant Instructor, San Francisco Karate-Do, r982-85; Tutor, St. John's College, Santa Fe, r985-. JOIINF. CORNELL B.A., r975, M.A., r977, McGill University; Ph.D., University of Chicago, rg8I; McConnell Fellow, r975-77; Fishbein Fellow, I977-r980; Searle Fellow, r980-8r; NEH Fellow, r982; ACLS Fellow, r983-84; Assistant Professor, Honors College, University of Oregon, I98r-83; Assistant Professor, History of Science, University of Georgia, r984-r985; Tutor, St. John's College, Santa Fe, r985-; Visiting Assistant Professor of History of Science, University of Chicago, rggo. ROBERT RICHARDSON B.A., Park College, r960; Woodrow Wilson Fellow; Danforth Fellow; M.A., r962, Ph.D., I969, Philosophy, Yale University; Shimer College r965-67, I975-77; Cornell College, r968-r970; University of Wisconsin-Madison, r970-73; Tutor, St. John's College, Santa Fe, r985-. LINDA WIENER B.S., Biology, University of Miami, I977; M.S., Entomology, Colorado State University, r979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, I979; Ph.D., Entomology, University of Wisconsin-Madison, rg8r; Post-Do ct or al Fellow, Linguistics, Harvard University, r982-r985; Entomology Associate, Museum of Comparative Zoology, Harvard University, r982-I985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, r984-85; Tutor, St. John's College, Santa Fe, I985-. DAVID LAWRENCE LEVINE A.B. St. John's College, Annapolis, I967; M.A. I969, Ph.D. I975, The Pennsylvania State University; Woodrow Wilson Fellow I967-68; NDEA Fellow (Honorary) I967-70; University Graduate Fellow, The Pennsylvania State University I969-70; Independent Research, Centre Universitaire International, Paris, I970; Language Study, Goethe Institut, West Germany I970-7I; Instructor in Philosophy, University of Maryland, West Germany, I97I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, I968-69, I97I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, I975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, I980-88; Fellowship Research Grant, Earhart Foundation, I984-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, I996-97, Director of the Graduate Institute, I997-. GRANT H. Fll.ANKs B.A., St. John's College, Annapolis, I977; J.D., Harvard Law School, Cambridge, MA, I980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, I980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, I983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, I984-88; Tutor St. John's College, Santa Fe, Ig88-. BASIA C. MILLER B.A., Philosophy, Antioch College, I959; M.A., University of Chicago, I962; Ph.D., University of Chicago, I989; Translator for the University of Chicago Press, I975-8I; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, I982-88; Teaching Assistant, University of Chicago, I985-87; Instructor, Northern Illinois University, I987-88; Tutor, St. John's College, Santa Fe, Ig88-, Assistant Dean, I997-. THOMAS SCALLY WILLIAMS. KERR B.A., St. Mary's College of California, I967; M.A., Boston College, I970; Ph.D., Boston College, I97I; Assistant Professor, University of Santa Clara, I970-7I; Assistant Professor, St. Mary's College of California, I97I-74; Assistant Professor, California State University at Humboldt, I975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, I975-I987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, I980-I984; Visiting Tutor, St. John's College, Santa Fe, I987-I989; Tutor, St. John's College, Santa Fe, Iggo-. B.S., Oklahoma State University, I974; University of Illinois Graduate Fellowship, I975-76; M.S., Economics, University of Illinois-Urbana, I976; Graduate Study in Economics, University of Chicago, I976-77; University of Colorado Graduate Fellowship, I983-87, M.A., Classics, University of Colorado-Boulder, I985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, I987-88; Reynolds Fellowship, I988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer I985; Visiting Assistant Professor, University of Colorado-Boulder, Summer Iggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, I998; Tutor, St. John's College, Santa Fe, I989-. 77 KRISHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., rg8 5; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, r982-86; Academic Exchange, University of New Mexico, Albuquerque, I985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, I989; Tutor, St. John's College, Santa Fe, I989-. SALLY DUNN B.A., St. John's College, Santa Fe, r97r; M.A., Philosophy, University of Notre Dame, I973; Post-Masters Doctoral Program, American Studies, University of New Mexico, r974-77; Ph.D., Women Studies, Union Graduate School, r979; Part-time Instructor, Women Studies Program, University of New Mexico, r9758r; M.A., St. John's College, Santa Fe, r989; Tutor, St. John's College, Santa Fe, rggo-. BRUCE M. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, I995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, rggo-. JAMES P. FORKIN B.A., St. John's College, Santa Fe, I980; M.S., Vegetable Crops, University of California-Davis, Ig86; M.A., Political Science, University of California-Davis, rg86; Tutor, St. John's College, Santa Fe, rggo-. �78 {ST. {FACULTY} JOHN'S MICHAEL DAVID RAWI" JUUE REAHARD B.A., Dartmouth College, r981; Fulbright Scholar, Germany I98I-82; Ph.D. Committee on Social Thought, University of Chicago, r990; Tutor, St. John's College 1991-. B. S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, I979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, 1991; Instructor, University of .New Orleans, 1977-80; Assistant Professor, Institut Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, r983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. CHA.~E§ N' FASANA.RO VICTORIAMOltA B.S., Chemistry, Manhattan College, 1965; l\ILA.R. with Distinction, ILIFF School of Theology, Colorado, Ph.D., Philosophy of Religion, University of Denver/ILIFF, ; Schlessman for the Study of Philosophy ; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, University of Colorado, Ig83-84; Program Ombudsman and Assistant to the Director, 'Writing Program, University of ColoTado, I986-9I; Associate Professor, Center for and Religion, Colorado, Professor, Center for , Colorado, 1990; Tutor, St. Santa Fe, 1991-. RA. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, I986-I988; M.A., M. PhiL in Philosophy, Yale University, I990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992- BA, English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, Boulder, 1987-1988; Instructor, College of General Studies, University of Pennsylvania, 1988-1989; Graduate Work, Literary Theory, University of Pennsylvania, l988-199r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-1993; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. FRANK R. HllNT St. John's College, Annapolis, I971-73; Cornell University, 1973-74; B .A., New York University, I976; M.k, 1980, Ph.fr, I985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, I987-89; Tutor, St. John's College, Santa Fe, I990-. JAME§ COHN }OSHUAL, MTE§ B.A., St. John's College,,~,,,,~,,~~"' I98o; Advanced Summer Greek Institute, New PhaenomeM.A., 1988, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Literature, State University of New York at Binghamton, r991; Tutor, St. John's College, Santa Fe, l99I-. 0 BARRY E. G-0LDFARB BOA., Yale University, 1975; M.A., of Chicago, 1978; M.A., '~'···~''"''"of Cincinnati, Ig81; Ph,D., The Johns Hopkins 1986; Visiting University of Southern f\,..Ssistant Professor, State University, r988-r992; Language Coordinator and Lecturer, The Johns Hopkins 1992-93; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA A. HmmYVVELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-1988; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-1994; Tutor, St. John's College, I99Lf-· JAIVIES H. ~WILKINSON B.A., Williams College, I973; M.A., The Graduate Faculty, The :New School for Social Research, 1979; Ph.D. in Philosophy, The State University, 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, l982-8tf; Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, I984-85; \Vissenschaftlicher Mitarbeiter, Philosophisches Seminar, Johannes Gutenberg COLLEGE} 79 Universitaet Mainz, I985-88; Assistant Professor, artment of Philosophy, The University of 1989-94; Honors Program, The University of Kentucky, Fall 1992; Tutor, St. John's College, 1994-. ALICE BEHNEGAR A.B., Smith College, 1975; J.D., Stanford University, 1978; Ph.D., Committee on Social Thought, The University of Chicago, 1994; Carthage Post-Doctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State 1994-95; G.D. Searle & Co./The NutraSweet Company, Skokie, IL, 1981-83, 6, and Aubonne, Switzerland, 1983-84; Attorney, Schiff Hardin & Waite, Chicago, IL 1978-81; Tutor, St. John's College, Santa Fe, 1995Com'<! B.A., Humanities/Modem Thought and Literature, Stanford M.A. 1993, Ph.D. I995, Committee on Social Thought, The Fellow, The Chicago, ; Tutor, St. John's College, Santa Fe, r995-. MAREN 0RMSETH SAlVIUEL B. Jo:m'<!SON B.S., Davidson College, 1970; Instructor, English and German, Shikoku Gakuin Daigaku, Japan, 1970-92; M.A., Ph.D. in mathematics, Duke University, 1974, I979; Deutscher akademischer Austauschdienst of Heidelberg, 1974-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College., 1979-85; Associate Professor of mathematics, Guilford College, 1985-89; Chinese language studies, Beijing Waiguoyu Shifan Xueyuan, r988; J.D., Yale University, 1992; Arabic language studies, �80 {FACULTY} Institute for Foreign Studies of Arabic, Damascus, Syria, I992; Attorney, Spiegel & McDiarmid, D,C,, I99295; Tutor, St, John's College, Santa Fe, I995-, {ST, JUDITH I. ADAM B,A,, r986, M,A,, 1989, Political Science, University of Alberta; Ph,D,, I996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, I996-, LEONARD W. ORTMANN AB!t'.AHAJll! ANDERSON B,A., Yale University, I976; Fulbright Scholar, Germany I986-87; Ph,D,, Philosophy, The Pennsylvania State University, I990; Humanities The Pennsylvania State University, Ig8o86; ESL, Internationale Bildungsstaette, Germany, r988-89; Lecturer, Germanic Languages and Literature, University of Pittsburgh, r990; Adjunct Assistant Professor of Philosophy, St. Francis College, 1991; Assistant Professor of Philosophy, Conception Seminary College, 1991-95; Tutor, St. John's College, Santa Fe, r995-, A,B,, Harvard College, I975; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, I975-76; Preceptor in Humanities, Columbia College, 1980-83; German Academic Exchange Fellowship, Munich, r983-85; Ph,D, in Philosophy, Columbia University, Ig86; Assistant Professor, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, 1987-96; Instituto de Investigaciones Filosoficas, UNAM, Mexico Ig96-97; Tutor, St. John's College, Santa Fe, r997-, JACQUES CALEB TuOMP§ON RA, Philosophy, Clark University, r984; M,A,, Philosophy, University of Virginia, 1990; Ph,D,, Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St, John's College, Santa Fe, r996-, MICiiAEL D. BYBEE B,A., Philosophy, r972, B.A., M,A., , 1972, 1975, Idaho State educational Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D,, Philosophy, l98I, University of Hawaii; Assistant Professor of Idaho State University, I982-84; Instructor of English, Instructor of English, I990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St, John's College, Santa Fe, r996-, DuvmsJN B.A., St. John's College, Annapolis; M,A., 1984, Ph,D., r992, The Catholic of America, University of California, Irvine, r987-91; Knights of Columbus Fellow, Tutor, St. John's College, Santa Fe, 1997-, JOHN'S B. S., California Institute of Technology, 1990; 11/LS,, l99I, Ph,D, r994, of Chicago; Lecturer in Mathematics, University of Chicago, r992-93; Member, Institute for Advanced r99c;c-95; Instructor in Mathematics, Princeton University, r995-97; Tutor, St, John's College, Santa Fe, 1997-, CHRISTOPHER A. MOORE B,A,, St, John's College, Santa Fe, 1985; MA, 1989, Ph.D,, Philosophy, r996,Tulane University; Direktaustauschstipendiat, Freie Unive:rsitat Berlin, 1987-88, l9909r; Tutor, St, John's College, 1997-, 81 PAMELA WERIIBACH LOUISE HELENA GUENTHER RA,, Humanities, Dominican University, r976; ABD, Political Science, Boston College, 1982; Adjunct Assistant Professor, SUNY College at Oswego, r98285; Lecturer, University of Wisconsin-Eau Claire, r985-88; Visiting Assistant Professor, University of Dallas, I988-90; Visiting Assistant Professor, Rhodes College, Memphis, TN, r990-91; visiting tutor at St. John's College, Santa Fe, Summer, l99r; Adjunct Lecturer, University of Memphis, 1992-1997; Tutor, St. John's College, Santa Fe, 1997-, A.A., Interdisciplinary Studies in Letters and Science, Chabot College, 198 9 ; B.A., Humanities and Economics, San Francisco State University, r992; Ph.D., History, University of Minnesota, r994, 1998; MacArthur Fellowship, 1992-98; Fulbright Scholar, Brazil, r995-96; Tutor, St, John's College, Santa Fe, r998-, MATI'HEW K. DAVI§ B.A, St John's College, Annapolis, r982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D, Candidate in Philosophy and Classics, University of Pittsburgh, r98587; Ph,D, in Political Science, Boston College, I995; Killam Fellow, Earhart Fellow, r990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Editor, Books in Canada, Ig97-98; Tutor, St. John's College, Santa Fe, 1998-, PETERL. GILBERT BRENDON LASELL COLLEGE} BA, St, John's College, Annapolis, l98I; BA (MA), Theology, Oxford 1985; Ph,D,, Church History, The Catholic University of America, 1995; Translator for Ancient Christian Commentary of Holy Scripture, I995-98; Instructor in Patristics and Old Testament, Shkolla Teologjilce-Hieratike «Ngjallja e Durres, Albania, 1995-98; Tutor, St. John's College, Santa Fe, I998-, MARK ROLLlll'JS A,B, Princeton University, 1977; M,A., Ph,D, in Philosophy, University of California, Berkeley, 1986, r991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, r987, I99I92, and r995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UN.AM, Mexico 1988-91; Assistant Professor of Philosophy, American University in 1992-95; Senior Analyst, education and family support Abt Associates, Cambridge, MA, r997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; St, John's College, Santa Fe, 1998-. GINO THOMAS B,S" in Physics, California Institute of Technology, 1989; M,A., 1992, l\/L PhiL, r995, PhD. in Astronomy, Columbia University, r997; Tutor, St, John's College, Santa Fe, 1998-, �82 {FACULTY} PRESIDENTS EMERITI HONORARY FELLOWS Edwin Jules Delattre William M. Dyal, Jr. {ST. JOHN'S COLLEGE} 83 RAY CAVE B.A., St. John's College, Annapolis, Ig48. STEPHEN FEINBERG TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow ThomasJ. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler B.B.A., University of Texas, Austin, Ig67. OFFICERS, Assoc1ATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John Agresto Dean Harvey Flaumenhaft Dean Anthony Jam es Carey Vice Presidentfor College Advancement Jeffrey A. Bishop Vice Presidentfor College Advancement Robert A. Glick Treasurer Fred H. Billups, Jr. Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Director ofthe Graduate Institute David L. Levine Assistant Dean Anita Kronsberg Assistant Dean Basia Miller Director ofAdmissions John M. Christensen Director ofAdmissions Lawrence H. Clendenin Director ofAlumni Activities Roberta Gable Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics Leo Pickens Director ofStudent Activities Mark St. John Director ofPlacement Karen Krieger Director ofPlacement MargaretE. Odell Director ofFinancial Aid Caroline Christensen Director ofFinancial Aid Michael Rodriguez Librarian Lisa Richmond Librarian Inga Waite Director ofCommunications Barbara Goyette Director ofPublic Relations LauraJ. Mulry Registrar Shirley McBrayer Registrar Kenneth T. Howarth Nurse Practitioner Carolyn Huppert Family Nurse Practitioner Kim Bear Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �------------1 84 {PROFILE} FRESHMAN CLASSES ENTERING FALL 1998 AND JANUARY 1999 ~ncl~se(l is a complete Annapolis States Represented Alabama 32 I 32 I 2 Alaska I Arizona I I I s s IO I9 I2 Florida I I Georgia Idaho 4 Illinois s I Arkansas California Colorado Connecticut Indiana I 2 Santa Fe s 2 I Foreign Countries Canada Ecuador 6 2 I I 2 France Germany India I ; :~i~e~i~a~~~ea~~.,:·•.. · .·• Number of Students Fal1Igg8 I3I Januaryiggg 34 go Women 7S S9 2 2 32 49 I6-26 I7-27 2 I I04 99 2I Early Entrance Previously Attended College Range of Ages Veterans 3 I 2 2 Minnesota I I Missouri Montana 2 2 I Nebraska Nevada I New Hampshire 2 New Jersey s I I2 IS 8 3 6 2 I 20 3 IO I II4 I8 73 Kind of School Attended Michigan New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina I Texas 2 Vermont Independent Parochial 49 IO 8 First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students Virginia Washington IS 2 Wisconsin District of Columbia 2 dh'.ewo~. ood~et$be~t· •~o{~ll~ttet~f~f~n~ form:s. . •Qne {:i:) se~~·sel\otil' · l'~pol:tf~ ·'' ' i > '' ·~ ;' . ' ·:.:· . ' 1f.aliy oft~set'o~sate ·m:is~g,cont;ac~St14lin's Conegeat ehbet~~l! ad!}Nissesbel~ to obtain. r~lacem~t~orU1~i> 77% Ad~sfo~ f)ffi:ce SI% s2% 34% I73 23% 20% 29% P.O. BQX;28oo s3 I% 23% 2s% I43 63 St, John~s Celfoge Annapelis, l\ff). $i:4()~. FU; ijJ:o-~69'"(9!6 :i:~800-7:2'f'.-9238 . admi$siQns@s}ca;edn: 3% 4S 6 3I 2 3 8 28 7 6 I6 I I2 . 6I3 Rank in Class* First Fifth I Tennessee Public Receiving Financial Aid 2 South Dakota li~J~~~·cQ!Jege~ U~p~~t~~ns~s6f: I 2 2 t~eitt{ereainp~of I s 3I Maryland Massachusetts ~PP~~tf~npac!cet for ~~~~te~~nns I Men I Kansas Louisiana Maine Annapolis Santa Fe .Admissions·~ St~ JQhn~sCol,tege n6o•Caintn:0:Cr~&lanea SantiFe.·~~(StJ;t FAX~ ~os~984~!i. x--80~33if~~~ '> ; admis.si()ns~:sff.f;etin ',' ,' '-,':,'\ «,f,' ', 6 2 3 * Not included in this table are Ioo students for whom rank-in-class is not available. � STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2I404 4rn-263-237I SANTA FE, NEw MEx1co 875m 50 5-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR Iggg-2000} {COLLEGE Iggg-2000} SANTA FE ANNAPOLIS I999•2000 CALENDAR I999•2000 August 24 · Upperclass Registration August 25 Freshman Registration and Convocation August 26 Freshman and Sophomore Registration ······························· ......................................................................................................................................... August 26 Undergraduate Classes Begin with Seminars August 26 Classes Begin with Seminars August26 Convocation October 8-n Long Weekend August 27 Junior and Senior Registration Thanksgiving Recess August 30 November 24-28 ......................................................................................................................................................................... .............................. Graduate Institute Begins ························· ······························································································ Decemberg End of First Semester October 8 - n Long Weekend December I7 - January 9 Winter Vacation November 25 - 28 Thanksgiving Recess Januaryro Second Semester Registration Decemberr6 End of First Semester Januaryr7 January Freshman Registration December r7 - January r6 Winter Vacation January 28- 3r Long Weekend Januaryr7 Second Semester Registration March3-r9 Spring Vacation January24 Mayr2 January Freshman Registration ......................................................................... End of Second Semester Marchn-26 Spring Vacation Commencement Mayrg End of Second Semester May20 Commencement SUMMER 2000 May22 January Freshman Second Semester Begins SUMMER 2000 June r2 Graduate Institute Summer Session Begins May29 January Freshman Second Semester Begins July28 January Freshman Second Semester Ends Junerg Graduate Institute Summer Session Begins August3 January Freshman Second Semester Ends Augustn Graduate Institute Summer Session Ends ................. August4 Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO n I6 20 22 THE 27 28 28 29 30 3I 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI 52 53 54 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 58 59 59 6I Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 63 Bibliography 64 Board of Visitors and Governors 65 Faculty 83 Officers, Associates and Staff 84 Profile: I998-99 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedi~ated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can. speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions {ST. JoHN's.CoLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. AB much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each semmar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about th.e wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care,, keeping to the topic and trying to uncover the meanings of the terms they use, They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any.of its members. {ST. JOHN'S Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always ·coLLEGE} 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3I). �10 {THE CURRICULUM} THE PRECEPTORIAL F or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heia,~~~·e·r·:· 13_.e~n_g_. ~n_lf: .!~/Tl.~........................... . ?..~s.~~ .a.11~ .E.1':P.r.~s.s~?11. .ill. ~~·e· y~s.l1lll. ~~s.. . !?Y.?~.:.. 0.Y..s8.e.8. .................................................... . ~a.l1.s~~~.:.. q°.U.r.s.e. ~n_. C::~!l.e.r~l.1:.i!l~is.~C.s ~~.a.cli11.~~ .ill..L.~~. 1'~11..a.°:~. ~.o.Ilf'.ti?i.ll~ ............ . Aristotle: Metaphysics ··················································· Darwin: Natural Selection ~l~~?.:.~~l'.U.~~iC. .................................................. . sar.tr.~:.JJ_~ill.g_.~ll.r!f!°.t~iT':~n.~s.s. ... ................. . Galileo: Dialogues on the . T~°.Eh.i.ef.TY°.r.llf:~Y.8.t.erri: .s.~~~s.P.~~~.: ..s.~1~?~~~.~1~r..s ...................... . !.: ?:. J!:~?~:. ?.~l~?~~~ ~?~1;r!.. ........................ . ~?.s?~.a.11.rl. ~r.'1.~ge~ ............................... . Kant: Critique ofJudgment ........................................... Hobbes: Leviathan .................................................... ~'1.~s?.n.~:.~i.~.°.f.C:.°.lf: ...... . Austen: Selected Novels Faraday: Experimental Researches in ... !':lec.~i~it!..~ll.r!~a_g_T':~~/Tl.......... . Ethical Problems in Medicine .............................................................................. Nietzsche: Twilight ofthe Idols { ST. J0 H N'S THE TUTORIALS T he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talkfreelywith one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. As country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the ·C 0 LL EGE} 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �72 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongtLe the excellence of their models. In the second semester a play is read- Racine'sPhaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts oflanguage. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S 'COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not ouly must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 73 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {ST. CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an examof mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly trnnsformed the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of vuvun•o to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginof modern mathematics. After this they analytic geometry, which presents the conic sections in algebraic form. thus gBin an understanding of algebra as the art" in general. In the third year, calculus is studied both in its modern form and as Newton it in lowed by an examination of Dedekind's of real numbers, the endeavor to a anthmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton and earthly motions iepi<ucc:o, a purely geometric a "dynamic" theory in which orbits are determined by laws of fmce. The mathematics tutorial is both an introduction to and a foundation for the outlook of the modern world. In the fourth year, the re of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature JoHN's CoLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d'Avignon. THE Musrc TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In , the music program at St. John's aims at the of music close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to the fundamentals of and its notation. Demonstration primarily singing, and by the second semesteT the students perform some of the great choral works. In the year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but aspects of music. On the one hand, music is intirelated to language, rhetoric, and poetry. On the other, it is a and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an coo.1~'1uv11 of rhythm in words as well as in notes, a thorough of the diatonic system, a musical intervals, and a consideration of counterpoint, and harmony. None of these are done apart from the sounding of good music. The inventions of the songs of Schubert, the masses of the operas of 11/[oza:rt, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed Seminars on great works of music are included as part of the regulax seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understaiJ.ding of it. �16 {THE CURRICULUM} THE LABORATORY hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the cmriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the from Homer to Descartes. Modern mathematics has made possible the exploration of natural µucuuH1c1.!a on an immense scale and has provided the basis for what is known to us as the laboratory The intellectual tools of the laboratory are the consequence of the vast of conceived by the great thinkers of the seventeenth centm·y. They are based on a mathematical interpretat10n of the universe, which transforms the universe into a great book written in rnathematical characters. Liberal is concerned with the artifices of the human mind and hand that us to relate our to our For this purpose, St. John's has set up a laboratothe natural sciences, wherein characteristic and related and the of the instruments of observation and measurement; nucial the inter- {ST. JOHN'S COLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to coveT exhaustively the various scientific discito bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY \°VORK prngram is largely deterthree considerations relevant to the liberalization of the study of science: (r) The scheduled work must be combined with a full and free discussion of the instruments and '""~"~·~~involved rn it. (2) The content of the work should be so chosen as to enable the students to trace a scientific to its roots in assumption and observation. Thus certain to be selected as roles of theory and be distinguished through critical (3) The schedule of should give intensive PYnPrn11P·nt>it1 must have time to themselves as to the degree of accuracy their instruments to analyze for sources of error, to considei· alternative methods, and on occasion to repeat an entire experiment. thus can they come to a mature of the sciences called "exact." A section consists of fourteen to sixteen students working under the guidance of a tutor, with the of more advanced students serving as assistants. Sections meet two or three times a session may be used for and discussion of theory, for experimentation, or for both, as the progress of the work requires. Occasionally, a meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; of Aristotle, Galen, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiTy. �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry ~.Ill) .Y.E_~ ...................................................... . Topics in physics: mechanics, optics, heat, electricity, magnetism 4.!ll.X~~---·································· 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology {ST. JOHN'S COLLEGE} CURRICULUM} calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. AB the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE THE FORMAL LECTURE T {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the.lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox COLLEGE} 21 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "What Makes Crime Go Down?" James Q. Wilson "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "The Evolution of Behavior in Humans and Dogs" Ray Coppinger The Fine Arts Quartet "Desiring What is Beautiful" Samuel Kutler "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Tears of Odysseus" Cary Stickney "The Parable of Don Quixote" Joe Sachs "Evolution and Development" J. T. Bonner "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey Emerson String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE {ST. CURRICULUM} ST. JOHN'S LIST OF GREAT BOOKS T and eighteenth-centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated by an asterisk. COLLEGE} 23 FRESHMAN YEAR ........................................................................................................................................................................ he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval and Renaissance periods; the third year has books of the seventeenth- JOHN'S *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colo nus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *St.'Anselm: *Aquinas: *Dante: *Chaucer: *Des Prez: *Machiavelli: Copernicus: *Luther: *Rabelais: Palestrina: *Montaigne: Viete: *The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Missa Papae Marcelli Essays "Introduction to the Analytical Art" �24 ''Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: {THE Novum Organum *Richard II, ''Henry Iv, *Henry V, ''The Tempest, *As You Like It, ''Hamlet, ''Othello, "JWacbeth, ''King Lear, *Coriolanus, Sonnets Marvell, Donne, and other r6th- and r?th-centurypoets Geometry, *Discourse on Jliethod Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR ''Cervantes: Galileo: *Hobbes: *Descartes: '·'Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Locke: Racine: Newton: Kepler: Leibniz: ''Swift: *Hume: ''Rousseau: *Moliere *Adam Smith: ''Kant: ·"Moza:rt: 'c Austen: Dedekind: Fielding: {ST. CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction ofthe Jl;lind Paradise Lost Jlfaximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise of Government Phaedre Principia Jvfathematica Epitome IV '' JWonadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofJVature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The JWisanthrope Wealth ofJYations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, Maxwell JOHN'S COLLEGE} SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: ''Tocqueville: *Lincoln: ,,. Kierkegaard: *Wagner: ''·Marx: ''Articles of Confederation, *Declaration ofindependence, ,. Constitution of the United States of America, *Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The Ger1nan 1a1coiop;y *Dostoevski: Brothers Karamazov War and Peace *·Twain: The Adventures ofHuckleberry Finn ''O'Connor: Selected stories Psychology, Briefer Course *William James: Birth of Tragedy, Thus Spake Zarathusira, *Nietzsche: Beyond Good and Evil 'fFreud: General Introduction to Psychoanalysis Poems Booker T. Washington: Selected vvritings DuBois: The Souls ofBlack Folk 'Heidegger: Tl/hat is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron *Conrnd: Heart ofDarkness *Faulkner: The Bear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Essays by: Davisson, Schri:idinger, Bohr, de Broglie, Driesch, 0rsted, A~mpere, Eoveri, Sutton, M:organ, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy ''These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS LitieJ.·amre Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Juni1:Dx Seniox YeaT Histm_'y and Social Science Plato Herodotus Thucydides PlutaTch Aristotle Lucretius Mathematics andNaru:rcal Science Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Music Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Axistotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Plutarch Tacitus ]\/[achiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Cervantes Milton Swift Racine La Fontaine }.Austen La Rochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday M;n.'Well 0rsted Ampere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kalka W. Stevens T. S. Eliot Tv\rain Conrad VWoolf O'Connor Melville Faulkner Hegel IGerkegaard Nietzsche W. James Heidegger Plato Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Jay, Madison Faraday Lobachevsk.i Rutherford IVIinkowski Davisson Driesch de Broglie Mendel Wagner J. J. Thomson Bohr lVIillikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&IVIonod Sophomorre Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Yea:ir Yem- Philosophy and Theology ACADEMIC Mozart t St. John's, the teaching members of the faculty are called tutorso The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learningo What then is the role of the reading and talking teachers, the tutors? First of all, should be good questioners, able to rmse issues that will engage the intellectual and imaginative powers of their studentso Next, they must be good listeners, able to determine the difficult1es of their students and to help them to reformulate their observations and examine their opinions. The tutors should be to supply helpful examples and to encourage students to examine the implications of their first attempts at underIn summary, the role of the tutors is to to listen and to help. might take the form of translation, experimentation, demonstration or v">'"'"''''H'H, but first of all the tUtffr will call on the students to try to help themselves. In order that conversations at Sto John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that ::rre outside their field of post-graduate training. For , tutors with advanced in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another departmento There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of themo Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program" They are, and have to be, teaching members of a seminar and of either tv>ro tutorials or of one tutorial ::rnd section, are continuteaching their colleagues and learning from them. It is that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine are granted sabbatical leaves to allow for leisure and serious Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes :relieved of part of their teaching dutieso The groups engage in a tho:rough study and exploration of a chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the under study may not be directly related to the Sc John's curriculum, the work of the study groups opens new for teaching and learning at St. John'so �28 {THE ACADEMIC ORDER} THE INSTRUCTION COMMITTEE '""""'"""""'"""'"'he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on to the The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans over the Instruction Committee meetings on their ovvn campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets alterhp1·wc•Pn the two campuses, and the dean at the host campus at those annual meetings. THE LIBRARY 1he books chosen for study at St. John's are collected in the library in the best editions and translations that can be obtained. These books form the core of the essential to the vc.~0'"'·"' of the program A collection is a necessary has little need for a technical collection. Each year DlffCha.secI in mathematics, science, religion, fine arts, music, poetry, literature, history, and many other fields. The subscribes to and newspapers" A committee of the faculty assists the librarians in selecting books and oclicals. The maintains a collection of about IOo,ooo volumes. In Santa Fe, the collection now numbers more than 65,000 volumes. {ST. JOHN'S SCHEDULES Both libraries hold interesting special collections. Annapolis has the Bray Collection, dating from 1696 and known as the "first public library in America," as well as the Peter Huntington Jackson Collection, and the Henry Lee Bowen Collection of mythology, symbolism, and architecture. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe contains several distinguished music collections, including the Amelia White, the Grumman, the Schmidt, and the Holzman collections. A new library was opened in Annapolis in 1996. In addition to comfortable, individual study carrels, open stacks, and traditional reading rooms, the Greenfield contains computer terminals for student use, with access to local networks and the Internet. The Faith and John Me em Library opened in Santa Fe in 1990. The facilit-y offers a variet1; of areas designed to accommodate up to half of the student body at a given time, including t•No 24hour study rooms, and a music room with carrels and more than 8,ooo records, tapes, and compact disks. The library houses a student computer laboratory, and also provides public terminals for accessing electronic resources and the Internet. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the """-n'"a''""'" for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE COLLEGE} Except for the preceptorials in the junior and senior years, and certain ods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminaro A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Language 9:00 - ro:ro A.M. Chorus Language Language Mathematics Mathematics Seminar Formal Lecture THURSDAY FRIDAY Mathematics ro:20 - n:30 A.M. l:OO - 3:30 P.M. Laboratory 8:00 - ro:oo P.M. Seminar A SAMPLE 29 Laboratory FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 - ro:30 A.M. I0:30 A.M. - 12:00 P.M. MONDAY WEDNESDAY Mathematics Mathematics Language Language Laboratory l:Oo - 4:00 P.M. 3:00 - !f'.00 P.M. 8:00 - ro:oo P.M. TUESDAY Mathematics Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS EssAYS Annually in Annapolis and each semester in Santa Fe, all sophomores, and submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and on the texts have read or the paper they have written and on their critical and interpretive It is not the princiaim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their in relation to each other and to that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors before als begin. {ST. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered, THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. ff the final essay is approved by the committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are The senior essay is regarded as a culmination of the student's learning. JoHN's ACADEMIC STANDING COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college, The normal probationary period is one semester. ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and for grades. Because student participation is essential to the way in which classes are conducted at SL John's, attendance at all regscheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. Students are encouraged not to work for grades, but to their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is students who "'rish to enter graduate or professional school, or to transfer to another college, If it becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING \~ithin the college, the most important form of evaluation is the don rag. Once a semester, freshmen, , and meet ·with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to Tespond to their tutors' reports and comment on their own work. Advice may be and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the LETTER GRADES enabling is a review the with the advice of dent's learning in the college. The essay is especially important in the enabling procedure, Consequently, no students are enabled to enter the class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prefor the work of the final two years. In particular, the enabling judgment looks to the of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the trai-iscript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S n a world in which careers and work environments are changing a rigorous, broadly based liberal arts education is recognized the best long-term career studies in business and the and recent national commission reports have reaffirmed the value of the liberal arts in inculcating applicable skills, such as ai-ialytical and solving abilities, vvritten and oral communications skills, and the ability to adapt to diverse and changing circumstances. St. John's alumni, for example, have demonstrated an unusual to master and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career Surveys of alumni have yielded the following statistics: • 20% of all St. John's alumni are in business or business-related • r8 53 are engaged in teaching or educational administration, vvith slightly over half of these in colleges and universities; ORDER} • r4.53 are in communications and the arts; • 83 are attorneys; • 6.53 are in the health professions (4"23 are physicians). Other fields chosen frequently by St. John's alumni include social services, science and engineering, politics and government, computer science, and conservation and ecology. More than 753 of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 303 of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may additional preparation, either prior to or durthe first year of graduate study. St. John's has developed special programs and relationships with graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts" {ST. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION _._,...."""'he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curricu1um consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree semester credit hours). These segments taken together constitute a closely integrated program Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sL'!:teen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order ble with the sequence of offerings. An optional master's essay may be vvritten students who have completed at least t\-vo terms" In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Axts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools, and is approved for teacher recertification by the New Mexico and Maryland State Boards of Education. �35 34 DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS THE LIBERAL ARTS CURRICULUM*'' LITERATIIBE PRECEPTORIAL (examples) PRECEPT 0 RI AL (examples) SEMINAR Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choeplwroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs MATHEMATICS AND NATURAL SCIENCE SEMINAR TUTORIAL Chaucer: Canterbwy Tales in Middle English' Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPTORIAL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers f(aramazov Plato: Timaeus* Lucretius: On the Nature of7Yzings Aristotle: Physics* Ptolemy: Almagest'' Galileo: Dialogue on the Two Chief World Systems'' Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories* Thucydides: Peloponnesian War* Livy: Early Histo1y ofRome·* Polybius: Histories* Plutarch: Lives* Tacitus: Annals""' Tocqueville: The Old Regime and the French Revolution* TUTORIAL TUTORIAL Euclid: Elements'' Lobachevsky: The Theory of Parallels* Augustine: The Cityo/God* Vico: The New Science* Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy of the Histo1y of Jl!fankind*" Hegel: Philosophy ofHist01y* Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the 1-luman Sciences_, Collingwood: The Idea o/Hi.sto1J''· Strauss: Political Philosophy and History* PRECEPTORIAL (examples) POLITIC§ AND SocrnTY SE MIN AR Plutarch: Lives: Lycurgus and Solon Plato: Republic P...ristotle: Politics'' Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations oJinequality IVlarx: The Economic and Philosophic J}!anuscripts of 1844" Tocqueville: Democracy in America"" TUTORIAL .A.ristotle: 1\Ticomachean Ethics'<· Thomas Aquinas: Tl'eatise on Law'·' Hobbes: Leviathan'· Declaration of Independence, .A_s ti cl es of Confederation, U.S. Constitution, Federalist Papers~· Selected U.S. Supreme Court Decisions HISTORY SEMINAR Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theo1yo/Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Ex·odus fob Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica '' Kant: Groundwork oft!ze Metaphysics ofil1orals Kierkegaard: Philosophical Fragments PRECEPT 0 RI AL (examples) Tolstoy: War and Peace Machiavelli: The Florentine Histories \Veber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitariani"sm Readings may differ slightly betv1reen the two campuses * Selections TUTORIAL Plato: Il!leno Aristotle: J]/[etaphysics'' Descartes: Meditations Hume: Arz Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future JJ!Ietaphysics Nietzsche: Beyond Good and Evil" he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered on the Santa Fe campus" The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a w1de range ofindian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical The goal is not mastery, but rather sufficient familiarity with the ele- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive natme of the program, full-time work is not encouraged. �37 36 THE EASTERN CLASSICS CURRICULUM FAJLL SEME§TER SPRING SEME§TilR SUMMJER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and gram1nar Confucius* Tao Te Ching* T'ang Poetry Mencius"· SANSKRIT TUTORIAL Bhagavad-Gita '' Nagarjuna'' Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dogen, Slzobogenzo Basho, The Narrow Road to the Deep North /Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloudlvfessenger) Rig Veda Brihad-AranJcaka Upanishad Katha Upanishad Ishvara Krishna, Samkhya Karzka Kapila, Samlchya Pravaclzana Sutra* Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgralza, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refiltation ofInference), and Prabodha-candrodaya (Rise ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarlcabhasa (Exposition a/Reasoning) Jaimini, Mimamsa Sutra Kmnarila Bhatta, Slokavartilca Kanada, Vaisesika Sutra '' Manavadlzannasastra (Institutes of1VIanu) Kautilya, Artha-sastra Karna Sutra * Bhagavad-Gita Abhinavagnpta ., Dhvanyalolca''· M ahatanhasanlchaya Sutta lV!ahaparinibbana Sutta PRECEPTORIAL (examples) Jl£ahabharata The PaliNlkayas (Discourses of the Buddha)'' Shankara Wu Ch eng-en,fournex to the West 0 SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine of the Mean Chuang Tzu, Inner Chapters MoTzu* Mencius* Ssu-ma Ch'ien, Records ofthe Grand Historian* HanFei Tzu* Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra and Heart Sutra Hsi.in Tzu"· Nagarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, 11£adhyantavibhagabhasya, (C01nmentaty on the Separation ofthe Middle jj-om the Extremes) Badarayana, Vedanta Sutras· with commentary by Shankara Ramanuja Macllwa Chu Hsi, Leaming of the Sage \Vang Yang-ming, Instructions for Practical Living PRECEPT 0 RI AL (examples) Early Buddhist texts Pre-Confucian texts Ts'ao Hsi\eh-Chin, St01yofthe Stone Ssu-ma Ch'ien. Records ofthe Grand Elistorian PRECEPT 0 RI AL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction .',selections FoR ADDITIONAL INFORMATION For bulletins containing a full description of the programs offered by the Graduate Institute, and for information about application procedures, contact the Graduate Institute at the following addresses. Graduate Admissions Office Graduate Institute in Liberal Education St. John's College P.O. Box2800 Annapolis, Maryland 21404 Phone: LfI0-626-2541 E-mail: giadm@sjca.edu Website: www.sica.edu Graduate Admissions Office Graduate Institute in Liberal Education St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 875m-4599 Phone: 505-984-6083 E-mail: giadmissions@mail. sjcsf. edu Website: www.sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, address, telephone listing, elate and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a :right to inform the college within a reasonable of time that any or all of this information should be withheld. The college will respect any such request for �-~ {R E s I D E N c E & The college is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, of the State of Maryland. Its population of 50 ,ooo lS with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States :Naval with the fish, crab and oyster and with the sailing and recreational activities of the The campus of tlurty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices, and a dormitory), century Victorian structures, and tl1-r:ent1nv buildings designed to cornthe older ones. There are six student dormitories, offering and double rooms. The community of students has governed itself since I9if5 ~with elected officers and delegates representing each dorand the off-campus The Student representatives, called the Council, meet once a week to hear requests from students for funds, to remind students of their responsibili- sT u DE N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The and The St. John's Review, the two official F uv~cvu.u,,uo of St. John's Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in Latin, Chinese, German, the New Testament, Hegel, Leibniz, fJ'rican-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 {ST. JOHN'S out papers written on computers, and exploring the world wide web. Individual computer stations also are available in the Theater life is active. The King William stage one or two classical a year, perform one or two modern works, and produce several one-act Recent uucu.v1Jto have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- COLLEGE} cial winter film series on Wednesday nights. in groups and inclividMusic is ually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Jl;fass in G, and early vocal musico The college provides practice rooms and pianos and a music library of scores and :recordings. Private study can be easily arranged on campus or in towno Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions aJe scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The Sto John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the class, who also organize RealiD/ Weekend, a festival in late spring. Reality begins 1A11th student skits and parodies, and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both V1r:ithin an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team 1n soccer, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when enter college because they find programs designed for only the select few. At St. John's, are able to rediscover the letics in a welcoming between intramural teams is but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �42 {ST. JOHN'S popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from I4-foot lasers to a 37-foot Herreschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early Ig6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of Ig64 in New Mexico's capital, founded in I6IO by Spanish colonists. Its population of 65,000 people is occupied principallywith the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the OrtizyPino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services ·office, dining hall, and student health office are also located in these buildings. Each of the I6 dormitory units on the main campus houses from I2 to I8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thome Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. COLLEGE} As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the college usually has one of the finest fencing teams in the Southwest. The college supports a Karate-Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, and badminton are conducted at the college's facilities. A men's soccer team and a women's soccer team play with other teams in the area and are hosts to several tournaments in the fall and spring. The St. John's basketball team competes with different city and college teams. Santa Fe has five municipal swimming pools to which St. John's students can purchase yearly swim passes. Horses may be hired at a nearby ranch. The adjoining Sangre de Cristo mountains provide hundreds of square miles of forest and wilderness areas for hiking and camping. Here, the St. John's Search and Rescue Team trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing, and cliff evacuation. The team is called out in emergencies several times a year; students {RESIDENCE & have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (r7 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several crosscountry ski trails branch off from them. Students may borrow skis, boots, and poles from the college, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes, where students can enjoy windsurfing and sailing. STUDENT LIFE} 45 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter oh784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. While the college schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. �46 {ST. JOHN'S COLLEGE} 47 Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. As supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors of residential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. • on-campus career workshops and meetings with alumni· • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's web page DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive and supportive communities, there is no separate office designated for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising . ~t. Jo~n's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students under the supervision of the ~lacem_ent Office, locates off-campus ]Obs. Pnmarily, it seeks part-time employment for students during the academic year, but_ it also can aid students looking for full-time summer employment in the local community. HEALTH SERVICES J: sn:dent Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students ~nd faculty. Every entering student is mformed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the commun_al life. The building of a good commumty requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including al_cohol, are fundamentally incompatible with the program of study at St. John's Co~l~~e. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff ~o care for the dormitories. The college msp_ects the rooms periodically and reparrs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear ~d tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE PLAN} ANNAPOLIS, {SITE MARYLAND SANTA FE, PLAN} NEW 49 MEXICO COLLEGE CREEK SOCCER FIELD BOATHOUSE LOWER PLAYING FIELD N~ N~ UPPER PLAYING FIELD TENNIS COURTS SUITES LIBERTY TREE L COLLEGE AVENUE APARTMENTS 11 :I �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, are saying to themselves and to the college that they want to engage the life of reason and believe can take pleasure in it. In writing their application essays, many determine their owi1 appropriateness as St. John's students; others eliminate themselves as decidthat their interests and those of the do not coincide. Thus, for the part, select themselves. Some rejected, of course, but a wide variety is accepted each year. The purpose of the admission process to determine whether an applicant has necessary preparation and to <eu1111-He1Le the St. John's program satisfacThe Admissions Committee - five and the Director of Admissions on campus - regards the application as a question from the applicant: "Do think I am ready to profit from the of studies at St. John's?" In the essays, applicants are asked to their previous education, their for choosing St. John's, and their with books. A number of vµuv.u"' topics are suggested. The essays designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. ]\Jext the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, energy, and initiative to succeed in the St. John's program. St John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an or by any other factors unrelated to the work of the college. The asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and are known to each other. Each campus serves about 400 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. v1~1e''"''uu<tuv. there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, :relinquish their advanced standing to take the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �77 {ADMISSION} graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the n~-n •onn tion essays and school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally St. John's accepts an applicant who is not a secondary school graduate. Such students must be well to from the college program and must either submit the results of a recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: r. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A" Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATr) or the AJnerican College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), if the applicant's first language is not English. {ST. JOHN'S PROCEDURE L John's College is one college located on two campuses. Although must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools ai1d references. Applications may be submitted as early as the second semester of the eleventh grade. 53 Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) in are in a better position to secure the entering classes and early consideration for financial assistance than those who apply later. DEADLINES TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis = 5598; Santa Fe = 4737. The .American College Test (ACT) numbers are: Annapolis = r732; Santa Fe= 2649 COLLEGE} Applications for fall classes should be filed as eady as possible and no later than March r; candidates wishing to enroll in January should apply no later than December r5. are processed on a :rolling basis. As soon as the application essays and supporting documents are received, the application is the Admissions Committee. applicant is notified of the commitdecision in about two weeks. Acceptstudents have the option to enroll on campus. Late applications for both fall and Januclasses will be considered, but appliare advised that the earlier their are completed, the greater their of securing positions in the enterclass on the campus of their choice. notification of acceptance, applihave the option to enroll on either '--dJ,uµuo. In order to secure a place in the entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement the campus they wish to attend. Once the deposit has been the campus may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes so while there is fill by the middle ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other �{ADMISSION} 54 campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2I404-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 8750I-4599 (Phone: 505-984-6060 or 800-33I-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a world wide web home page: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. CAMPUS VISIT I ······················································· ························· t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because ofits {ST. JOHN'S COLLEGE} unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday -and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (I-800-727-9238 for Annapolis or I-800-33I-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the col- 55 lege bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after S P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in the Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. A shuttle service from the Albuquerque airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T ················································································· he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). {ST. JOHN'S COLLEGE} AID} 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: r. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, 57 employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. C. Non- U.S. Citizens applying for financial aid should note the following: Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March r deadline will be notified of the decision on their application by April r. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance but the availability of funds cannot b~ guaranteed. r. Financial aid for foreign students is lim- ited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. Citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid FRESHMAN CANDIDATES: RETIIBNING STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. �58 {FEES & FINANCIAL FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. OPPORTUNITY GRANT: FEDERAL WoRKSTUDYPROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL PERKINS LOAN: The Federal Stafford Loan program enables a student FEDERAL STAFFORD LOAN: Iggg-oo AID} {ST. JOHN'S COLLEGE} to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. STUDENT BuDGET' ANNAPOLIS CAMPUS SANTA FE CAMPUS Tuition Tuition .................................... $23,290 ................................ ······································· Room & Board 6,360 Room&Board Books 275 200 $22,000 Books Activities Fee ~~r.s°.lla.J: ~P.~:11ses........... 800 Transportation ................................ roo, 350, 600' Activities Fee 200 ~~r.s_°.11.a.J: .~~115.~s................ _8_()_() .................... . '.r.r.ll11.s:P.?r.~a.ti:?n ............... I()O, .3.?°.~. 600~. ,Fees are subject to change without notice. , The allowance for transportation varies with the distance between the student's home and the college. BILLING AND DEPOSITS ................................................................................. B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August r for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty and physical facilities-must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register in September. A deposit of $250 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making this deposit, the student should contact the treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each grad- 59 uating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. There is a fee of $25 for late registratio '"Selne&tel:, ~tl1f~~ ~u~$,;iq.sa year. ' Class copies of many ---oks are available in the college library. Veterans aD.<rSocial Secufi:tyrecipteiits qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY en a student withdraws prior to the end of the semester, a refund is calculated according to federal and institutional policies. To initiate a withdrawal, a student must contact the dean and obtain a withdrawal form. A statutory pro rata refund is required for a student who meets all three of these criteria: is receiving Title IV Federal Financial Assistance, is a first time student at St. John's College (undergraduate or graduate) and withdraws on or before the 60% point in time for the initial semester of attendance. The pro rata refund calculation is �60 {FEES & FINANCIAL based on the portion of the enrollment period, rounded down to the nearest 10%, that remains after the student's withdrawal date. For example, if a freshman withdraws after attending four weeks of a sixteen-week semester, the portion of the semester that remains (I2+r6 = 75%) is rounded to 70%, and this percentage is used to calculate the refund of institutional charges. Unpaid charges are subtracted from the refund amount. Refunds for all returning students and for first time students who are not recipients of federal aid are made according to the following schedule. This schedule complies with Federal Refund Policy and is used for both federal aid recipients and non-aid students: • Withdrawal on the first day of classes: 100 % refund ofinstitutional charges .. ······································································ • Withdrawal from after the first day of class through the first ro3 of the enrollment period: 90% refund ofinstitutional charges • Withdrawal from after the first ro3 through the first 25% of the enrollment period: 50% refund ofinstitutional charges • Withdrawal from after the first 25% of the enrollment period through the first 50% of the enrollment period: 25% refund ofinstitutional charges • Withdrawal after 50% of enrollment period: No refund AID} 5. Federal Pell Grant 6. Federal SEOG 7. Other student federal aid programs 8. Other federal, state, private or institutional sources of aid 9. The student A refund is defined as the difference between the amount paid towards institutional charges and the amount the school can retain under the appropriate refund policy. A student who lives off campus may be given a cash disbursement of financial aid to help cover living expenses. If a student withdraws and the school determines that the student received a disbursement in excess of living expenses he or she could have reasonably incurred while still enrolled, then a portion of the disbursement must be repaid by the student to the federal aid programs: this is defined as a repayment. Living expenses are prorated based on the number of weeks the student completes during the semester to determine if a repayment is required. Federal Work Study earnings and Stafford Loans are excluded from the repayment calculation. Repayments from federal aid recipients must be distributed as follows: r. Federal Perkins Loan 2. Federal Pell Grant 4. Other student federal aid programs After the refund amount is calculated, using either pro rata or the alternate refund schedule, the refund must be distributed in the order listed below: 5. Other federal, state, private or institutional sources of aid r. Unsubsidized Federal Stafford Loan Examples of calculations ofrefund policy are available from the Financial Aid Office upon request. Subsidized Federal Stafford Loan 3. Federal PLUS Loan 61 4. Federal Perkins Loan 3. Federal SEOG 2. {ST. JOHN'S COLLEGE} CRITERIA FOR JUDGING SATISFACTORY PROGRESS .................................................. ················· REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �a . JI - Mh'M {FEES 62 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work ancl the student will not be eligible for financial assistance. Exceptions to this may be granted by the dean in the case of an withdrawal due to illness or other Students who are by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of to the Dean of the College. The dean will review the situciration, taking into account any cumstances, and determine whether or not the student is making satisfactory progresse VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veternns. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. [ST. Ain} grades of a C 2. Minimum average are ex1Jecl<otL If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic During that probation period, support and counseling are available. Failure to meet standards through two semesters of must be reported to the VA. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The VA. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade average. Should a VA. enrolled student withdraw from any course at any subsequent to the midterm point of any semester, a grade of F will be assigned. JOHN'S St. John's will :report to the V.A. when a student has not successfully completed 753 of the credits attempted. 5. St. John's will infonn students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that credentials from schools will be evaluated, but credits are not applicable to the degree program at the college. However, liberal arts credits preearned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. COLLEGE} 63 BIBLIOGRAPHY Boorcs ABOUT LIBERAL EDUCATION ADUlR, MmmMER J., and CHARLES VAN How to Read a Book, Simon and Schuster, 1972. DOREN: ADLER, MORTIMER J0' and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., I9-'f5· BAIRZUN, JACQUES: BELL, DAl~EIL: The Reforming of General Education, Columbia University Press, 1966. BESTOR, ARTIIUR K: Educational Wastelands, The University oflllinois Press, Urbana, r953. The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American JV!md, Simon and Schuster, 1987. J,. j BRANN, EVA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. v~.'~""°'' Scon: Embers ofthe World, edited by Harris Wofford, Jr., Center for the of Democratic Institutions, Santa Barbara, California, r970. DARKEY, WILUAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKmE, Jm-IN: My Life as a Teacher, J.B. Lippincott Co., r948. ROBERT A. : Higher Education and Modern Democracy, RandMcNallyand Co., r 9 6 7. GRANT, GERAILD and DAYJ[D RrnsMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, r 978. HARVARD COMMITIEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, r945. HUTCHINS, Ro1mRT M.: The Conflict in Education in a Democratic Society; Harper and Brothers, :r953. Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, r936. The Learning Society, No Friendly Voice, Greenwood, University of Utopia, University of Chicago Press, 1953· LEWIS, c.~:L: The Abolition Macmillan Publishing Co., Inc., r9<;q. Education at the Crossroads, Yale Universiv; Press, 1943· MARITAIN, JACQUES: MEIKLEJOHN, ALIDI~WER: Education Between Two Worlds, Harper and Brothers, I9-'f2· SMITH, J. WINFREE:ASearchforthe Liberal College; The Beginning ofthe St. John '.s Program, St. John's College Press, 1983. VAN Dol:lliN, MARK: Liberal Education, Henry Holt and Co., r94 4 . �64 { B O AR D O F VI S I T 0 R S AN D Vice Chairmen Harriet Higgins Warren Stephen Feinberg Secretary Sharon Bishop MEMBERS EMERITI Mortimer J. Adler Eleanor Ditzen DavidDobreer, M.D. RobertA. Goldwin Charles A. Nelson Hon. Adolph W. Schmidt Thomas B. Turner, M.D. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe William B. Allen East Lansing, MI J. Burchenal Ault Santa Fe, NM John E. Balkcom Chicago, IL Richard E. Berkowitz Atlanta, GA Sandra Brock Annapolis, MD Linda Chavez Bethesda, MD Jean T. Clarke Houston, TX Jill z. Cooper Santa Fe, NM John H. Dendahl Santa Fe, NM Charles M. Diker New York, NY Glenda Eoyang Circle Pines, MN {FACULTY} V E R N 0 R S } ANNAPOLIS OFFICERS Chairman Gregory D. Curtis G0 Susan Ferron, M.D. Marine on St. Croix, MN Frederica Saxon Baltimore, MD Ronald H. Fielding Rochester, NY George Schoedinger III, M.D. St. Louis, MO Jean FitzSimon Hoffman Estates, IL JeremyShamos Denver, CO Stephen Foreman, M.D. San Marino, CA Marvin Sloves New York, NY Hillel G. Fradkin Milwaukee, WI Cheryl Foote Thomas Tulsa, OK Thomas Geyer Morristown, NJ Paul E. Tierney, Jr. New York, NY Anna E. Greenberg Annapolis, MD Michael E. Tobin Tesuque,NM Stewart H. Greenfield Westport, CT Harriet Higgins Warren Atlanta, GA Allan P. Hoffman Lawrence, NY Stewart Washburn Lakeville, MA S. David Krimins, M.D. Annapolis, MD Charles H. Watts Boston, MA Barbara Lauer Laramie, WY Jill Wilkinson Austin, TX Barbara H. Leonard Oberlin, OH Warren Winiarski Napa, CA Robley Timmins Levy LaSelvaBeach, CA JohnD.Wirth Santa Fe, NM Harriett Page Long Baltimore, MD K. Martin Worthy Washington, DC John Duncan Mack Ringoes,NJ Jonathan Zavin New York, NY Paul Martin Austin, TX LeeZlotoff Santa Monica, CA Paula Maynes Santa Fe, NM Peter S. McGhee Cambridge, MA John E. Robson San Francisco, CA Mikael Salovaara Benardsville, NJ President CHRISTOPHERB. NELSON B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-6g; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State of Illinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-87, Aurora University Management Center, Illinois; President, St. John's College, I99I-. Dean ofthe College inAnnapolis HARVEY FLAUMENHAFr B.A., Ig6o, M.A., Ig62., Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, Ig6o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, Ig6 5-66; Instructor in Government, Wheaton College (Massachusetts), Ig66-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, Ig8I; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer Ig83; National Endowment for the Humanities Constitutional Fellow, Ig84-85; NEH Planning Grant, Ig86-87; NEH Interpretive Research Grant, Ig87-89; Visiting Professor, Department of Educational Studies, University of Delaware, Ig89; Lynde and Harry Bradley Foundation Grant, Ig92-94; Dean, St. John's College, Annapolis, Ig97-. 65 EvA T.H. BRANN B.A., Brooklyn College, Ig50; M.A., I9SI, Ph.D. Ig56, Yale University; Fellow of the American Numismatic Society, Summer, Ig52; Fellow of the American School of Classical Studies at Athens, Ig52-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, Ig56-57; Member, Institute for Advanced Study, Princeton, Ig58-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, Ig57-, Addison E. Mullikin Tutorship, I97I-; Fellow, Woodrow Wilson International Center for Scholars, Ig76-77; Arnold Visiting Professor, Whitman College, Ig78-79; Visiting Scholar in Honors Education, University of Delaware, Ig84-86; Fellow of the National Endowment for the Humanities, Ig87-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, Ig88-96; Dean, St. John's College, Annapolis, Iggo-97; Doctor of Humane Letters, Whitman College, I995· EDWARD MALcoLMWYATT B.A., Ig53, M.A., Ig56, University of Virginia; Fulbright Fellow at Universite de Nancy (France), Ig53-54; Instructor, University of Virginia, Ig55-58; Tutor, St. John's College, Annapolis, Ig58-, Assistant Dean, Ig84-85, Director, Graduate Institute in Liberal Education, Annapolis, Ig89-92. I I LAURENCE BERNS B.A., Ig50, Ph.D., Ig57, University of Chicago; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Ig56-59; Tutor, St. John's College, Annapolis, Ig6o-, Andrew W. Mellon Tutorship, Ig72-; Associate Professor of Philosophy, Rosary College (Leave of absence, I I ,, "'II �66 {FACULTY} Ig66-67); Associate, Clare Hall, Cambridge University, r97I-72; Richard Hammond Elliot Tutorship, rg8o-, BEATE RUHM VON 0PPEN RA., University of Birmingham, England, Ig39; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, Ig39-43; British Foreign Office, r94,3-5I; Royal Institute of International Affairs, r952-56; Research Staff, Nuffield College, Oxford, r956-58; Microfilming Project of the Committee for the Study of War Documents of the American Historical Association, r959-60; Tutor, St, John's College, Annapolis, r960-63 (Leave of absence, r963-65), Ig7r-; Visiting Lecturer in History, Smith College, r963-6tb University of Massachusetts, r964-65; Member, Institute for Advanced Study, Princeton, r968-69; Member, Center of International Studies, Princeton University, r969-7I; National Endowment for the Humanities Editing Grant, r978-79, SAMUEL§. KurLER RA,, Sc John's College, Annapolis, r954; Graduate Study, American University, r955-6I; Assistant Mathematician, r954, Associate Mathematician, r957, Mathematician, r96r, The Johns Hopkins Applied Instructor, American University, 1960; Tutor, St, John's College, A_nnapolis, 1960, Tutor, 196r-, Andrew W, IVIellon 1972-, Dean, 1982-84. Jrnrn.PH P. COHEN B.JL, St. John's College, Annapolis, r956; J.D., of Law School, 1976; Department of Philosophy, UniveTsi.ty of 1956-57, 1959-62; of Vienna Summer School, 1957; United States Army, 1957-59; Lectmer in the Libernl Arts, University of Chicago, r960-6z; Tutor, Sc John's College, r962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, r984; Visiting Scholar, Oxford University, 1978-79, {ST, JoHN's NICHOJLAS MAISTIIBJLUS RS,, Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor, St, John's College, Annapolis, 1967-, DAVID HANFORD STEPHENSON RA, Columbia College, 1958; Columbia University, r960; Ph,D,, University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-, GEORGE DOSKOW BA, Columbia College, r957; MA, 1959, Ph,D,, 1965, University of Connecticut; Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in English, College, 1963-65; Tutor, St. John's College, Annapolis, r965-; Assistant Dean, Dean, 198,:;,-86, HowMID J. FISHER B.A , University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, r96tb r965; Tutor, St, John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83, GISELA EEID'\IS Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, r959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, r963-64; Ph,D,, University of Heidelberg, r964; Instructor in Classics and Bismarck Gymnasium, Karlsruhe, r964-65; Staatsexamen II, University of Heidelberg, Ig65; Instructor in Classics and Philosophy, Rosary College, r966-67; Tutor, St, John's College, Annapolis, r967-, JOIDi.f. WHITE BA, St, John's College, Annapolis, r965; M,A,, The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-, LEO F, RADITSA Harvard College, 1956; University Scholar, 1960-6r, University Fellow, 196r-62, M,A., Columbia University, 1962; President's Fellow, I962-63; Fulbright, University of Munich, 1964-65, Berlin, r965; Instructor, New York College, 1965-68; Assistant Professor, 1968, Ph,D,, Columbia University, 1969; Tutor, St, John's College, Annapolis, 1973-; National Endowment for the Humanities Fellow, National Fellows Program, Hoover Institute on War, Revolution and Peace, Stanford, California, r977-78, HOWARD ZEIDERMA.t>r Dartmouth College, 1962-63; B,A,, St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, r972; Tutor, St, John's College, Santa Fe, r973-77, Annapolis, 1978-, COLLEGE} 67 J,D,, Yale Law 1981; Graduate Prize Fellow, 1969-1974; High School English Teacher, Cambridge Free 1970-72; Resident Eliot House, r971-73; Tutor, St, John's College, Santa Fe, r974-84, Annapolis, 1984-; Intern, U,S, Organized Crime Strike Force, Manhattan, 1980; Ma, Bar, 1981-, MICHAEL COMENE'I'Z BA, The Johns Hopkins 1965; M,A,, Ph,D,, 1972, Brandeis University; Assistant Professor of Mathematics, of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-, JOE§ACHS St, John's College, Annapolis, Graduate Student, The New -School for Social r97r-73; Pennsylvania State 1975; Teaching Assistant, Pennsylvania State 1973-74; St, John's 1975-, Jmll'<VERDI RS., Psycholo5y, Fordham University, 1972; M,A, 1974, Ph,D, of California, San Diego, Tutor, St, John's College, Santa Fe, 1975-85; , 1985-; Assistant Dean, Graduate Institute in DU.U\CdCA'UiL 1992-I995, ROl:lERT P, DRUECKER DEBORAH ScmvARTZ REi'IAUT St, John's College, MA, The Johns Hopkins University, 1971; Georgetown University, r974; Tutor, Sc John's College, Annapolis, r974-, DAVID L, TOWNSEND B,A,, Loyola College, 1969; 1\1,A,, Harvard, 1970; Diplome, Universite de Paris, 1967, 1973; Ph,D,, Harvard, r976; B,S , Woodrow Wilson Fellow, 19 Teaching Assistant, Department of ""''"''"v"""~"v"' Boston r972-76; M,A,, Boston University, r974; Fulbright and American Scandanavian Foundation Fellow, r976; Counseling, Loyola College, 1996; Tutor, Sc John's College, 1977-; Counselor and Therapist, 1996-, �{ST. JOHN'S ,COLLEGE} {FACULTY} 68 FLAUMENHAFI' B.A., University of Chicago, r966; M.A., r967, Ph.D., r970, University of Pennsylvania; Woodrow Wilson Fellow, r966-67; University of Pennsylvania Foundation Fellow, r966-70; Instructor in English, r970-7r, Assistant Professor of English, r97r-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, r977; Tutor, St. John's College, Annapolis, r977-. MERAJ. PETER KALKAVAGE B.A., r973, M.A., r976, Ph.D., r983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, r976-77; Tutor, St. John's College, Annapolis, r977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, r975; M.S., University of Michigan, r977; Associate Mathematician, r977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, r979-. WILLIAM JON LENKOWSKI B.A., Marquette University, r965; M.A., Philosophy, The New School for Social Research, r970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, r968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, r976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, r977-79; Tutor, St. John's College, Annapolis, r979-. THoMASMAY B.A., Loyola College, r97r; M.A., Fordham University, r975; Assistant Professor, Loyola College, r974-79; Visiting Lecturer, Goucher College, r976-78; Tutor, St. John's College, Annapolis, r979-; Director, Graduate Institute in Liberal Education, Annapolis, r986-89, r995-r998. JONATHAN S. TuCK B.A., Columbia University, r969; B. Phil., Oxford University, r97r; M.A., University of California, Berkeley, r972; Graduate Study in English, Berkeley, r97r-78; Woodrow Wilson Fellow, r969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, r969-7r; Kent Fellow (Danforth Foundation), r97r-77; Teaching Assistant and Associate, Department of English, Berkeley, r973-78; Tutor, St. John's College, Annapolis, r979-. Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, r979-8r; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. NANCY DUNNING BucHENAUER ELIZABETH M. BLETI'NER B.A., History, r967, M.A., Ancient History, Cornell University, r969; Ph.D., Classics, Brown University, r980; Ford Foundation Fellow, r966-68; University Fellow in Classics, Brown University, r96970; Tutor, St. John's College, Santa Fe, r980-96; Annapolis, r997 -; Director of the Graduate Institute, Santa Fe, r99r-94. B.A., Stanford University, r969; Graduate Study in English Literature, University of Wisconsin, r970-7r; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, r979-80; Richard M. Weaver Fellowship, r98r; Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. MICHAEL G. DINK Harvard University, r970-72; B.A., St. John's College, Annapolis, r975; M.A., r978, Ph.D., r986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, r980-84, Annapolis, r984-. Director, Graduate Institute in Liberal Education, Annapolis, r998-. JAMES HOWARD BEALL Active duty, U.S. Air Force, r963-67; B.A., Physics, University of Colorado, r972; M.S., Physics, r975, & Ph.D., Physics, r979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, r975-78; Congressional Science Fellow, United States Congress Office of HENRY H. HIGUERA B .A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, 69 St. John's College, Annapolis, r984-. ANITA L. KRONSBERG B.A., St. John's College, r980; Tutor, St. John's College, r984-; Assistant Dean, r998-. PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, r984; Teaching Fellow, Boston College, r978-r982; Instructor, Assumption College, r98r; Tutor, St. John's College, Annapolis, r984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, r966; M.A., r97r, Ph.D., r973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, r972-r976; Graduate Faculty of The New School, r976-r980, University of Oklahoma, r980-r984; Tutor, St. John's College, Annapolis, r984-. PAMELA KRAUS M.A., r973; Ph.D., r980, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, r973-74; Lecturer, The Catholic University of America, r975-80; Assistant Professor of Philosophy, The Catholic University of America, r980-85; American Fellowships Program Panel, American Association of University Women, r985; Tutor, St. John's College, r985-. WILLIAM PASTILLE A.B. in Music, Brown University, r976; M.A. in Musicology, Cornell University, r979; Ph.D. in Musicology, Cornell University, r985; Visiting Faculty, School of Music, University of Wisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. �70 {ST. {FACULTY} CATHERINE R. IIAIGNEY B.A., I98I, M.A., I983, Ph.D., I989, University of Virginia; Lecturer in English, Vanderbilt University, I985-86; Instructor, Goucher College, I987-89; Tutor, St. John's College, Annapolis, I989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, I982; M.A., University of Toronto, I984; Diploma, Inter-University Centre, Dubrovnik, I985; Ph.D., University of Toronto, I993; Tutor, St. John's College, I989-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, I980; B .A., Physics and Philosophy, Oxford University, I982; M.A., History of Science, Harvard University, I985; Ph.D., History of Science, Harvard University, I989; Tutor, St. John's College, I989-. JUDITH L.A. SEEGER B.A., Harvard University, I966; Cornell University, I967-68; M.A. in Romance Languages and Literatures, I970, Ph.D., I982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, I984-88; Research Associate of the Folklore Institute, Indiana University, I984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, I990; Tutor, St. John's College, Annapolis, I989-. JoANE. SILVER B.A., State University of New York, College at Old Westbury, I97I; M.A., St. John's College, Annapolis, I976; Ph.D., Graduate Theological Union, in Theology and The Arts, I993; Tutor, St. John's College, Annapolis, I974-77; Tutor, St. Mary's College, Integral Program, I977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer I985, I986, I987, I988; Tutor, St. John's College, Santa Fe, I989-I996; Annapolis, I997-. K. YEE B.A., English, Pomona College, I977; M.J. Journalism, University of California, Berkeley, I980; M.A., Chinese, I98I, Ph.D., English, University ofWisconsinMadison, I989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, I988-89; Tutor, St. John's College, Annapolis, I989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers ofI990 and I99L CORDELLD. ANDRE BARBERA B.A. in Music, Wesleyan University, I974; Resident Fellow, Newberry Library, Chicago, I978; Ph.D. in Musicology, University of North Carolina, I980; Visiting Assistant Professor of Music, Cornell University, I979-I982; Assistant Professor of Music, University of Notre Dame, I982-I989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, I989-I990; Tutor, St. John's College, Annapolis, I990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, I968; Graduate Study, New School for Social Research, I970-72; M.S., I985, Ph.D., I989, University of Delaware; Tutor, St. John's College, Annapolis, I990-. MARGARET ANNE KIRBY B.A., University of King's College, I977; M.A., Department of Classics, Dalhousie University, I979; Commonwealth Scholar, Hertford College, Oxford University, I980-82; M.Litt., Faculty of Modern Languages, Oxford University, I982; JOHN'S Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, I982; Junior Fellow, Massey College, University of Toronto, I983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, I988; Fellow and Tutor, University of King's College, I987-89; Tutor, St. John's College, Santa Fe, I990-96, Annapolis, I997-. ERIKSAGENG B.A., University of Alaska, I983; M.A., I985, Ph.D., I989, Princeton University; National Science Foundation Fellow, I983-86; Mellon Fellow in the Humanities, I983-89; Fulbright Fellow, I987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, I987-88; Rockefeller Fellow, University of Oklahoma, I989-90; Tutor, St. John's College, Annapolis, 1990-. COLLEGE} 71 ROBERT GoLDBERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, I98I; M.A., 1983, Ph.D., I990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, I995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, I982; M.A., I986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-1988; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. EMILY H. BROOKER LANGSTON RADOSLAV DATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-1994; Tutor, St. John's College, Annapolis, 1994-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, 196I; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. B.A., Emory University, I987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, I989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-· GEORGE A. RUSSELL B.A., St. Francis College, I973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994· Dean of Students, St. Patrick's Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John's College, Annapolis, I995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I991; �72 {FACULTY} Graduate Student, Music Composition, Duke University, r990-9r; Earhart Fellow, r995; Ph.D., Political Philosophy, Fordham University, r996; Tutor, St. John's College, Annapolis, 1996-. fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, :r995; Tutor, St. John's College, Annapolis, 1997-. LnUNGu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, r984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, r995; Tutor, St. John's College, Annapolis, 1996-. RA., Pomona College, 1986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, r986-87; M.A., Princeton University, :r990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, 1994-97; Tutor, St. John's College, AJinapolis, 1997-. B.A., Religious Studies, Georgetown University, r984; junior year abroad, Oxford University, 1982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, r990; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, r986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, SL'-:: awards between 1987-1993; Research Fellow, Hebrew University of Jerusalem, :r990-91; Fulbright Scholar, University of Paris III, 1991-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, 1994; Tutor, St. John's College, Santa Fe, summer 1995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, 1996; Tutor, St. John's College, r997-. JOHN'S SANTA FE President JOHN AGRESTO B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D , University of Chicago, 1997; Lecturer in the College, University of Chicago, r996; Tutor, SL John's College, Annapolis, r997-. A.B., 1967, Boston College; Ph.D., 1974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Canada, l97r-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, 1978-79; Projects Director, National Humanities Center, North Carolina, 1979-82; Visiting Associate artment of Political Science, Duke University, North Carolina, 198r; Assistant Chairman, National Endowment for the Humanities, 1982-8 5; Acting Chairman, Na ti on al Endowment for the Humanities, 1985-86; Adjunct Professor, The New School for Social Research, New York, Deputy Chairman, National Endowment for the Humanities, 1985-88; President, The Madison Center, Washington, D.C., President, St. John's College, Santa Fe, 1989-. SUSANK PAALJ\,1AN Dean ofthe College in Santa Fe STEPHEN LARSEN PAUL W. LUDWIG LINDA KERN-PERETS {ST. B.iL, University of Chicago, 1988; Ph.D., Boston College, 1994; LectUTer,University of New Hampshire, r993; Postdoctoral 73 1954-56; Ecole des Langues Orientales Vivantes, 1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis, r961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69; Biblical Research, Jerusalem, 1971-r:l. JOHNS. STEADMAN Philosophy, University of Wisconsin, r959; Instructor in Radio Repair, United States Army, 1954-56; Assistant in Philosophy, r959-6r, Teaching Fellow, r96r-62, Cornell University; St. John's College, r962-67, Santa Fe, 1967-; Assistant Dean, 1970-72. DoNB.CooK A.B., Occidental College, r958; Ph.D., University of California at 1965; \Voodrow Wilson Honorary National Science Foundation 1959-fo; Tutor, St. John's College, Santa Fe, 1965-72; Teacher, Santa Fe Prepatory School, 1972-73; 1973-; Assistant Dean, r981-82, r990-96. ELUOTIT. SKINNER B.A., Rice University, :r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John's College, .Annapolis, 1997-. MARKJ.Lurz B.A., University of Chicago, 1980; M.A,, University of Toronto, 1982; Ph.D., University of Toronto, r990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, 1998-. CAREY St. John's College, Annapolis, 1963-65; 1967; University of North 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S . Marine Corps, r967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, 1984-, Dean, l986-r99r, 1996-. DEVJN A. STAUFFER MICHAEL w. GMl'UCE COLLEGE} B.A., Kenyon College, 1992; Ph.D. Boston College, 1998; Tutor, St. John's College, 1998-. ROBERTD. SACKS B.A., St. John's College, Annapolis, 1954; Ph.D., The Johns Hopkins University, r963; Hebrew University, Jerusalem, University of 196!; M.A., Princeton University, r963; Ph.D. Can di date in Princeton University; Assistant and Woodrow Wilson Princeton University, 1964; Fellow of the Council for Philosophical Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's Sante Fe, r965-. University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., and Philosophy of Science, University of 1965; N.D.E.A. Fellowship, University of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St. John's College, Santa Fe, 1966-, Assistant Dean, l977-8r. �74 {ST. {FACULTY} JoHN'sCOLLEGE} 75 RALPH SWENTZELL S'FEPHENR. VANLUCHENE LYNDA LAMSON MYERS STEPHEN FREDERICK HOUSER B.S., New Mexico Highlands University, r963; Instructor, Computer Programming, New Mexico Highlands University, r965-66; Tutor, St. John's College, Santa Fe, r966-. B.A., Arizona State University, r969; M.A., r97r, Ph.D., r973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, r97r-73; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, r979-8r, Director of The Graduate Institute in Liberal Education, r982-85; Dean, r99r-r996. B.A., St. John's 'College, r97r; M.A., University of North Carolina, r975; M.A., r99r, Ph.D., r996, Catholic University of America; Tutor, St. John's College, Santa Fe, r977-; Director of the Graduate Institute in Liberal Education, r985-88. B.A., St. John's College, Santa Fe, r979; San Francisco Conservatory of Music, r980-82; M.A., University of Virginia, r989; Ph.D., University of Virginia, r990; President's Fellow, University of Virginia, r987-90; Tutor, St. John's College, Santa Fe, r983-. GLENN A. FREITAS B.A., Classical Languages, St. Mary's College, California, r957; Th.L., Universite Laval, Quebec, r964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, r966; L'Ecole Biblique et Archeologique Fran<;aise de Jerusalem, r964-66; Assistant Professor, Theology, St. Mary's College, r967-69; Tutor, St. John's College, Santa Fe, r969-, Assistant Dean, r976-77, r982-84. DAVID BOLOTIN B.A., Cornell University, r966; Ph.D., New York University, r974; Lecturer in Classics, Yale University, r97r-73; Tutor, St. John's College, Annapolis, r974-82; Santa Fe, r982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, r986, r987-88. CHARLOTTE GRAY MARTIN B.A., University of Colorado, r972; Deutscher Ak:ademischer Austauschdienst Dankstipendium, University of Freiburg, r972-73; Ph.D., Classics and Comparative Studies, Boston University, r979; Teaching Fellow, Boston University, r975-78; Visiting Lecturer, Colorado College, r978-79; Assistant Professor, University of Colorado, Spring, r980; Tutor, St. John's College, Santa Fe, r980-. PHILIP LECUYER GEORGIA S. KNIGHT PETER DRAGAN PESIC B.A., Colorado College, r966; Merton College, Oxford University, r969; Studies in Biology, University of New Mexico, r970-72; Boettcher Scholar, r962-66; Perkins Scholar, r963-66; Rhodes Scholar, r966-69; Danforth Graduate Fellow, r966-72; Woodrow Wilson Fellow (honorary), r966; Tutor, English Literature, Summer Humanities Institute, Colorado College, r968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, r97r-72; Tutor, St. John's College, Santa Fe, r972-. B.S., Philosophy, r970, M.A., English, r972, Teaching Fellow, University of Utah, r970-74; Tutor, St. John's College, Santa Fe, r974-; Assistant Dean, r988-90. A.B., Harvard University, r969; M.S., r970, Ph.D., r975, Stanford University; Danforth Graduate Fellow, r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, r980-; Musician-in-Residence, r984-. DAVID EDWARD STARR B.A., Gordon College, r962; M.A., r966, Ph.D., r972, Boston University; Graduate Assistant in Philosophy, Boston University, r963-64; Teaching Intern, Boston University College of Basic Studies, r964-66; Instructor rn Philosophy, University of Rhode Island, r966-7r; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, r982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. KENT H. TAYLOR B.A., Yale University, r963; M.A., University of Georgia, r965; Ph.D., University of California at Santa Cruz, r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, r968-69; Heidelberg University, r97r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of California at Santa Cruz, r967-7r; Tutor, St. John's College, Santa Fe, r974-. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, r975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, r980-; Director of The Graduate Institute, r994-97. }ANET A. DOUGHERTY ELIZABETH S. ENGEL B.A., Pomona College, r967; M. Phil., r97r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, r97r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. B.A., Yale College, r974; M.A., Ph.D., Harvard University, r980; Teaching Fellow in Government at Harvard College, r976-78, r979-80; French Government Fellowship, r978-79; Assistant Professor of Political Science, Stonehill College, r980-82; Tutor, St. John's College, Annapolis, r982-85; Santa Fe, r985-. KATHARINE S. MULFORD B.U.S., Philosophy and Religion, University of New Mexico, r975; M.A., Philosophy and Theology, Graduate Theological Union, r978; Ph.D., Philosophy, University of Oklahoma, r983; Tutor, St. John's College, Santa Fe, r983-. FRANKN. PAGANO A.B., Cornell University, r969; Ph.D., Boston College, r98r; Assistant Professor of Political Science, r975-8r, Director of the Division of Liberal Learning, r980-83, Associate Professor of Political Science, r98r-83, University of New England; Tutor, St. John's College, Santa Fe, r983-. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, r97r-72; B.S., Saint Mary's College, California, r975; M.D., University of California San Francisco, r979; American Heart Association Student Research Associate, r974; Fellow, Cancer Research Institute, University of California San Francisco, r976; Resident, Pathology Department, University of California San Francisco, r979-r980; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, r980-r98r; Lecturer in Anatomy, Sonoma State University, California, r98r-82; Lecturer in Anatomy and Physiology, City College of San Francisco, r98r-r985; �76 {ST. JOHN'S COLLEGE} {FACULTY} Private translator, I982; Lecturer, Collegiate Seminar, Saint Mary's College, California, I982-r985; Assistant Instructor, San Francisco Karate-Do, r982-85; Tutor, St. John's College, Santa Fe, r985-. JOIINF. CORNELL B.A., r975, M.A., r977, McGill University; Ph.D., University of Chicago, rg8I; McConnell Fellow, r975-77; Fishbein Fellow, I977-r980; Searle Fellow, r980-8r; NEH Fellow, r982; ACLS Fellow, r983-84; Assistant Professor, Honors College, University of Oregon, I98r-83; Assistant Professor, History of Science, University of Georgia, r984-r985; Tutor, St. John's College, Santa Fe, r985-; Visiting Assistant Professor of History of Science, University of Chicago, rggo. ROBERT RICHARDSON B.A., Park College, r960; Woodrow Wilson Fellow; Danforth Fellow; M.A., r962, Ph.D., I969, Philosophy, Yale University; Shimer College r965-67, I975-77; Cornell College, r968-r970; University of Wisconsin-Madison, r970-73; Tutor, St. John's College, Santa Fe, r985-. LINDA WIENER B.S., Biology, University of Miami, I977; M.S., Entomology, Colorado State University, r979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, I979; Ph.D., Entomology, University of Wisconsin-Madison, rg8r; Post-Do ct or al Fellow, Linguistics, Harvard University, r982-r985; Entomology Associate, Museum of Comparative Zoology, Harvard University, r982-I985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, r984-85; Tutor, St. John's College, Santa Fe, I985-. DAVID LAWRENCE LEVINE A.B. St. John's College, Annapolis, I967; M.A. I969, Ph.D. I975, The Pennsylvania State University; Woodrow Wilson Fellow I967-68; NDEA Fellow (Honorary) I967-70; University Graduate Fellow, The Pennsylvania State University I969-70; Independent Research, Centre Universitaire International, Paris, I970; Language Study, Goethe Institut, West Germany I970-7I; Instructor in Philosophy, University of Maryland, West Germany, I97I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, I968-69, I97I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, I975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, I980-88; Fellowship Research Grant, Earhart Foundation, I984-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, I996-97, Director of the Graduate Institute, I997-. GRANT H. Fll.ANKs B.A., St. John's College, Annapolis, I977; J.D., Harvard Law School, Cambridge, MA, I980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, I980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, I983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, I984-88; Tutor St. John's College, Santa Fe, Ig88-. BASIA C. MILLER B.A., Philosophy, Antioch College, I959; M.A., University of Chicago, I962; Ph.D., University of Chicago, I989; Translator for the University of Chicago Press, I975-8I; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, I982-88; Teaching Assistant, University of Chicago, I985-87; Instructor, Northern Illinois University, I987-88; Tutor, St. John's College, Santa Fe, Ig88-, Assistant Dean, I997-. THOMAS SCALLY WILLIAMS. KERR B.A., St. Mary's College of California, I967; M.A., Boston College, I970; Ph.D., Boston College, I97I; Assistant Professor, University of Santa Clara, I970-7I; Assistant Professor, St. Mary's College of California, I97I-74; Assistant Professor, California State University at Humboldt, I975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, I975-I987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, I980-I984; Visiting Tutor, St. John's College, Santa Fe, I987-I989; Tutor, St. John's College, Santa Fe, Iggo-. B.S., Oklahoma State University, I974; University of Illinois Graduate Fellowship, I975-76; M.S., Economics, University of Illinois-Urbana, I976; Graduate Study in Economics, University of Chicago, I976-77; University of Colorado Graduate Fellowship, I983-87, M.A., Classics, University of Colorado-Boulder, I985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, I987-88; Reynolds Fellowship, I988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer I985; Visiting Assistant Professor, University of Colorado-Boulder, Summer Iggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, I998; Tutor, St. John's College, Santa Fe, I989-. 77 KRISHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., rg8 5; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, r982-86; Academic Exchange, University of New Mexico, Albuquerque, I985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, I989; Tutor, St. John's College, Santa Fe, I989-. SALLY DUNN B.A., St. John's College, Santa Fe, r97r; M.A., Philosophy, University of Notre Dame, I973; Post-Masters Doctoral Program, American Studies, University of New Mexico, r974-77; Ph.D., Women Studies, Union Graduate School, r979; Part-time Instructor, Women Studies Program, University of New Mexico, r9758r; M.A., St. John's College, Santa Fe, r989; Tutor, St. John's College, Santa Fe, rggo-. BRUCE M. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, I995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, rggo-. JAMES P. FORKIN B.A., St. John's College, Santa Fe, I980; M.S., Vegetable Crops, University of California-Davis, Ig86; M.A., Political Science, University of California-Davis, rg86; Tutor, St. John's College, Santa Fe, rggo-. �78 {ST. {FACULTY} JOHN'S MICHAEL DAVID RAWI" JUUE REAHARD B.A., Dartmouth College, r981; Fulbright Scholar, Germany I98I-82; Ph.D. Committee on Social Thought, University of Chicago, r990; Tutor, St. John's College 1991-. B. S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, I979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, 1991; Instructor, University of .New Orleans, 1977-80; Assistant Professor, Institut Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, r983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. CHA.~E§ N' FASANA.RO VICTORIAMOltA B.S., Chemistry, Manhattan College, 1965; l\ILA.R. with Distinction, ILIFF School of Theology, Colorado, Ph.D., Philosophy of Religion, University of Denver/ILIFF, ; Schlessman for the Study of Philosophy ; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, University of Colorado, Ig83-84; Program Ombudsman and Assistant to the Director, 'Writing Program, University of ColoTado, I986-9I; Associate Professor, Center for and Religion, Colorado, Professor, Center for , Colorado, 1990; Tutor, St. Santa Fe, 1991-. RA. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, I986-I988; M.A., M. PhiL in Philosophy, Yale University, I990; Ford Foundation Dissertation Fellow, 1990-1991; Ph.D. in Philosophy, Yale 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992- BA, English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-1984; Instructor, Department of English, University of Colorado, Boulder, 1987-1988; Instructor, College of General Studies, University of Pennsylvania, 1988-1989; Graduate Work, Literary Theory, University of Pennsylvania, l988-199r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-1993; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. FRANK R. HllNT St. John's College, Annapolis, I971-73; Cornell University, 1973-74; B .A., New York University, I976; M.k, 1980, Ph.fr, I985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, I987-89; Tutor, St. John's College, Santa Fe, I990-. JAME§ COHN }OSHUAL, MTE§ B.A., St. John's College,,~,,,,~,,~~"' I98o; Advanced Summer Greek Institute, New PhaenomeM.A., 1988, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Literature, State University of New York at Binghamton, r991; Tutor, St. John's College, Santa Fe, l99I-. 0 BARRY E. G-0LDFARB BOA., Yale University, 1975; M.A., of Chicago, 1978; M.A., '~'···~''"''"of Cincinnati, Ig81; Ph,D., The Johns Hopkins 1986; Visiting University of Southern f\,..Ssistant Professor, State University, r988-r992; Language Coordinator and Lecturer, The Johns Hopkins 1992-93; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA A. HmmYVVELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-1988; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-1994; Tutor, St. John's College, I99Lf-· JAIVIES H. ~WILKINSON B.A., Williams College, I973; M.A., The Graduate Faculty, The :New School for Social Research, 1979; Ph.D. in Philosophy, The State University, 1989; Teaching Assistant and Lecturer in Philosophy, Humanities, and Political Science, The Pennsylvania State University, l982-8tf; Fulbright-Hays Graduate Fellowship, Eberhard-Karls Universitaet Tuebingen, I984-85; \Vissenschaftlicher Mitarbeiter, Philosophisches Seminar, Johannes Gutenberg COLLEGE} 79 Universitaet Mainz, I985-88; Assistant Professor, artment of Philosophy, The University of 1989-94; Honors Program, The University of Kentucky, Fall 1992; Tutor, St. John's College, 1994-. ALICE BEHNEGAR A.B., Smith College, 1975; J.D., Stanford University, 1978; Ph.D., Committee on Social Thought, The University of Chicago, 1994; Carthage Post-Doctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State 1994-95; G.D. Searle & Co./The NutraSweet Company, Skokie, IL, 1981-83, 6, and Aubonne, Switzerland, 1983-84; Attorney, Schiff Hardin & Waite, Chicago, IL 1978-81; Tutor, St. John's College, Santa Fe, 1995Com'<! B.A., Humanities/Modem Thought and Literature, Stanford M.A. 1993, Ph.D. I995, Committee on Social Thought, The Fellow, The Chicago, ; Tutor, St. John's College, Santa Fe, r995-. MAREN 0RMSETH SAlVIUEL B. Jo:m'<!SON B.S., Davidson College, 1970; Instructor, English and German, Shikoku Gakuin Daigaku, Japan, 1970-92; M.A., Ph.D. in mathematics, Duke University, 1974, I979; Deutscher akademischer Austauschdienst of Heidelberg, 1974-75; Assistant Professor, Associate Professor of Mathematics, Gallaudet College., 1979-85; Associate Professor of mathematics, Guilford College, 1985-89; Chinese language studies, Beijing Waiguoyu Shifan Xueyuan, r988; J.D., Yale University, 1992; Arabic language studies, �80 {FACULTY} Institute for Foreign Studies of Arabic, Damascus, Syria, I992; Attorney, Spiegel & McDiarmid, D,C,, I99295; Tutor, St, John's College, Santa Fe, I995-, {ST, JUDITH I. ADAM B,A,, r986, M,A,, 1989, Political Science, University of Alberta; Ph,D,, I996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, I996-, LEONARD W. ORTMANN AB!t'.AHAJll! ANDERSON B,A., Yale University, I976; Fulbright Scholar, Germany I986-87; Ph,D,, Philosophy, The Pennsylvania State University, I990; Humanities The Pennsylvania State University, Ig8o86; ESL, Internationale Bildungsstaette, Germany, r988-89; Lecturer, Germanic Languages and Literature, University of Pittsburgh, r990; Adjunct Assistant Professor of Philosophy, St. Francis College, 1991; Assistant Professor of Philosophy, Conception Seminary College, 1991-95; Tutor, St. John's College, Santa Fe, r995-, A,B,, Harvard College, I975; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, I975-76; Preceptor in Humanities, Columbia College, 1980-83; German Academic Exchange Fellowship, Munich, r983-85; Ph,D, in Philosophy, Columbia University, Ig86; Assistant Professor, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, 1987-96; Instituto de Investigaciones Filosoficas, UNAM, Mexico Ig96-97; Tutor, St. John's College, Santa Fe, r997-, JACQUES CALEB TuOMP§ON RA, Philosophy, Clark University, r984; M,A,, Philosophy, University of Virginia, 1990; Ph,D,, Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St, John's College, Santa Fe, r996-, MICiiAEL D. BYBEE B,A., Philosophy, r972, B.A., M,A., , 1972, 1975, Idaho State educational Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D,, Philosophy, l98I, University of Hawaii; Assistant Professor of Idaho State University, I982-84; Instructor of English, Instructor of English, I990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St, John's College, Santa Fe, r996-, DuvmsJN B.A., St. John's College, Annapolis; M,A., 1984, Ph,D., r992, The Catholic of America, University of California, Irvine, r987-91; Knights of Columbus Fellow, Tutor, St. John's College, Santa Fe, 1997-, JOHN'S B. S., California Institute of Technology, 1990; 11/LS,, l99I, Ph,D, r994, of Chicago; Lecturer in Mathematics, University of Chicago, r992-93; Member, Institute for Advanced r99c;c-95; Instructor in Mathematics, Princeton University, r995-97; Tutor, St, John's College, Santa Fe, 1997-, CHRISTOPHER A. MOORE B,A,, St, John's College, Santa Fe, 1985; MA, 1989, Ph.D,, Philosophy, r996,Tulane University; Direktaustauschstipendiat, Freie Unive:rsitat Berlin, 1987-88, l9909r; Tutor, St, John's College, 1997-, 81 PAMELA WERIIBACH LOUISE HELENA GUENTHER RA,, Humanities, Dominican University, r976; ABD, Political Science, Boston College, 1982; Adjunct Assistant Professor, SUNY College at Oswego, r98285; Lecturer, University of Wisconsin-Eau Claire, r985-88; Visiting Assistant Professor, University of Dallas, I988-90; Visiting Assistant Professor, Rhodes College, Memphis, TN, r990-91; visiting tutor at St. John's College, Santa Fe, Summer, l99r; Adjunct Lecturer, University of Memphis, 1992-1997; Tutor, St. John's College, Santa Fe, 1997-, A.A., Interdisciplinary Studies in Letters and Science, Chabot College, 198 9 ; B.A., Humanities and Economics, San Francisco State University, r992; Ph.D., History, University of Minnesota, r994, 1998; MacArthur Fellowship, 1992-98; Fulbright Scholar, Brazil, r995-96; Tutor, St, John's College, Santa Fe, r998-, MATI'HEW K. DAVI§ B.A, St John's College, Annapolis, r982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D, Candidate in Philosophy and Classics, University of Pittsburgh, r98587; Ph,D, in Political Science, Boston College, I995; Killam Fellow, Earhart Fellow, r990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Editor, Books in Canada, Ig97-98; Tutor, St. John's College, Santa Fe, 1998-, PETERL. GILBERT BRENDON LASELL COLLEGE} BA, St, John's College, Annapolis, l98I; BA (MA), Theology, Oxford 1985; Ph,D,, Church History, The Catholic University of America, 1995; Translator for Ancient Christian Commentary of Holy Scripture, I995-98; Instructor in Patristics and Old Testament, Shkolla Teologjilce-Hieratike «Ngjallja e Durres, Albania, 1995-98; Tutor, St. John's College, Santa Fe, I998-, MARK ROLLlll'JS A,B, Princeton University, 1977; M,A., Ph,D, in Philosophy, University of California, Berkeley, 1986, r991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, r987, I99I92, and r995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UN.AM, Mexico 1988-91; Assistant Professor of Philosophy, American University in 1992-95; Senior Analyst, education and family support Abt Associates, Cambridge, MA, r997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; St, John's College, Santa Fe, 1998-. GINO THOMAS B,S" in Physics, California Institute of Technology, 1989; M,A., 1992, l\/L PhiL, r995, PhD. in Astronomy, Columbia University, r997; Tutor, St, John's College, Santa Fe, 1998-, �82 {FACULTY} PRESIDENTS EMERITI HONORARY FELLOWS Edwin Jules Delattre William M. Dyal, Jr. {ST. JOHN'S COLLEGE} 83 RAY CAVE B.A., St. John's College, Annapolis, Ig48. STEPHEN FEINBERG TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow ThomasJ. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler B.B.A., University of Texas, Austin, Ig67. OFFICERS, Assoc1ATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John Agresto Dean Harvey Flaumenhaft Dean Anthony Jam es Carey Vice Presidentfor College Advancement Jeffrey A. Bishop Vice Presidentfor College Advancement Robert A. Glick Treasurer Fred H. Billups, Jr. Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Director ofthe Graduate Institute David L. Levine Assistant Dean Anita Kronsberg Assistant Dean Basia Miller Director ofAdmissions John M. Christensen Director ofAdmissions Lawrence H. Clendenin Director ofAlumni Activities Roberta Gable Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics Leo Pickens Director ofStudent Activities Mark St. John Director ofPlacement Karen Krieger Director ofPlacement MargaretE. Odell Director ofFinancial Aid Caroline Christensen Director ofFinancial Aid Michael Rodriguez Librarian Lisa Richmond Librarian Inga Waite Director ofCommunications Barbara Goyette Director ofPublic Relations LauraJ. Mulry Registrar Shirley McBrayer Registrar Kenneth T. Howarth Nurse Practitioner Carolyn Huppert Family Nurse Practitioner Kim Bear Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �------------1 84 {PROFILE} FRESHMAN CLASSES ENTERING FALL 1998 AND JANUARY 1999 ~ncl~se(l is a complete Annapolis States Represented Alabama 32 I 32 I 2 Alaska I Arizona I I I s s IO I9 I2 Florida I I Georgia Idaho 4 Illinois s I Arkansas California Colorado Connecticut Indiana I 2 Santa Fe s 2 I Foreign Countries Canada Ecuador 6 2 I I 2 France Germany India I ; :~i~e~i~a~~~ea~~.,:·•.. · .·• Number of Students Fal1Igg8 I3I Januaryiggg 34 go Women 7S S9 2 2 32 49 I6-26 I7-27 2 I I04 99 2I Early Entrance Previously Attended College Range of Ages Veterans 3 I 2 2 Minnesota I I Missouri Montana 2 2 I Nebraska Nevada I New Hampshire 2 New Jersey s I I2 IS 8 3 6 2 I 20 3 IO I II4 I8 73 Kind of School Attended Michigan New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina I Texas 2 Vermont Independent Parochial 49 IO 8 First Tenth Second Tenth Second Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students Virginia Washington IS 2 Wisconsin District of Columbia 2 dh'.ewo~. ood~et$be~t· •~o{~ll~ttet~f~f~n~ form:s. . •Qne {:i:) se~~·sel\otil' · l'~pol:tf~ ·'' ' i > '' ·~ ;' . ' ·:.:· . ' 1f.aliy oft~set'o~sate ·m:is~g,cont;ac~St14lin's Conegeat ehbet~~l! ad!}Nissesbel~ to obtain. r~lacem~t~orU1~i> 77% Ad~sfo~ f)ffi:ce SI% s2% 34% I73 23% 20% 29% P.O. BQX;28oo s3 I% 23% 2s% I43 63 St, John~s Celfoge Annapelis, l\ff). $i:4()~. FU; ijJ:o-~69'"(9!6 :i:~800-7:2'f'.-9238 . admi$siQns@s}ca;edn: 3% 4S 6 3I 2 3 8 28 7 6 I6 I I2 . 6I3 Rank in Class* First Fifth I Tennessee Public Receiving Financial Aid 2 South Dakota li~J~~~·cQ!Jege~ U~p~~t~~ns~s6f: I 2 2 t~eitt{ereainp~of I s 3I Maryland Massachusetts ~PP~~tf~npac!cet for ~~~~te~~nns I Men I Kansas Louisiana Maine Annapolis Santa Fe .Admissions·~ St~ JQhn~sCol,tege n6o•Caintn:0:Cr~&lanea SantiFe.·~~(StJ;t FAX~ ~os~984~!i. x--80~33if~~~ '> ; admis.si()ns~:sff.f;etin ',' ,' '-,':,'\ «,f,' ', 6 2 3 * Not included in this table are Ioo students for whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 1999-2000 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 84 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 1999-2000 Date A point or period of time associated with an event in the lifecycle of the resource 1999-2000 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 1999-2000 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7cef40d3fe1ea7870132157aa4d608ee.pdf 991c1bb414d1fc799974e0d6fc6d5cd4 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM THE GREENFIELD LIBRARY OF ST. JoHN's CoLLEGE S!JOHN'S College .ANNAPOLIS, MARYLAND 21401 ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 21404 410-263-2371 SANTA FE, NEW MEXICO 87501 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALEN,DAR 2000-200I} {COLLEGE ANNAPOLIS CALENDAR 2000-200I} SANTA FE 2000·2.00I ......................................................... A:~~~;;-;3······················································ ······························I/;~~1~~--ii~gi~tr~ti-~~-~-;iC"~~~~~~ti~~········· . . . .. A:~~~t·;4····················································································c1~~-~~~-B~~-;i&--s~~i~~~-······················· ....................." .. . · · · · · . ····················································. . . . . ············-...............................................................; A:~~~t·;~ .......................................................... o~t~b~;·6~9···· ·······················urp~;~i~~~"R~gi~tr~ti~-~- i~~i'\v~~k:~-~<l······· gust 22 Freshman Registration ................................................................................................................................................................................................................................... Sophomore Registration Undergraduate Classes Begin with Seminars ········· .............................................................................................................................................................................................. November 22-26 Thanksgiving Recess ·········································· ····E~"d°~f"pi;~t·s·~;~~t~;··································································--· ri~~~~b~;·;5··~"j~~~~·;············································wi~t~·;·v:~~~ti~~······························· ................................................ j~~~~r·3······································ .. ··············································5~~~-~<l·s·~;~~t~;··ii~gi~tr~ti·~~···········································.. j~~~;:y·;5···· ············································································"j~~~y"ii;~~h;~~"R~"ii~tr~ti~-;;:······················ ................... ri~~~~b~;-~·4···························· Graduate Institute Begins ....................... ··········································· ............................................................................................... Long Weekend Thanksgiving Recess ............................................................................................................................................................................................................................... End of First Semester February 2 - 5 Winter Vacation M:~;~1·~--~··;3······· Long Weekend · · · · · · · · · · · · · ···········································5r;·;i~g·v~~~ti~~···················································································· ································ ........................................................................................................................................................................................................... Mayn End of Second Semester ............................................................................................................................................................................................................................................... Mayr3 Commencement ............................................................................................................................................................................................................................................. ~. Second Semester Registration January Freshman Registration Spring Vacation End of Second Semester Commencement SUMMER 200I ............................................................................................................................................................................................................................ May2r January Freshman Second Semester Begins ............................................................................................................................................................................................................................................... June I I Graduate Institute Summer Session Begins .............................................................................................................................................................................................................................................. July27 ............................................................................................................................................................................................................................................. January Freshman Second Semester Ends January Freshman Second Semester Begins August 2 Graduate Institute Summer Session Ends Graduate Institute Summer Session Begins ......................................................................................................................................................................................................................... January Freshman Second Semester Ends ............................................... . ................................ ·····································c;.;~d~~t~-i~~tirute Summer Session Ends l..J �{TABLE 6 THE 8 10 n 16 20 22 T,HE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 54 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 85 Officers, Associates, and Staff 86 Profile: 1999-2000 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commit~ ment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can· speak to us almost as freshly as when they spoke for the first time, for what they have. to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation.. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. Tu remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with. trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumption11. {ST. JOHN'S COLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measur' ing, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T ......................................................................... ·······································- he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is ternp ere d by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Horner and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occa- ' sions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of · its members. {ST. JOHN'S COLLEGE} Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the onlyrecognizedauthority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �10 {THE CURRICULUM} {ST. JOHN'S COLLEGE} THE PRECEPTORIAL F .................................................................................................................. R or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the precep ial subjects offered on the two camp in recent years. Heidegger: Being and Time ?..~~~~::~~:§.~~:~~:i.?.~::i.~::~~:~vi~~~ Joyce: Ulysses . ., ...................................................................................... Saussure: Course in GeneralLinguis · ll~~~g~··~·'L~~·T~·~··~~~i"c~·~fu~i~~···· . .................................................................. ········ Aristotle: Metaphysics ................................................................. Darwin: Natural Selection Plato: Republic ....................................................... ······ Sartre: Being and Nothingn~s; .............. .......................................................................... cilii~·~;··ni~i~i~~;·~~·-~h~·················· ...... Two Chief World Systems ~~~i.~?.i..~~:;::~~~.~~~.~~fi.~i.~············"··•·. . T.S. Eliot: Selected Poetry 13·~~~h·;;a:·13~~~g~i···········• ................. .~~~;::?!F.t.~i.~:i:it.!~~~i.~.~::::::::::::::::·. · · · Hobbes: Leviathan ...................................................................................,........ ~~~.s.?.1.1.~.:.E~tr....°.!..C:..°.~. . . . . . . . . . . . . . . Austen: Selected Novels ...................................................................................... Faraday: Experimental Researc ..... 1!..Z.e.~t:..i~z:t!...~'!:.~.JY..Gfl..'!:~~7!:............ Ethical Problems in Medicine ............................................................................ ~~:?.~.~.~.e..=.T..UJ..z:Z.i§..~i...of..:~~.!cf..?..f:!., . ."_ : - - - - he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultithe habits of methodical and careful and of persistently precise discusand writing. Other learning devices therefore support it; these are the ials in language, mathematics, and ·c. For each of four years, a student ds one language and one mathemattorial three times a week. Sophoes also attend a music tutorial. the tutorials, around a table, about teen to sixteen students study and together under the direct guidance instruction of a tutor. The tutorial "des conditions for a small group to together toward a careful analysis, through translation or demonstraof an important work. As in the sem' students talk freely with one another with the tutor, but the discussion s sharply on assigned tasks. There portunities for all students to contheir measure of instruction and to their fellows. Other tutors often seeking to learn about a particular that they may later teach. iting assignments are normally in all classes: mathematics, music, oratory sections, as well as in lantutorials. The students are thus upon continually to articulate and · e their thinking in both the writd spoken forms. · ation in higher education has led found neglect oflanguage skills. As is separated from country by the oflanguage, so profession is sepaom profession by technical jargon. , the language tutorial attempts this condition by training in the 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is" to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} {ST. that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by; Shakespeare, Donne, and other English poets. ... The French of the third year beginri with a brief, intensive study of Frenc grammar followed by the reading of French text. The aim here is econo progress toward facility in the rea · simple French. Students already flu French may be exempted from these stages. Then follows examination form and content of French prose tions. Discussions of both form an tent are related to appropriate assignments, including exercises in lation in which the students atte match in their own tongue the of their models. In the second play is read- Racine'sPhaedre~ The principal activity of the is the reading of French prose including a number of poems laire's Fleurs du Mal. Its irn is the understanding and each poem in its parts and also provides a substantial sion of the art of poetry an the relation of that art tll more ambitious than the third year. The ye and discussion of m American poets, such Thomas, W. B. Yeats, JOHN'S THE MATHEMAT1c's TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. . When mathematics is taught at an unhurtied pace, in an atmosphere of reflective quiry, and from treatises chosen not ly for their matter but also for their egance and imagination, as it is at ohn's, mathematics becomes not only most readily learnable liberal art but one that provides ready access to oth!I and significant analogies with them. There are two main reasons for studymathematics. First, it pervades our ern world, perhaps even defines it. ore anyone who means to criticize rm, to resist or cooperate with this , not only must have some familiarity the mathematical methods by which anaged, but also must have thought the assumptions that underlie their ion. It is the task of the mathetorial and the laboratory togethP students to think about what it count and measure things in the !lecond main reason for studying atics concerns the mathematics more specifically. Since matheas its name implies, a particuconnection with the human r learning, its study is especialin helping students to think at it means to come to know COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second yea.T, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very whose analytical treatment by Descartes marks the beginning of modern mathematics. After this study geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algeb:ra as the "analytic art" in general. In the thi:rd year, calculus is studied both in its modern form and geometrically as Newton presented it in his Principia Mathematica, This is followed by an examination of Dedekind's theory of real numbers, the endeavor to a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Nev.rton brings heavenly and earthly motions unde:r one law and replaces a geometric asn·onomywith a "dynamic" in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, with Giotto's frescoes and ending with Picasso's Les Demoiselles d'Avignon. THE Mus1c TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward pe:rformance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the libe:r3J arts because understood it as one the essential functions of the mind, associated with the mind's power to number and measure. The liberal art some of the great choral sophomore year, a tutorial me times a week Besides singing, the music tutoxial r different but complementary music. On the one hand, , mately related to language, poetry, On the other, it is a ~elf-sufficient art, which in nature. of rhythm in words as well as a thorough investigation of the c system, a study of the ratios of l intervals, and a consideration of , counterpoint, and harmony. None ese are done apart from the sounding of good music. The inventions of songs the operas of ntal works of Beethoven are the real textbooks. In the second semester, at least one major work is closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves ·with its score before the seminar meets. discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} {ST. JOHN'S THE LABORATORY T ...................................................................................... ··························- COLLEGE} ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require dif~ ferent methods and techniques, but the integrity of scientific pursuits stems froin · sources common to all intellectual life, hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the THE ORGANIZATION OF THE period from Homer to Descartes. LABORATORY WORK Modern mathematics has made possible the exploration of natural phenomena The laboratory program is largely d on an immense scale and has provided the mined by three considerations rel basis for what is known to us as the labthe liberalization of the study of scie. oratory. The intellectual tools of the labo(r) The formally scheduled experi · ratory are the consequence of the vast work must be combined with a project of study conceived by the great free discussion of the instrumen thinkers of the seventeenth century. They principles involved in it. (2) The c are based on a mathematical interpretaof the work should be so chos tion of the universe, which transforms the enable the students to trace a s universe into a great book written in discipline to its roots in principle, mathematical characters. tion, and observation. Thus c Liberal learning is concerned with the grated wholes of subject matter~ artifices of the human mind and hand that selected as problems in which the help us to relate our experiences to our theory and experimentation can I! understanding. For this purpose, guished through critical study, St. John's has set up a three-year laboratoschedule of laboratory work s ry in the natural sciences, wherein characopportunity for leisurely but teristic and related topics of physics, experimentation. The students biology, and chemistry are pursued. There time to satisfy themselves as tt). is the art of measurement, which involves of accuracy their instruments,,, the analytical study of the instruments of analyze procedures for so observation and measurement; crucial consider alternative me experiments are reproduced; the interoccasion to repeat an en play of hypothesis, theory, and fact has to Only thus can they come be carefully scrutinized. All of this is supunderstanding of the sci laboratory section consists of fourto sixteen students working under 'dance of a tutor, with the help of advanced students serving as assisSections meet two or three times a 'A laboratory session may be used osition and discussion of theory, imentation, or for both, as the of the work requires. Occasionally, tory meeting is reserved for' the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. ,. 17 �18 {THE CURRICULUM} {ST. JOHN'S LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: ISTYEAR ................................................................................................................... 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry -~.ll:J:>.Y.~~---······....... ········································································Topics in physics: mechanics, optics, heat, electricity, magnetism 4THYEAR ................................................................................................................... 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the sur~ rounding world. The freshman laboratory next turns to the nonliving in a' search for fundamental laws. Archimedes on the lever and .o hydrostatics is studied, then the laws equilibrium of gases, temperature, calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences ofthis determination. THE THIRD YEAR The third-year laboratory deals with top~!ls common to a number of the traditional · ·sions of physics, such as mechanics, tics, and electromagnetism. Throughthe year, experimentation is accompad by the reading of important original · gs by Galileo, Descartes, Huygens, on, Leibniz, Carnot, and Maxwell. mathematical tools of physics are to ut to work in the laboratory at the time that their rigorous developis pursued in the mathematics tutoAs the tools of the calculus become ble, the emphasis shifts from a , qualitative description of force, ation, work, energy, and potential their reformulation in terms of and integral; at the same time, cal concepts serve to illustrate ematical ideas. The concepts of ics are to be used to formulate e theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentati,on and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson 1and Crick, Jacob and Monod - are studied. �20 {THE CURRICULUM} THE FORMAL LECTURE T .................................................................................................................,_ he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a ~eminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect; on the direction that students' work t within the framework of the program. {ST. JOHN'S LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox COLLEGE} 21 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "What Makes Crime Go Down?" James Q. Wilson "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "James Madison and the Bill of Rights" Robert Goldwin "Desiring What is Beautiful" Samuel Kuder "Minds and Brains: Men and Machines" Mortimer J. Adler "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "Visualizing Infinitesimals" Barry Mazur "The Tears of Odysseus" Cary Stickney "The Parable of Don Quixote" Joe Sachs "Evolutio_n and Development" T.Bonner "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey adness, Reason, and Recantation 1ato'sPhaedrus" "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet at Good and What Harm Can . tryDo?" gang Lederer "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE CURRICULUM} {ST. JOHN'S COLLEGE} 23 ST. JOHN'S LIST OF GREAT BOOKS T ................................................................................................................................................................................................................................................... he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in Sel:ll'inar are indicated by an asterisk. FRESHMAN YEAR *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedip_us at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature ofThings "Lycurgus," "Solon" Arithmetic Elements ofChemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR e: "The Bible *De Amina, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Missa Papae Marcelli Essays "Introduction to the Analytical Art" I,', �24 {THE CURRICULUM} {ST. *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Novum Organum *Richard II, *Henry Iv, *Henry V, *The Tempest, *As YouLikeit, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other 16th- and r?J:h-centurypoets Geometry, *Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: "Descartes: "Milton: La Rochefoucauld: La Fontaine: "Pascal: Huygens: *Eliot "Spinoza: "Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: "Rousseau: "Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middlemarch Theologico-Political Treatise Second Treatise ofGovernment Phaedre Principia Mathematica Epitome IV *Monadology, "Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prqjudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, Ampere, Faraday, Maxwell ' JOHN'S COLLEGE} SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Kierkegaard: *Wagner: *Marx: *Articles of Confederation, *Declaration of Independence, *Constitution of the United States of America, "Supreme Court Opinions The Federalist Origin ofSpecies . Phenomenology ofMind, '1,ogic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital Political and Economic Manuscripts of1844, The German Ideology *Dostoevski: Brothers Karamazov *Tolstoy: War and Peace *Twain: The Adventures ofHuckleberry Finn *O'Connor: Selected stories *William Jam es: Psychology, Briefer Course "Nietzsche: Birth ofTragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis Valery: Poems Booker T. Washington: Selected writings DuBois: TheSoulsofBlackFolk *Heidegger: What is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron *Conrad: Heart ofDarkness *Faulkner: The Bear Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Essays by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schrodinger, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy ;, These authors or works are read in seminar. .The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE ACADEMIC ORDER} 27 CLASSIFICATION OF AUTHORS, THE TUTORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Philosophy History and Plato Aristotle Lucretius Herodotus Thucydides Plutarch Mathematics andNaturaI ~~-t~~~-~~.................."'.:'~.~~~~~~ ......~.~-~i."1..8.~.~~'.'.:~~...........~.~~~~-~~...................................................~'.'.:".~~........... . .............................. Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Euclid Nicomachus Ptolemy Lavoisier Dalton Mariotte Gay-Lussac Proust Cannizzaro Berthollet Archimedes Pascal Fahrenheit Avogadro Mendeleyev J. J. Thomson Harvey Driesch , ........................................................................................................................................................................................................................... Sophomore Virgil Year Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plot:i.nus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez ······························································································································ ................................ .......................................................................... Junior Year Senior Year Cervantes Milton Swift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Hegel Kierkegaard Nietzsche W.James Heidegger Plato -..... Locke Rousseau AdamSmitb Hamilton, Jay, Madison Documents from American political history Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Washington DuBois Hamilton, Jay, Madison Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Faraday Lobachevski Rutherford Minkowski Davisson Dries ch de Broglie Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mendel J. J. Thomson Bohr Millikan Sehr odinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod Mozart Wagner A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or J a.Ile Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly :inside a single discipline, it is essential St. John's tutors re-educate them:ves to acquire increased understanding ose parts of the program that are oute their field of post-graduate training. e:l!:ample, tutors with advanced ees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC ORDER} {ST. THE INSTRUCTION COMMITTEE SCHEDULES ............................................................ ...................................................._ T P ................................................................................................................... he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. THE LIBRARY T ................................................................................................................. he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately rno,ooo volumes. The library building, renovated in Ig96, provides comfortable study spaces as well as computer terminals with access to the catalogue, other JOHN'S library databases, and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in Iggo. The library now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the . student body at a given time, including two 24-hour study rooms, and a musie room with listening carrels and more than:~ 8,ooo compact disks, records, and The library also houses a student com er laboratory, and provides terminals accessing electronic resources and Internet. Both libraries hold interesting sp collections, including several hu early or first editions of works read program. Annapolis has the Bray tion, dating from I696 and known "first public library in America," as the Prettyman Collection of si inscribed books. The Witter B lection and the Edgar Allen Poe tion in Santa Fe contain first each poet, as well as other bel addition, the Santa Fe librar faculty and alumni publicatio and the Holtzman Music Colle erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading tl:fe same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. COLLEGE} 29 Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY 9:00 - WEDNESDAY THURSDAY FRIDAY Language ro:ro A.M. TUESDAY Chorus Language Language Mathematics Mathematics Seminar Formal Lecture THURSDAY FRIDAY Mathematics Laboratory Laboratory Seminar SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY WEDNESDAY Mathematics Mathematics Language Language Laboratory Mathematics Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ORDER} ESSAYS AND EXAMINATIONS .................................................................................................................._ ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student'& learning. {ST. JOHN'S ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed th~t each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine . academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls . below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college . SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a mester, freshmen, sophomores, and ·ors meet with their tutors in the don . The tutors report to one of the semileaders on the students' work during semester; the students are then invitto respond to their tutors' reports and ment on their own work. Advice may requested and given; difficulties may <aired; but grades are not reported or sed. the junior year, conferences replace of the don rags. In conferences, stureport on their own work, and then :tors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS ORDER} • I6. 7% are in communications or the arts· • 9% work in the field of law, with most~ private practice or the judiciary; he student who completes the • 7.6%workin computers/sciences; four-year curriculum satisfac• 7.5% work in the health professions, torily is awarded the degree of mainly as physicians; Bachelor of Arts. Students • 63 wor~ in social services, including · who enter in the January sescounselmg, psychology, social work, sion graduate in three and one-half years, and the ministry. but they spend their first summer in com• I5.5% choose other fields, including pleting their freshman year, so that they, urban planning, skilled craftsmanship, too, complete a four-year curriculum. On foreign service/Peace Corps, governthe transcript, St. John's seminars, tutoriment service, veterinary medicine, als, and laboratories are translated into homemaking, farming, armed forces, terms of conventional subjects. The curand conservation/ecology. riculum is the equivalent of approximateMore than 75% of St. John's graduates ly one hundred thirty-two semester hours. pursue formal education beyond the bac~ calaureate level, with close to 30% of each GRADUATE STUDY AND graduating class pursuing advanced studCAREERS AFTER ST. JOHN'S ies at leading universities across the coun.................................................. ······························································try. St. John's students consistently score n a world in which careers and work substantially above the national averages on environments are changing rapidly, the Graduate Record Examination (GRE) a rigorous, b~oad~y based liberal and the Law School Admission Test (LSAT). arts education is recognized Most fields of study may be entered increasingly as perhaps the best directly from St. John's. Some of the more long-term career preparation. Research highly technical fields may require addistudies in business and the professions tional preparation, either prior to or dur- .. and recent national commission reports ing the first year of graduate study. have reaffirmed the value of the liberal St. John's has developed special programs.· arts in inculcating broadly applicable and relationships with specific graduate skills, such as analytical and problem solvand professional schools to help entry into; ing abilities, written and oral communicafields such as medicine, business, en · tions skills, and the ability to adapt to neering, and teaching. diverse and changing circumstances. THE ST. JoHN's DEGREE, Many St. John's alumni, for example, have MASTER OF ARTS demonstrated an unusual ability to master complex and unfamiliar tasks and bodies Tutors who have completed two years of knowledge, and to forge creative and teaching at St. John's may receive a satisfying careers. ter's degree in liberal arts. They St. John's graduates follow a wide varipetition the Instruction Committee ety of career paths. Surveys of alumni permission to present themselves · have yielded the following statistics: didates for the degree. They m • 20.8% are in business or business-related submit a thesis on a topic approved occupations; Instruction Committee and stand • I6.9% are in teaching or educational oral examination upon it. The tJ administration; about two-thirds of have some bearing on the unde these work in colleges or universities; and practice of the liberal arts. T ......................................... ................................ I ........ ............. . {ST. JoHN's COLLEGE} 33 THE GRADUATE-INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, m~d­ eled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of tliese five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in signifi. cant ways. The heart of the curriculum is the seminar in which fourteen to twentyon.e students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller ':~signments, either matliematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in die · study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session . The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools, and is approved for teacher recertification by the New Mexico and Maryland State Boards of Education. �34 35 THE LIBERAL ARTS CURRICULUM** ................................................................................................................................................................................................................................................... LITERATURE SEMINAR Homer: fliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs TUTORIAL PRECEPTORIAL (examples) PRECEPT 0 RIAL (examples) Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: ThePhilosophyofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR SEMINAR PRECEPT 0 RI AL (examples) Plato: Timaeus• Lucretius: On the Nature a/Things Aristotle: Physics• Ptolemy: Almagest* Galileo: Dialogue on the 'Iloo Chief World Systems• Darwin: The Origin ofSpecies• Freud: Selected Works Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Euclid: Elements• Lobachevski: The Theory of Parallels* Chaucer: Canterbury Tales in Middle English• Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Karamazov PoLmcs AND SOCIETY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics• Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844• Tocqueville: Democracy in America.,. TUTORIAL Aristotle: NicomacheanEthics• Thomas Aquinas: Treatise on Law• Hobbes: Leviathan• Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Herodotus: Histories• Thucydides: Peloponnesian War• Livy: Early History ofRome• Polybius: Histories• Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution• TUTORIAL PRECEPTORIAL (examples) Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory ofHeat Bacon and the Principles of Natural Philosophy Galileo: 'Iloo New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus fob Matthew Romans Augustine: Confessions• Thomas Aquinas: Summa Theologica • Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics• Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The CityofGod* Vico: The New Science• Kant: Idea ofa UniversalHistory Herder: Ideas Toward the Philosophy ofthe History of Mankind' Hegel: Philosophy ofHistory• Marx: The German Ideology Nietzsche: Uses andAbuses of Historyfor Life Dilthey: Introduction to the Human Sciences"" Collingwood: The Idea ofHistory• Strauss: Political Ph17osophyand History• PRECEPT 0 RIAL (examples) Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism • •Readings may differ slightly between the two campuses • Selections DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS T he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty~one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to trans- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �.....................2-...........-.i l ~~~~---------------------------•;• 37 36 I THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius• Tao Te Ching• T'ang Poetry Mencius• SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna • Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dogen, Shobogenzo Basho, The Narrow Road to the Deep North I Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloud Messenger) Rig Veda BrihadAranyaka Upanishad Katha Upanishad Ishvara Ktishna, Samkhya Karika Kapila, SamkhyaPravachana Sutra• Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refutation ofInference), and Prabodha-candrodaya (Rise ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarkabhasa (Exposition ofReasoning) Jaimini, Mimamsa Sutra Kumarila Bhatta, Slokavartika Kanada, Vaisesika Sutra • Manavadharmasastra (Institutes o/Manu) Kautilya,Artha-sastra KamaSutra• Bhagavad-Gita Abhinavagupta, Dhvanyaloka' Mahatanhasankhaya Sutta Mahaparinibbana Sutta PRECEPT 0 RIAL (examples) Mahabharata The Pali Nikayas (Discourses of the Buddha)• Shankara Wu Ch'eng-en,Journey to the West SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine ofthe Mean ChuangTzu, Inner Chapters MoTzu• Mencius• Ssu-ma Ch'ien, Records ofthe Grand Historian• HanFei Tzu• Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra and Heart Sutra Hsiin Tzu• N agarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, Madhyantavibhagabhasya, (Commentary on the Separation ofthe Middle.from the Extremes) Badarayana, Vedanta Sutras with commentary by Shankara Ramanuja Madhva Chu Hsi, Learning ofthe Sage Wang Yang-ming, Instructions/or Practical Living PRECEPT 0 RIAL (examples) Early Buddhist texts Pre-Confucian texts Ts'ao Hsueh-Chin, Story ofthe Stone Ssu-ma Ch'ien, Records ofthe Grand Historian PRECEPTORIAL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction *selections f 1 FoR ADDITIONAL INFORMATION For bulletins containing a full description of the programs offered by the Graduate Institute, and for information about application procedures, contact the Graduate Institute at the following addresses. Graduate Admissions Office Graduate Institute in Liberal Education St. John's College P.O. Box 2800 Annapolis, Maryland 21404-2800 Phone: 4ro-626-254r E-mail: giadm@sjca.edu Website: www.sjca.edu Graduate Admissions Office Graduate Institute in Liberal Education St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 875or-4599 Phone: 505-984-6083 E~mail: giadmiss@mail.sjcsf.edu Website: www.sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and lighthearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilitres, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices, and a dormitory), r9thcentury Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week .to hear requests from students for funds, to remind students of their responsibili- sT u D E N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadjly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 {ST. JOHN'S e-mail, printing out papers written on personal computers, and exploring the World Wide Web. Individual computer stations also are available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- COLLEGE} cial winter film series on Wednesday nights. Music is pursued in groups and individ~ ually. Voice and instrumental ensembles train new members and perform at gia at the end of each semester. The Small. Chorus has recently presented concertli' featuring Faure's Requiem, Schube Mass in G, and early vocal music. T college provides practice rooms a pianos and a music library of scores recordings. Private study can be arranged on campus or in town. Individual artistic expression ne time for training and a place to work. manent facilities, such as the art sm ceramic studio, woodworking sh photography darkroom, and stage fi. {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Spring Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the junior class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and parodies, and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �42 {ST. JOHN'S COLLEGE} {RESIDENCE popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from r4-foot lasers to a 37-foot Herreschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. THE SANTA FE CAMPUS I ................................................................................................................... n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6ro by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More 'than half the rooms are singles. The othare designed in suites of two or three ;rooms to provide each student with the (privacy of his own quarters and, at the · e time, close companionship with a w student. The eight dorm suites five private rooms. Students living hese dorms are responsible for all ing in their rooms, bathroom, and on room. The director of residential helps students arrange to live with s who share similar opinions about · g, music, and so on in a dormitory dents in Santa Fe find it effective to out problems and ideas on an indi.basis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, I . I �44 {ST. JOHN'S COLLEGE} {RESIDENCE contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the college usually has one of the finest fencing teams in the Southwest. The college supports a Karate-Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, and badminton are conducted at the college's facilities. A men's soccer team and a women's soccer team play with other teams in the area and are hosts to several tournaments in the fa.II and spring. The St. John's basketball te~ competes with different city and college teams. Santa Fe has five municipal ~.;· ming pools to which St. John's studenttl' can purchase yearly swim passes. Hors~~ may be hired at a nearby ranch. The adjoining Sangre de Cristo mo tains provide hundreds of square mil forest and wilderness areas for · · camping. Here, the St. John's Sear Rescue Team trains regularly in niques of map reading, first aid, ness survival, rock climbing, an evacuation. The team is called emergencies several times a year; l! & have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (I7 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several crosscountry ski trails branch off from them. Students may borrow skis, boots, and poles from the college, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes, where students can enjoy windsurfing and sailing. STUDENT LIFE} 45 BOTH CAMPUSES .................................................................................................................._ RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. While the college schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted bytutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. I •I �46 {ST. JOHN'S Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. AB supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors ofresidential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain COLLEGE} during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the &sistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and ser'"":. vices that include: • individual career counseling • information and assistance in appl · to graduate and professional schools • information and assistance in app for scholarships and fellowships • internship opportunities • assistance with resume-writing: other job-search skills • access to a national alumni e network • pre-law and pre-medical advisllig · .· {RESIDENCE & • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's website St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students under the supervision of the Placement Office, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it also can aid students looking for full-time summer employment in the local community. A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of .the community is inseparable from the communal life. The building of a good ·community requires the faculty to show respect for the individuality of each stu,4ent. All students agree to abide by the es and regulations promulgated in the STUDENT LIFE} 47 Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse oflegal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE {SITE PLAN} ANNAPOLIS SANTA MARYLAND FE, PLAN} NEW 49 MEXICO COLLEGE CREEK SOCCER FIELD LOWER PLAYH'G FIELD BOATHOUSE HEATING PLANT I UPPER PLAYING FIELD TENNIS COURTS 'I ,1 ,' LIBERTY TREE APARTMENTS COLLEGE AVENUE �{ADMISSIONS} he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active par.;~,~.,•,A~in their own education. Education at St. John's is a common Each student has a considerable effect on the life and learning of the cornm unity. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that to engage fully in the life of reason and.they believe they can take pleasure in it. In writing their application essays, many determine their own approas St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to coimp,1e1:e the St. John's program satisfacThe Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays am designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully :read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed m the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not the race, religion, sex, age, color, handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and are known to each other. Each campus serves about LfSO undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �52 {ADMISSION} {ST. JOHN'S graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ··················································································································- ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A'' Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATr) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), ifthe applicant's first language is not English. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = r732; Santa Fe = 2649 PROCEDURE S ''''''''''''''''''''''''''''''''''''''''''"'''''''''''''''''''''''''''"'''''''''"'•~H·~·~-- t. John's College is one colleg~;:'. located on two campuses. Although applications must initiated and completed at campus or the other, admis to either campus constitutes admission. the college as a whole. On inquiry, prospective stude. receive a statement of the St. John's C program, an application for adm' and recommendation forms to be pleted by schools and references. tions may be submitted as early second semester of the eleventh Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and J anuary classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. · f}EPOSITS }Ion notification of acceptance, applits have the option to enroll on either pus. In order to secure a place in the COLLEGE} 53 entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other �-~ 54 {ADMISSION} campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March r. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 21404-2800 (Phone: 4ro-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 87501-4599 (Phone: 505-984-6060 or 800-331-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a World Wide Web site: Annapolis := http://www.sjca.edu and Santa Fe http://www.sjcsf.edu. CAMPUS VISIT I tis best for those who are consi ing attending St. John's to see college for themselves. It is pr·o·b>·. wise to get first-hand advali knowledge of any college one be thinking of attending, but it is esp wise in the case of St. John's because. {ST. JOHN'S COLLEGE} unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or l-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in .inexpensive paperback editions in the col- 55 lege bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES ••••••••OO>>••••oOOOOoOo···•••>OOOOo••OOOOooooOOoooOOoooOOOooooOoo•OOOO••••o•OOo0''"''''''00000000oooooOOOooOoooOM he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards on the basis of need. are made A. The following principles underlie St. John's financial aid program: L The responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. - 2. The of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At SL John's, self-help consists of a part-time job and an educational loan. AID} 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of r980, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: r. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. To ofyonr forms sent to St. be sure to use the correct code numbers. PROFILE: lis=5598; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093, 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Ta," Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 4, Recipients of federally funded fimmcial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office scholarships, loans, grants, {ST. JOHN'S COLLEGE} 57 employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. after February 15 (for fall classes) or after 30 (for January classes) have a significantly lower chance of receiving all the funds for which are eligible than those applying earlier. C. Non-U.S. citizens applying for financial aid should note the following: are due by March r from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March r deadline will be notified of the decision on their application April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availabiliv; of funds cannot be guaranteed. L Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S, citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than FebruflTY r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistai--ice will be considered and no offers of financial aid will be made until after a student has been ad.mitted to the college. D. Following are the deadlines and notification dates for financial aid: Although the has no deadline for receipt of financial aid applications, candidates fo:r admission who are in need of financial assistance should indicate that need as soon as possible, The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid FRESHMAN CANDWATES: RETURNJNG STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a fimmcial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL PEJLJL GRANT: �58 {FEES & FINANCIAL FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,0oo per year. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WoRKSTUDYPROGRAMS: FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. Arn} {ST. JOHN'S COLLEGE} FEDERAL STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. .2000-0I STUDENT BUDGET Tuition .. ............. ........ . .... I $24,S.??....................... !.t.?.?..~.~--~.?.~.~---················· ............?.?.S.!.?........................... -~.?.?.~8-........................................................2.'.!.S. ................................ Activities Fee 200 .............................................................................................................. ~·· ~~:.5.?..1:1~.~1.T.~1:1.5..:.5. ......................~oo .Tr.~.s.r..?.:~~.?..?.1:1.............. ········· ......:?..?..?.}:??.:.. ?.~~:. I Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the coll BILLING.AND DEPOSITS B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August r for the first semester and December r for the_ second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register in September. A deposit of $250 on the fees for the following year is 59 therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making �60 {FEES & FINANCIAL this deposit, the student should contact the treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the college presents its bills directly to the student, Ain} {FEES with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the college library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY · ................................................................................................................_ DETERMINATION OF DATE OF WITHDRAWAL OFFICIAL WITHDRAWAL: A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the appropriate office of the intention to withdraw. INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Spring Summer REFUND AMOUNT AMOUNT CHARGED ro3 r-7 r-5 903 8-14 6-ro 803 203 r5-2r u-rs 603 403 22-28 16-20 403 603 203 803 No Refund roo% 29-42 43 and after 21-25 26 and after & FINANCIAL Undergraduate students provide this notification to the Registrar's Office and graduate students contact the Graduate Institute Office. When a student notifies the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college personnel. A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. If a student does not notify the Registrar or Director of the Graduate Institute of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal. AID} 61 INSTITUTIONAL REFUNDS A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the following schedule. The student's withdrawal date is established as outlined in Section I of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (week-ends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage offees (tuition, activity fee, room, and board) which will be refunded. UNOFFICIAL WITHDRAWAL: The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive rn% of nonfederal aid that had been awarded. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board. �62 {FEES & FINANCIAL C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o3(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title IV aid which is Arn} earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of II2 days would have earned r2.5% of Title IV aid for the semester. In this example, 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6.SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for th.e semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return: of federal grant funds is required. Sample cases of refund calculations available in the Financial Aid Office. {ST. JOHN'S COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of r980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. Arn} 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the stlldent to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. {ST. JOHN'S COLLEGE} 65 BIBLIOGRAPHY BooKs ABOUT LIBERAL EDUCATION and CHARLES VAN to Read a Book, Simon and Schuster, 1972. ADLER,MORTIMERJ., DOREN: How ADLER, MORTIMER J.' and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. TheAmerican University, Harper and Row, 1970. Teacher in America, Little, Brown and Co.,1945. BARZUN,JACQUES: BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers ofthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �66 { B0 A R D 0 F vI sI T 0 R s AN D G0 vE R N 0 R s} OFFICERS Chairman Gregory D. Curtis Pittsburgh, PA {FACULTY} ANNAPOLIS. MartinDyer Baltimore, MD Frederica Saxon Baltimore, MD GlendaEoyang Circle Pines, MN George Schoedinger III, M.D. St. Louis, MO Susan Ferron, M.D. Marine on St. Croix, MN Lenore Steiner Ambler, PA Ronald H Fielding Rochester, NY Cheryl Foote Thomas Tulsa, OK Jean FitzSimon Hoffman Estates, IL Paul E. Tierney, Jr. New York, NY Stephen Forman, M.D. San Marino, CA William Tilles Rockville, MD Hillel G. Fradkin Milwaukee, WI Michae!E. Tobin Tesuque,NM Thomas Geyer Morristown, NJ Jason Walsh New York, NY B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-69; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State of Illinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-87, Aurora University Management Center, Illinois; President, St. John's College, I99I-. Allan P. Hoffman Lawrence, NY Harriet Higgins Warren Atlanta, GA Dean ofthe College in Annapolis Leslie Jump Washington, DC Charles H. Watts Boston, MA S.DavidKrimins,M.D. Anoapolis, MD Jill Wilkinson Austin, TX William B. Allen East Lansing, MI Barbara Lauer Laramie, WY Warren Winiarski Napa, CA M. Brownell Anderson Washington, DC Barbara H. Leonard Oberlin, OH JohnD. Wirth Santa Fe, NM John E. Balkcom Chicago, IL Perry Lerner New York, NY K. Martin Worthy Washington, DC Richard E. Berkowitz Atlanta, GA Robley Timmins Levy LaSelva Beach, CA Jonathan Zavin New York, NY Linda Chavez Bethesda, MD Clinton Lively Cranbury, NJ LeeZlotoff Santa Monica, CA Jean T. Clarke Houston, TX Harriett Page Long Baltimore, MD Jill Z. Cooper Washington, DC Paul Martin Austin, TX John H. Dendahl Santa Fe, NM Paula Maynes Santa Fe, NM Charles M. Diker New York, NY Mikael Salovaara Benardsville, NJ President CHRISTOPHERB. NELSON Vice Chairmen Ray Cave New York, NY Stephen Feinberg El Paso, TX Secretary Sharon Bishop Reston, VA MEMBERS EMERITI Mortimer J. Adler Eleanor Ditzen David Dobreer, M.D. RobertA. Goldwin Charles A. Nelson Hon. Adolph W. Schmidt Thomas B. 'Turner, M.D. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Anoapolis The President at Santa Fe The Dean at Anoapolis The Dean at Santa Fe HARVEY FLAUMENHAFr B.A., Ig6o, M.A., Ig62, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, Ig6o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, Ig65-66; Instructor in Government, Wheaton College (Massachusetts), Ig66-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, Ig8I; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer Ig83; National Endowment for the Humanities Constitutional Fellow, Ig84-85; NEH Planning Grant, Ig86-87; NEH Interpretive Research Grant, Ig87-89; Visiting Professor, Department of Educational Studies, University of Delaware, Ig8g; Lynde and Harry Bradley Foundation Grant, Ig92-94; Dean, St. John's College, Annapolis, Ig97-. 67 EvA T.H. BRANN B.A., Brooklyn College, Ig50; M.A., I9SI, Ph.D. Ig56, Yale University; Fellow of the American Numismatic Society, Summer, Ig52; Fellow of the American School of Classical Studies at Athens, Ig52-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, Ig56-57; Member, Institute for Advanced Study, Princeton, Ig58-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, Ig57-, Addison E. Mullikin Tutorship, I97I-; Fellow, Woodrow Wilson International Center for Scholars, Ig76-77; Arnold Visiting Professor, Whitman College, Ig78-79; Visiting Scholar in Honors Education, University of Delaware, Ig84-86; Fellow of the National Endowment for the Humanities, Ig87-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, Ig88-96; Dean, St. John's College, Annapolis, Iggo-97; Doctor of Humane Letters, Whitman College, Ig95; Doctor of Letters, Middlebury College, I999· EDWARD MALcoLMWYATI B.A., Ig53, M.A., Ig56, University of Virginia; Fulbright Fellow at Universite de Nancy (France), Ig53-54; Instructor, University of Virginia, Ig55-58; Tutor, St. John's College, Annapolis, Ig58-, Assistant Dean, Ig84-85, Director, Graduate Institute in Liberal Education, Annapolis, Ig89-92. BEATE RUHMVON 0PPEN B.A., University of Birmingham, England, Ig39; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, Ig39-43; British Foreign Office, Ig43-5I; Royal Institute of International Affairs, Ig52-56; Research Staff, Nuffield College, Oxford, Ig56-58; Microfilming Project of . I' �68 {FACULTY} the Committee for the Study of War Documents of the American Historical Association, :r959-60; SL John's College, :r960-63 (Leave of absence, :r96 3-6 5), :r97:r-; Visiting Lecturer in History, Smith College, 1963-64, University of LU<~oc•u~u :r964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Center of International Studies, Princeton University, :r969-7:r; National Endowment for the Humanities Editing Grant, :r978-79. GISELA BJERNS Hoelderlin Gymnasium, Stuttgart, :r959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, , r959-63; Staatsexamen I, University of Heidelberg, :r963; Fellow Deutscher Akademischer n.cwc.,m,,uJLUJ.'cuo University of Florence, r963-64; Ph.D., of Heidelberg, Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, Staatsexamen H, of Heidelberg, 1965; Instructor in Classics and Rosary College, Tutor, St. John's College, NICHOLAS MAfSTRJELLIS B.S., Bates College, History of Science, Teaching r962-66, University Fellow, of of ~'··~··~~ of Vienna Summer :r957; United States 1957-59; Lecturer in the Liberal Arts, of Chicago, :r960-62; Tutor, St. John's :r962-; Visiting Fellow, Yale Law r971-r:i; Summer Council for Philo Studies, 1977; NEH Summer Fellow 1978, :r984; Visiting Oxford 1978-79. B.A., St. John's M.A., The :New School for Social 1970; J\.Jvin Johnson r970-7:r; St. John's College, A1111apolis, :r971-. DAVID HANFORD STEPHENSON LEO F. RADITSA B.A., Columbia College, Ph.D., Tutor, St. John's Annapolis, 1963-. B.A., Harvard College, :r956; 1960-6I, University Fellow, r96I-62, M.A., Columbia r962; President's Fellow, 1962-63; Fulbright, University of 1964-65, Berlin, :r9 6 5; Instructor, University, Washington 1965-68; Assistant Columbia University, 1969; Tutor, St. John's C olis, 1973-; National Endowment for the Humanities Fellow, National Fellows 1111ve>1·'1tv HOWARD J. FISHER B.A., Umversity of Technician, Harvard Laboratory, 1964, College, , :r965-; Visiting , Western New England College, 1980; Senior Linacre C University, r982-83. JOKlN F. \VIUTE {ST. JOHN'S HowARD ZEmERMAN Dartmouth College, :r962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton ·National Fellow, r972; Tutor, St. John's Santa Fe, 1973-77, Annapolis, 69 COLLEGE} San 1978; Tutor, St. John's College, Santa Fe, r975-85; , 1985-; Assistant Dean, Graduate Institute in r992-r995. ROBJERT P . DRUECKER B. S., DEBORAH SCHWARTZ RJENAUT B.A., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, r974; Tutor, St. John's College, 1976,-. DAYm L. TOWNSEND E.A., Loyola College, 1969; Prize Fellow, Harvard, 1969-74; M.A. Harvard, 1970; Teacher, Cambridge Free School, 197072; Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981, Bar Association 1981-; TutoT, St. John's College Santa Fe, 1974-, Annapolis., 1984-; Faculty, Aspen Institute, 1999-. MICHAEL COMENETZ BA, The Johns Hopkins M.A., 19 Ph.D., 1972, Brandeis Assistant Professor of lVIathematics, University of Kansas, 1972-75; Tutor, St. John's College, 1975-. JOE SACHS B.A., St. John's College, Annapolis, :r968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State 1975; Teaching Assistant, Pennsylvania State 1973-7,.-;,; Tutor, St. John's L~.>HU.,.,~~0, 1975-, JOHNVERDI B.S., Fordham r974, Ph.D., Philosophy, :r975, ""'m''"''~· of Southern California; M.A., Experimental Psychology, University of •.• ,.. ,.~ ••• u,,~o, Boston M.A., Boston Universibj, r974; and American Scandanavian Foundation Fellow, NLA., Tutor, St. John's 1977-; Counselor and MERA J. FLAUMlli'il:IAFl' B.A., of '-'"''H'"v r970-71, Assistant Professor of Anne Arundel Nation8l Endowment c>uF~>.w., 1977; Tutor, St. John's 1977-. PETER KJ\L)i(X\TAGE B.A., 1973, M.A., Instructor and the Humanities, Pennsylvania State Tutor, St. John's MARILYN DOUVILLE HXGUEJ1A B.S., University of 1975; lVLS , of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Physics Tutor, St. John's Annapolis, 1979-. �.L~ 70 . {FACULTY} {ST. JOHN'S WILLIAM JON LENKOWSKI MICHAEL G. DINK B.A., Marquette University, r965; M.A., Philosophy, The New School for Social Research, r970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, r968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, r976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, r977-79; Tutor, St. John's College, Annapolis, r979-. Harvard University, r970-72; B.A., St. John's College, Annapolis, r975; M.A., r978,Ph.D., r986, Philosoph~ The Catholic University of America; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, r980-84, Annapolis, r984-. Director, Graduate Institute in Liberal Education, Annapolis, r998-. B.A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, 198r-82; Tutor, St. John's College, Annapolis, r982-. JAMES HOWAIID BEALL COLLEGE} 71 WALTER STERLING THOMAS MAY B.A., Loyola College, r97r; M.A., Fordham University, r975; Assistant Professor, Loyola College, r974-79; Visiting Lecturer, Goucher College, r976-78; Tutor, St. John's College, Annapolis, r979-; Director, Graduate Institute in Liberal Education, Annapolis, r986-89, r995-r998. JONATIIAN S. TucK B.A., Columbia University, r969; B. Phil., Oxford University, r97r; M.A., University of California, Berkeley, r972; Graduate Study in English, Berkeley, r97r-78; Woodrow Wilson Fellow, r969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, r969-7r; Kent Fellow (Danforth Foundation), r97r-77; Teaching Assistant and Associate, Department of English, Berkeley, r973-78; Tutor, St. John's College, Annapolis, r979-; Assistant Dean, r99r-94. Active duty, U.S. Air Force, r963-67; B.A., Physics, University of Colorado, r972; M.S., Physics, r975, & Ph.D., Physics, r979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, r975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, r979-8r; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. HENRY H. HIGUERA B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. PAMELA KRAUS M.A., r973; Ph.D., r980, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, r973-74; Lecturer, The Catholic University of America, r975-80; Assistant Professor of Philosophy, The Catholic University of America, r980-85; American Fellowships Program Panel, American Association of University Women, r985; Tutor, St. John's College, r985-. WILLIAM PASTILLE A.B. in Music, Brown University, r976; M.A. in Musicology, Cornell University, r979; Ph.D. in Musicology, Cornell University, r985; Visiting Faculty, School of Music, University of Wisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. ANITA L. KRONSBERG B.A., St. John's College, r980; Tutor, St. John's College, r984-; Assistant Dean, 1998-. PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, r984; Teaching Fellow, Boston College, r978-r982; Instructor, Assumption College, r98r; Tutor, St. John's College, Annapolis, r984-. NANCY DUNNING BUCHENAUER ELIZABETHM. BLEITNER STEwART UMPHREY B.A., History, r967, M.A., Ancient History, Cornell University, r969; Ph.D., Classics, Brown University, r980; Ford Foundation Fellow, r966-68; University Fellow in Classics, Brown University, r96970; Tutor, St. John's College, Santa Fe, r980-96; Annapolis, r997 -; Director of the Graduate Institute, Santa Fe, r99r-94. B.A., Stanford University, r969; Graduate Study in English Literature, University . Wisconsin, r970-7r; M.A. in Philoso Pennsylvania State University; rg Instructor of Philosophy and Humani Pennsylvania State University, r97 Richard M. Weaver Fellowship, I B.A., Senior College of the New School for Social Research, r966; M.A., r97r, Ph.D., r973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, r972-r976; Graduate Faculty of The New School, r976-r980, University of Oklahoma, r980-r984; Tutor, St. John's College, Annapolis, r984-. CATHERINE R. HAIGNEY B.A., r98r, M.A., r983, Ph.D., r989, University of Virginia; Lecturer in English, Vanderbilt University, r985-86; Instructor, Goucher College, r987-89; Tutor, St. John's College, Annapolis, r989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, r982; M.A., University of Toronto, r984; Diploma, Inter-University Centre, Dubrovnik, r985; Ph.D., University of Toronto, r993; Tutor, St. John's College, r989-. ADAM SCHULMAN B .A., Chemistry, University of Chicago, r980; B.A., Physics and Philosophy, Oxford University, r982; M.A., History of Science, Harvard University, r985; Ph.D., History of Science, Harvard University, r989; Tutor, St. John's College, r989-. I I. �72 {FACULTY} JUDITH LA. SEEGER B.A., Harvard University, rg66; Cornell r967-68; M.A. in Romance Languages and Literatures, r970, Ph.D., r982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, r984-88; Research Associate of the Folklore Institute, Indiana University, r984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, r990; Tutor, SL John's College, Annapolis, r989-. University of North Carolina, I98o; Visiting Assistant Professor of Music, Cornell University, I979-I982; Assistant Professor of Music, University of Notre Dame, l982-I989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-r990; Tutor, St. John's College, Annapolis, 1990-. KATHLEEN C, BUT§ B.A., Mount Holyoke College, :r968; Graduate Study, New School for Social Research, I970-72; M.S., 1985, Ph.D., :r989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, r97r; M.A., St. John's College, Annapolis, r976; Ph.D., Graduate Theological Union, in Theology and The Arts, r993; Tutor, St. John's College, Annapolis, 1974-77; St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, r986, I987, r988; Tutor, St. John's College, Santa Fe, r989-r996; Annapolis, r997-. COIIDELLD. K. YEE B.A., English, Pomona College, r977; M.J. Journalism, University of California, Berkeley, r980; M.A., Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, History of Cartography Project, Depa:rtment of Geography, University of 'l\Tisconsin-Madison, Summers oh990 and l99L ANDRE BARBERA RA. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, r978; Ph.D. in Musicology, MARGARET ANNE KIRBY B.A., University of King's College, I977; Department of Classics, Dalhousie University, r979; Commonwealth Scholar, Hertford College, Oxford University, :r980-82; M.Litt., Faculty of Modern Languages, O,xford University, I982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, r982; Junior Fellow, Massey College, University of Toronto, r983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, r987-89; Tutor, St. John's College, Santa Fe, r990-96, Annapolis, r997-. EruKSAGENG B.A., University of Alaska, r983; M,A., r985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, r983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, r987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, r989-90; Tutor, St. John's College, Annapolis, 1990-. {ST. JOHN'S COLLEGE} 73 RADosLAV DATc1-rnv EMILYH. BROOK.ER LANGSTON Degree in Philosophy, University of Sofia, r982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. B.A., Emory University, r987; M.A., University of Chicago, 1988; Jacob K. Javitz 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, r993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, r995-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, r987-1994; Tutor, St. John's College, .Annapolis, 1994-. WILUAM T. BRAITHWAITE B.A., Virginia Military Institute, r961; J.D., Washington & Lee University, 1964,; U.S. Army, 1968-70; Associate, Partner, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola Chicago, 1980-95; Tutor, St. John's College, Annapolis, r995-. GEORGE A. R.US§ELL B.A., St. Francis College, r973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, r994. Dean of Students, St. Patrick's Academy, r98r-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, r986-91; Assistant Professor of Philosophy, Xavier University, r99r-95; Tutor, Sc John's College, fuJ.napolis, r995-. JONATHAN N. BADGER ROBERT GOLDllERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. KATillERINE HEINES B.A., St. John's College, Santa Fe, 1982; l'VLA., 1986, Doctoral Candidate :rggo-, The Catholic University of America; The Catholic University of America, r987-1988; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. B.S., Mathematics, of South Carolina, r987; M.A., Libe:ral Studies, North Carolina State r99I; Graduate Student, Music Composition, Duke University, r990-9r; Eaihart Fellow, r995; Ph.D., Political Philosophy, Fordham University, r996; Tutor, St. John's College, Ji,,,nnapolis, 1996-. LUUNGU B.A., History, Beijing University, 1980-8,;f; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, r98if-87; M.A., International Affairs, The George Washington Universiv;, r987-89; Ph.D., Political Theory, The George Washington University, r989-95; Adjunct Professor, Department of Political Science, The George Washington University, r995; Tutor, St. John's College, Annapolis, 1996-. �--------------.. 74 ! "' ,-~-------1 {FACULTY} {ST. JOHN'S COLLEGE} LINDA KERN-PERETS B.A., Religious Studies, Georgetown University, r984; junior year abroad, Oxford University, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, r990; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, r986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, six awards between r987-r993; Research Fellow, Hebrew University of Jerusalem, r990-9r; Fulbright Scholar, University of Paris III, r99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, r994; Tutor, St. John's College, Santa Fe, summer r995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, r996; Tutor, St. John's College, Annapolis, r997-. MICHAEL W. GRENKE B.A., University of Chicago, r988; Ph.D., Boston College, r994; Lecturer, University of New Hampshire, r993; Postdoctoral fellow, Boston College, r993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, r995; Tutor, St. John's College, Annapolis, r997-. STEPHEN LARSEN B.A., Pomona College, r986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, r986-87; M.A., Princeton University, r990; Ph.D. Candidate, Princeton University, r990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, r994-97; Tutor, St. John's College, Annapolis, r997-. PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lec,turer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. SUSANR. PAALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. MARKJ.Lmz B.A., University of Chicago, r980; M.A., University of Toronto, r982; Ph.D., University of Toronto, r990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, r998-. JOSEPH c. MACFARLAND B.A., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, r993-94; Ph.D., Committee on Social Thought, University of Chicago, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, r994-97; Tutor, St John's College, Annapolis r998-. DEVIN A. STAUFFER B.A., Kenyon College, r992; Ph.D. Bostoc> College, r998; Tutor, St. John's Colle Annapolis, r998-. AMIRTHANAYAGAM P. DAVID B.A., St. John's College, Annapolis, Ph.D., Committee on Social Tho The University of Chicago, r998; G Fellow, The University of Chicago, 90; Teaching Assistant in the Dep of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of Chicago, r990-98; Tutor, St. John's College, Annapolis, r998-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory Fellowship, r992-r994; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. DANIEL KOLB B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois University, r977; Ph.D., Philosophy, University of Notre Dame, r983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, r988-90, Associate Professor, r990-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. SANTA FE ................................................................................................................_ President JOHN AGRESTO A.B., r967, Boston College; Ph.D., r974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, r97r-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, r978-79; Projects Director, National Humanities Center, North Carolina, r979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, r98r; Assistant Chairman, National Endowment for the Humanities, 1:982-85; Acting Chairman, National Endowment for the Humanities, r985-86; Adjunct Professor, The New School for locial Research, New York, r988; Deputy 75 Chairman, National Endowment for the Humanities, r985-88; President, The Madison Center, Washington, D.C., r989; President, St. John's College, Santa Fe, r989-. Dean ofthe College in Santa Fe ANTHONY ]AMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; M.A., r973, Ph.D. r998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, r967-69; Graduate Study in Music, University of North Carolina, r969; Part-time Instructor in Philosophy, East Carolina University, r974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, r976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, r984-, Dean, r986-r99r, r996-. JOHNS. STEADMAN B.S., Philosophy, University of Wisconsin, r959; Instructor in Radio Repair,United States Army, r954-56; Assistant in Philosophy, r959-6I, Teaching Fellow, r96r-62, Cornell University; Tutor, St. John's College, Annapolis, r962-67, Santa Fe, r967-; Assistant Dean, r970-72. DoNB.CooK A.B., Occidental College, r958; Ph.D., University of California at Davis, r965; Woodrow Wilson Honorary Fellow, r959; National Science Foundation Fellow, r959-6r; Tutor, St. John's College, Santa Fe, r965-72; Teacher, Santa Fe Prepatory School, r972-73; Tutor, r973-; Assistant Dean, r98r-82, r990-96. ELLIOTT T. SKINNER B.A., University of Colorado, r96r; M.A., Princeton University, r963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, r964; Fellow of the Council for 11 �76 {FACULTY} {ST. JOHN'S COLLEGE} Philosophical Studies, Summer Institute in Greek Philosophy and Science, I970; Tutor, St. John's College, Sante Fe, I965-. E. RAY DAVIS, JR. University of Wisconsin, I953-55; B.A., St. John's College, I962; M.A., History and Philosophy of Science, University of Indiana, I965; N.D.E.A. Fellowship, University of Indiana, I962-65; Ph.D., University of California, Riverside, I98o; Tutor, St. John's College, Santa Fe, I966-, Assistant Dean, I977-8I. RALPH SWENTZELL B.S., New Mexico Highlands University, I963; Instructor, Computer Programming, New Mexico Highlands University, I965-66; Tutor, St. John's College, Santa Fe, I966-. GLENN A. FREITAS B .A., Classical Languages, St. Mary's College, California, I957; Th.L., Universite Laval, Quebec, I964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, I966; L'Ecole Biblique et Archeologique Franc;aise de Jerusalem, I964-66; Assistant Professor, Theology, St. Mary's College, I967-69; Tutor, St. John's College, Santa Fe, I969-, Assistant Dean, I976-77, I982-84. PHILIP LECUYER B.A., Colorado College, I966; Merton College, Oxford University, I969; Studies in Biology, University of New Mexico, I970-72; Boettcher Scholar, I962-66; Perkins Scholar, I963-66; Rhodes Scholar, I966-69; Danforth Graduate Fellow, I966-72; Woodrow Wilson Fellow (honorary), I966; Tutor, English Literature, Summer Humanities Institute, Colorado College, I968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I97I-72; Tutor, St. John's College, Santa Fe, I972-. DAVID EDWARD STARR B.A., Gordon College, I962; M.A., I966, Ph.D., I972, Boston University; Graduate Assistant in Philosophy, Boston University, I963-64; Teaching Intern, Boston University College of Basic Studies, I964-66; Instructor in Philosophy, University of Rhode Island, I966-7I; Tutor, St. John's College, Annapolis, I972-80, Santa Fe, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, I980-82. STEPHEN R. VAN LUCHENE B .A., Arizona State University, I969; M.A., I97I, Ph.D., I973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, I97I-73; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, I979-8I, Director of The Graduate Institute in Liberal Education, I982-85; Dean, I99I-I996. DAVID BOLOTIN B.A., Cornell University, I966; Ph.D., New York University, I974; Lecturer in Classics, Yale University, I97I-73; Tutor, St. John's College, Annapolis, I974-82; Santa Fe, I982-; Visiting Associate Professor, Committee on Social Thought~ University of Chicago, I986, I987-88. _r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, I968-69; Heidelberg University, I97I-73; Instructor, University of Georgia, I965-67; Teaching Assistant, University of California at Santa Cruz, I967-7r; Tutor, St. John's College, Santa Fe, r974-. KENT H. TAYLOR B.A., Yale University, I963; University of Georgia, r965; P University of California at Santa EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, I975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY ELIZABETII S. ENGEL B.A., Pomona College, I967; M. Phil., I97I, Ph.D., Philosophy, I973, Teaching Assistant, I969, Yale University; Teacher, Shimer College, I97I-73; Assistant Professor of Philosophy, California State University at Humboldt, I973-75; Tutor, St. John's College, Santa Fe, r975-. B.A., Yale College, I974; M.A., Ph.D., Harvard University, I98o; Teaching Fellow in Government at Harvard College, 1976-78, I979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, I980-82; Tutor, St. John's College, Annapolis, I982-85; Santa Fe, 1985-. LYNDA LAMSON MYERS B.A., St. John's College, r97r; M.A., University of North Carolina, I975; M.A., I99I, Ph.D., I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, I985-88. CHARLOTTE GRAY MARTIN B.A., University of Colorado, I972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, I975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, I98o-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, I980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, r990; President's Fellow, University of Virginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. KATIIARINE S. MULFORD B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. F'RANKN. PAGANO GEORGIA S. KNIGHT B.S., Philosophy, I970, M.A., Engli~ I972, Teaching Fellow, University of I970-74; Tutor, St. John's College, Fe, I974-; Assistant Dean, I988-90. 77 PETER DRAGAN PESIC A.B., Harvard University, 1969; M.S., I970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, ;r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe,x980-; Musician-in-Residence, 1984-. A.B., Cornell University, 1969; Ph.D., Boston College, I98I; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, I980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. �~~------------------.....-------------------------1I i\f 78 {FACULTY} JORGE H. AIGLA LINDA WIENER Universidad Nacional Aut6noma de Mexico, Mexico City, Ig7I-72; B.S., Saint Mary's College, California, Ig75; M.D., University of California San Francisco, Ig79; American Heart Association Student Research Associate, Ig74; Fellow, Cancer Research Institute, University of California San Francisco, Ig76; Resident, Pathology Department, University of California San Francisco, Ig79-I980; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, Ig80-I98I; Lecturer in Anatomy, Sonoma State University, California, Ig8I-82; Lecturer in Anatomy and Physiology, City College of San Francisco, Ig8I-I985; Private translator, Ig82; Lecturer, Collegiate Seminar, Saint Mary's College, California, Ig82-I985; Assistant Instructor, San Francisco Karate-Do, Ig82-85; Tutor, St. John's College, Santa Fe, Ig85-; Head Karate-Do Instructor, Ig86-. B.S., Biology, University of Miami, Ig77; M.S., Entomology, Colorado State University, Ig79; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, Ig79; Ph.D., Entomology, University of Wisconsin-Madison, Ig8I; Post-Doctoral Fellow, Linguistics, Harvard University, Ig82-I985; Entomology Associate, Museum of Comparative Zoology, Harvard University, Ig82-I985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, Ig84-85; Tutor, St. John's College, Santa Fe, Ig85-. JOHN F. CORNELL B.A., Ig75, M.A., I977. McGill University; Ph.D., University of Chicago, Ig8I; McConnell Fellow, Ig75-77; Fishbein Fellow, Ig77-I980; Searle Fellow, Ig8o-8I; NEH Fellow, Ig82; ACLS Fellow, Ig83-84; Assistant Professor, Honors College, University of Oregon, Ig8I-83; Assistant Professor, History of Science, University of Georgia, Ig84-I985; Tutor, St. John's College, Santa Fe, Ig85-; Visiting Assistant Professor of History of Science, University of Chicago, Iggo. ROBERT RICHARDSON B.A., Park College, Ig6o; Woodrow Wilson Fellow; Danforth Fellow; M.A., Ig62, Ph.D., Ig69, Philosophy, Yale University; Shimer College Ig65-67, Ig75-77; Cornell College, Ig68-I970; University of Wisconsin-Madison, Ig70-73; Tutor, St. John's College, Santa Fe, Ig85-. DAVID LAWRENCE LEVINE A.B. St. John's College, Annapolis, Ig67; M.A. Ig69, Ph.D. Ig75, The Pennsylvania State University; Woodrow Wilson Fellow Ig67-68; NDEA Fellow (Honorary) Ig67-70; University Graduate Fellow, The Pennsylvania State University Ig69-70; Independent Research, Centre Universitaire International, Paris, Ig70; Language Study, Goethe Institut, West Germany Ig70-7I; Instructor in Philosophy, University of Maryland, West Germany, Ig7I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, Ig68-69, Ig7I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, Ig75-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, Ig8o-88; Fellowship Research Grant, Earhart Foundation, Ig84-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, Ig96-97, Director of the Gradua~ Institute, Ig97-. THOMAS SCALLY B.A., St. Mary's College of Californi Ig67; M.A., Boston College, Ig70; Ph. Boston College, Ig7I; Assistant Profi University of Santa Clara, I97 Assistant Professor, St. Mary's Co {ST. J0 H N'S California, Ig7I-74; Assistant Professor, California State University at Humboldt, Ig75; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, Ig75-I987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, Ig80-I984; Visiting Tutor, St. John's College, Santa Fe, Ig87-I989; Tutor, St. John's College, Santa Fe, Iggo-. GRANT H. FRANKs B.A., St. John's College, Annapolis, Ig77; J.D., Harvard Law School, Cambridge, MA, Ig8o; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, Ig80-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, Ig83-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, Ig84-88; Tutor St. John's College, Santa Fe, Ig88-. BASIA C. MILLER B.A., Philosophy, Antioch College, Ig59; M.A., University of Chicago, Ig62; Ph.D., University of Chicago, Ig89; Translator for the University of Chicago Press, Ig75-8I; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Ig82-88; Teaching Assistant, University of Chicago, Ig85-87; Instructor, Northern Illinois University, Ig87-88; Tutor, St. John's College, Santa Fe, Ig88-, Assistant Dean, Ig97-. C 0 LL EGE} 79 ' Cambridge University, Ig87-88; Reynolds Fellowship, Ig88-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer Ig85; Visiting Assistant Professor, University of Colorado-Boulder, Summer Iggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, Igg8; Tutor, St. John's College, Santa Fe, Ig89-. KRISHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, Ig82; M.A., Cantab., Ig85; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, Ig82-86; Academic Exchange, University of New Mexico, Albuquerque, Ig85-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, Ig86-89; Lecturer in Film Analysis, Nor th China Film and Broadcasting Institute, Ig89; Tutor, St. John's College, Santa Fe, Ig89-. i I, I, Ir• I I I 11 I r, I I I BRUCE M. PERRY B.A., Greek, Ig73, M.A, Classics, Ig75, Ph.D., Classics, Ig83, University of Washington; Ph.D. Asian and Middle Eastern Studies, Ig95, University of Pennsylvania; Tutor, St. John's College, Santa Fe, Iggo-. WILLIAMS. KERR JAMES P. FORKIN B.S., Oklahoma State University, Ig74; University of Illinois Graduate Fellowship, Ig75-76; M.S., Economics, University of Illinois-Urbana, Ig76; Graduate Study in Economics, University of Chicago, Ig76-77; University of Colorado Graduate Fellowship, Ig83-87, M.A., Classics, University of Colorado-Boulder, Ig85; Graduate Study in Ancient Philosophy, Trinity Hall, B.A., St. John's College, Santa Fe, Ig8o; M.S., Vegetable Crops, University of California-Davis, Ig86; M.A., Political Science, University of California-Davis, Ig86; Tutor, St. John's College, Santa Fe, Iggo-. FRANK R. HUNT St. John's College, Annapolis, Ig7I-73; Cornell University, Ig73-74; B.A., New I[ I 'I 'II �80 {ST. JOHN'S COLLEGE} {FACULTY} York University, r976; M.A., rg8o, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, rg8o-86; Lecturer, Marymount University of Virginia, r985-86; Editor, Princeton University Press, r987-89; Tutor, St. John's College, Santa Fe, rggo-. JAMES COHN B.A., Dartmouth College, rg8r; Fulbright Scholar, Germany r98r-82; Ph.D. Committee on Social Thought, University of Chicago, rggo; Tutor, St. John's College rggr-. CHARLES N. FASANARO B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, rg8o; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, r980-82; Jonathan M. Daniels Fellow, r982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, rg86-gr; Associate Professor, Center for Philosophy and Religion, Colorado, rg86; Professor, Center for Philosophy and Religion, Colorado, rggo; Tutor, St. John's College, Santa Fe, rggr-. JOSHUA L. KATES B.A., St. John's College, Annapolis, rg8o; Advanced Summer Greek Institute, New York City, rg8r; Collegium Phaenomenologicum, Perugia, Italy, r987; M.A., rg88, Ph.D., rggr, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, rggr; Tutor, St. John's College, Santa Fe, rggr-. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, r974; M.S., Mathematics, Brown University, r977; Undergraduate Study in Mathematics Education, University of New Orleans, r979-80; Graduate Study in Mathematics, Clarkson University, r983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, r99r; Instructor, University of New Orleans, r977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, r980-82; Visiting Assistant Professor, St. Lawrence University, r983-86; Assistant Professor, Manchester College, r988-92; Tutor, St. John's College, r993-. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, r985; Yale University Teaching Fellow, r986-r988; M.A., M. Phil. in Philosophy, Yale University, rggo; Ford Foundation Dissertation Fellow, rggo-rggr; Ph.D. in Philosophy, Yale University, r992; Philosophy Instructor, Albuquerque TV-I Community College, r99r-r992; Tutor, St. John's College, Santa Fe, r992-. BARRYE. GOLDFARB B.A., Yale University, r975; M.A., University of Chicago, r978; M.A., University of Cincinnati, rg8r; Ph.D., The Johns Hopkins University, rg86; Visiting Lecturer, University of Southern California, rg86-88; Assistant Professor, The Pennsylvania State University, r988-r992; Language Coordinator and Lecturer, The Johns Hopkins University, r992-93; Tutor, St. John's College, Santa Fe, r993-. JULIE REAllARD B.A., English, Michigan State University. rg8o; M.A., Old Germanic Languages and: Literatures, University of Nevada,. Renti'• r984; Ph.D., Comparative Literatur;e~. University of Colorado, Boulder, rggr; ,Teaching fellow, Department of English, University of Nevada, Reno, r98r-r984; Instructor, Department of English, University of Colorado, Boulder, r987-r988; Instructor, College of General Studies, University of Pennsylvania, r988-r989; Graduate Work, Literary Theory, University of Pennsylvania, r988-r99r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-r993; Associate Professor, English Department, Providence University, Shalu, Taiwan, r996-98; Tutor, St. John's College, Santa Fe, r993-. 81 Thought, The University of Chicago; Century Fellow, The University of Chicago, r988-93; Tutor, St. John's College, Santa Fe, r995-. CALEB THOMPSON B.A., Philosophy, Clark University, r984; M.A., Philosophy, University of Virginia, rggo; Ph.D., Philosophy, University of Virginia, r994; Alumni Dissertation Fellow, r993-94; Postdoctoral Fellow, SUNY at Buffalo, r994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, r996-. MICHAELD. BYBEE B .A., University of Chicago, rg86; Account Executive, American Bankcard Services, Woodland Hills, CA, r987-r988; M.A., rggr, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, rggo; Mochlos Archaeological Excavation, Crete, rggr; Visiting Assistant Professor of Classics, Cornell College, r993-r994; Tutor, St. John's College, r994-. B.A., Philosophy, r972, B.A., M.A., English, r972, r975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, r972-74; M.A., Ph.D., Philosophy, r976, rg8r, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, r982-84; Instructor of English, r984-90,Senior Instructor of English, rggo-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, r995-96; Tutor, St. John's College, Santa Fe, r996-. ALICE BEHNEGAR JUDITH I. ADAM A.B., Smith College, r975; J.D., Stanford University, r978; Ph.D., Committee on Social Thought, The University of Chicago, r994; Carthage Post-Doctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State University, r994-95; Attorney, G.D. Searle & Co./The NutraSweet Company, Skokie, IL, r98r-83, rg86, and Aubonne, Switzerland, r983-84; Attorney, Schiff Hardin & Waite, Chicago, IL r978-8r; Tutor, St. John's College, Santa Fe, r995- B.A., rg86, M.A., r989, Political Science, University of Alberta; Ph.D., r996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, r996-. CLAUDIAA. HONEYWELL MAREN ORMSETH COHN B.A., r987, Humanities/Modern Thought and Literature, Stanford University; M.A. r993, Ph.D. r995, Committee on Social ABRAHAM ANDERSON A.B., Harvard College, r975; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, r975-76; Preceptor in Humanities, Columbia College, r980-83; German Academic Exchange Fellowship, Munich, r983-85; Ph.D. in Philosophy, Columbia University, rg86; Assistant Professor, Philosophy, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, r987-96; Instituto de Investigaciones Filosoficas, �82 {FACULTY} UNAM, Mexico City, I996-97; Tutor, St. John's College, Santa Fe, I997-· JACQUES ANTOINE DUVOISIN B.A., I98o, St. John's College, Annapolis; M.A., I984, Ph.D., I992, The Catholic University of America, University of California, Irvine, I987-9I; Knights of Columbus Fellow, I98I-84; Tutor, St. John's College, Santa Fe, I997-· BRENDON LASELL B.S., California Institute of Technology, I990; M.S., I99I, Ph.D. I994, University of Chicago; Lecturer in Mathematics, University of Chicago, I992-93; Member, Institute for Advanced Study, I994-95; Instructor in Mathematics, Princeton University, I995-97; Tutor, St. John's College, Santa Fe, I997-· MATIHEWK. DAVIS B.A., St. John's College, Annapolis, I982; M.A. in Philosophy, Dalhousie University, I984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, I98587; Ph.D. in Political Science, Boston College, I995; Killam Fellow, I983-84; Earhart Fellow, I990-9I; Bradley Fellow, I993-96; Bradley Fellow, University of Toronto, I996-98; Special Projects Editor, Books in Canada, I997-98; Tutor, St. John's College, Santa Fe, I998-. and Science, Chabot College, I989; B.A., Humanities and Economics, San Francisco State University, I992; M.A., Ph.D., History, University of Minnesota, I994, I998; MacArthur Fellowship, I992-98; Fulbright Scholar, Brazil, I995-96; Tutor, St. John's College, Santa Fe, I998-. MARK ROLLINS A.B. Princeton University, I977; M.A., Ph.D. in Philosophy, University of California, Berkeley, I986, I99I; Teaching Fellow in Philosophy, University of California, Berkeley, I978-83, and I987; Teaching Fellow in the Core Curriculum, Harvard University, I984-86, I987, I99I92, and I995-97; Associate Research Professor, lnstituto de Investigaciones Filosoficas, UNAM, Mexico City, I988-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, I997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I998; Tutor, St. John's College, Santa Fe, I998-. LOUISE HELENA GUENTHER A.A., Interdisciplinary Studies in Letters John's College, Santa Fe, I998-. WILLIAM ALBA A.B., Cornell University, I986; Ph.D., University of California at Berkeley, I992; Researcher, Santa Fe Institute, I992; Instructor of Chemistry and Physics, Phillips Academy, I992-94; Visiting Professor of Chemistry, Bard College, I994-95; Faculty Associate, Bard Institute for Writing and Thinking, I99S-; Assistant Professor of Liberal Arts, Coordinator of Mathematics and Science, School of the Art Institute of Chicago, I995-99; Tutor, St. John's College, Santa Fe, I999-· 83 GEORGE LANE B.A., Reed College, I976; M.A., I978, Ph.D., I989, University of Chicago Divinity School; Research Assistant, University of Chicago, I986-89; Adjunct Instructor in Philosophy, Elmhurst College, I983-89; Lecturer in Theology, Loyola University of Chicago, I987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, I989-98; Instructor in Philosophy, Albuquerque TVI Community College, I99I-99; Special Part-time Tutor, St. John's College, Santa Fe, I998-99; Tutor, St. John's College, Santa Fe, I999-· GREGORYD. BAYER B.A., St. John's College, Annapolis, I978; M.A., University of Toronto, I98I; Ph.D., University of Texas at Austin, I995; Visiting Assistant Professor, Southern Methodist University, I995-96, College of William and Mary, I996-97, College of Wooster, I997-98; NEH Fellow, Institute for Advanced Study, Princeton, I998-99; Tutor, St. John's College, Santa Fe, I999-· RICHARD A. MCCOMBS, II B.A., B.S., Fordham University, I990; Loyola Fellow, Fordham University, I99092; M.A., Fordham University, I992; Teaching Fellow, Fordham University, I992-94; Instructor, Marist College, I995, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, I999; Tutor, St. John's College, Santa Fe, I999-; Ph.D., Fordham University, 2000. JAMES H. COOKE GINO THOMAS B.S. in Physics, California Institute of Technology, I989; M.A., I992, M. Phil., I995, PhD. in Astronomy, Columbia University, I997; Tutor, St. John's College, Santa Fe, I998-. PETERL. GILBERT B.A., St. John's College, Annapolis, I98I; B.A. (M.A.), Theology, Oxford University, I985; Ph.D., Church History, The Catholic University of America, I995; Translator for Ancient Christian Commentary of Holy Scripture, I995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngjallja e Krishtit», Durres, Albania, I995-98; Tutor, St. John's College, Santa Fe, I998-. {ST. JOHN'S COLLEGE} JENNIFER L. 0TSUKI B.A., Reed College, I983; M.A., I986. Ph.D., I99I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, I99I-97; Tutor, St. John's College, Santa Fe, I998-. JULIE REllMEYER B.A., Mathematics, Wellesley College, I994; M.S., Mathematics, Massachuset'llS'~ Institute of Technology, I997; Tutor, B.A., Physics, North Texas State College, I962; Ph.D., Physics, University of North Carolina, I967; Postdoctoral, University of Manitoba, I967-68; Assistant Professor, Associate Professor, Professor of Physics, University of Texas at Arlington, I969-79; Retirement and independent work, I979I998; Tutor, St. John's College, Santa Fe, I999-· JUAN CARLOS FLORES B.A., Connecticut College, Ig92; A.M. Philosophy, Boston College, I995; Ph.L., Philosophy, Katholieke Universiteit Leuven, I996; Visiting Scholar in Theology, Boston College, I997-98; Ph.D., Philosophy, Katholieke Universiteit Leuven, I999; Tutor, St. John's College, Santa Fe, I999-· EDWARD A. WALPIN B.A., Political Science, Middlebury College, I987; M.A., English, Middlebury College, I989; M.A., Political Science, Duke University, I992; Ph.D., Political Science, Duke University, Ig98; Tutor, St. John's College, Santa Fe, I999-· MICHAELE. WOLFE B.A., I994· St. John's College, Santa Fe; Dupont Fellowship, I994-95, President's Fellowship, University of Virginia, I99497; M.A., History of Religions, University of Virginia, I997; Assistant Director of Admissions, St. John's College, Santa Fe, I997-I999; Tutor, St. John's College, Santa Fe, I999-· �{ST. 84 JoHN's.COLLEGE} {FACULTY} OFFICERS, ASSOCIATES AND STAFF PRESIDENTS EMERITI HONORARY FELLOWS Edwin Jules Delattre William M. Dyal, Jr. RAY CAVE STEPHEN FEINBERG TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow ANNAPOLIS SANTA FE President Christopher B. Nelson Acting President James Carey Dean Harvey Flaumenhaft Dean James Carey Vice President/or College Advancement Jeffrey A. Bishop Vice Presidentfor College Advancement Robert A. Glick Treasurer Fred H. Billups, Jr. Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Director ofthe Graduate Institute David L. Levine Assistant Dean Auita Kronsberg Assistant Dean Basia Miller Director ofAdmissions John M. Christensen Director ofAdmissions Lawrence H. Clendenin Director ofAlumni Activities Roberta Gable Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics Leo Pickens Director ofStudent Activities Mark St. John Director ofPlacement Karen Krieger Director ofPlacement MargaretE. Odell Director ofFinancial Aid Caroline Christensen Director ofFinancial Aid Michael Rodriguez Librarian Lisa Richmond Librarian Inga Waite Director ofCommunications Barbara Goyette Director ofPublic Relations LauraJ. Mulry Registrar Shirley McBrayer Registrar Kenneth T. Howarth Nurse Practitioner Carolyn Buppert Family Nurse Practitioner KimBear B.A., St. John's College, Annapolis, r948. B.B.A., UniversityofTexas, Austin, r967. Director ofPersonnel and Buildings and Grounds Ted R. Gonzales 85 �------------------~--......-------•}lllll"'---~l'miiiliiiill!i!iiil.illllll!llll{lllJ,-._.111,'.>l!l,1,•r•&l.I.l .ILlel@llilJlll•.-• .. . >•••••••11••1 ! 86 {PROFILE} FRESHMAN CLASSES ENTERING FALL 1999 AND JANUARY 2000 Annapolis States Represented Alabama 33 2 35 I California Colorado 7 2 Connecticut 5 Florida Georgia Croatia England I 2I France I II Turkey I I Men 2 Iowa 4 2 Kentucky 2 Louisiana 3 3 30 I Range of Ages I2$ 79 64 2I 82 7 2 23 22 I6-27 r7-39 I 2 97 58 87 I Veterans 5 Michigan I I Minnesota 4 Missouri I Montana Early Entrance Previously Attended College 5 Kind of School Attended Public Independent I Parochial 9 47 I2 I Receiving Financial Aid Nevada New Hampshire I New Jersey 3 I First Fifth First Tenth New York 8 2 North Carolina 4 I Ohio 7 Oklahoma 2 Pennsylvania 83% 57% 59% 29% Second Tenth 34% I 29% 30% 26% Third Fifth 3 6 I2 Rhode Island 64% Rank in Class•- New Mexico South Carolina Women I33 32 86 I Kansas Oregon I Number of Students Falh999 January2000 Hawaii Massachusetts I 3 7 I Maryland 4 Foreign Countries Canada 6 Maine Santa Fe 6 Alaska Arizona Illinois Annapolis Santa Fe 9% 8% Fourth Fifth 5% 0% L~o/o Second Fifth Last Fifth National Merit Honors Scholars 23% 49 Semi-Finalists 2 3 Texas Commended Students I8 Finalists South Dakota Tennessee 9 I4 8 3% 32 I 8 2 .6, Utah 3 2I I Vermont I I Virginia I6 2 5 3 I 2 3 I Washington Wisconsin Wyoming District of Columbia 5 I * Not included in this table are x46 students for whom rank-in-class is not available. � STATEMENT OF THE ST. JOHN'S PROGRAM THE GREENFIELD LIBRARY OF ST. JoHN's CoLLEGE S!JOHN'S College .ANNAPOLIS, MARYLAND 21401 ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 21404 410-263-2371 SANTA FE, NEW MEXICO 87501 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALEN,DAR 2000-200I} {COLLEGE ANNAPOLIS CALENDAR 2000-200I} SANTA FE 2000·2.00I ......................................................... A:~~~;;-;3······················································ ······························I/;~~1~~--ii~gi~tr~ti-~~-~-;iC"~~~~~~ti~~········· . . . .. A:~~~t·;4····················································································c1~~-~~~-B~~-;i&--s~~i~~~-······················· ....................." .. . · · · · · . ····················································. . . . . ············-...............................................................; A:~~~t·;~ .......................................................... o~t~b~;·6~9···· ·······················urp~;~i~~~"R~gi~tr~ti~-~- i~~i'\v~~k:~-~<l······· gust 22 Freshman Registration ................................................................................................................................................................................................................................... Sophomore Registration Undergraduate Classes Begin with Seminars ········· .............................................................................................................................................................................................. November 22-26 Thanksgiving Recess ·········································· ····E~"d°~f"pi;~t·s·~;~~t~;··································································--· ri~~~~b~;·;5··~"j~~~~·;············································wi~t~·;·v:~~~ti~~······························· ................................................ j~~~~r·3······································ .. ··············································5~~~-~<l·s·~;~~t~;··ii~gi~tr~ti·~~···········································.. j~~~;:y·;5···· ············································································"j~~~y"ii;~~h;~~"R~"ii~tr~ti~-;;:······················ ................... ri~~~~b~;-~·4···························· Graduate Institute Begins ....................... ··········································· ............................................................................................... Long Weekend Thanksgiving Recess ............................................................................................................................................................................................................................... End of First Semester February 2 - 5 Winter Vacation M:~;~1·~--~··;3······· Long Weekend · · · · · · · · · · · · · ···········································5r;·;i~g·v~~~ti~~···················································································· ································ ........................................................................................................................................................................................................... Mayn End of Second Semester ............................................................................................................................................................................................................................................... Mayr3 Commencement ............................................................................................................................................................................................................................................. ~. Second Semester Registration January Freshman Registration Spring Vacation End of Second Semester Commencement SUMMER 200I ............................................................................................................................................................................................................................ May2r January Freshman Second Semester Begins ............................................................................................................................................................................................................................................... June I I Graduate Institute Summer Session Begins .............................................................................................................................................................................................................................................. July27 ............................................................................................................................................................................................................................................. January Freshman Second Semester Ends January Freshman Second Semester Begins August 2 Graduate Institute Summer Session Ends Graduate Institute Summer Session Begins ......................................................................................................................................................................................................................... January Freshman Second Semester Ends ............................................... . ................................ ·····································c;.;~d~~t~-i~~tirute Summer Session Ends l..J �{TABLE 6 THE 8 10 n 16 20 22 T,HE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 54 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 85 Officers, Associates, and Staff 86 Profile: 1999-2000 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commit~ ment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can· speak to us almost as freshly as when they spoke for the first time, for what they have. to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation.. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. Tu remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with. trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumption11. {ST. JOHN'S COLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measur' ing, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T ......................................................................... ·······································- he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is ternp ere d by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Horner and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occa- ' sions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of · its members. {ST. JOHN'S COLLEGE} Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the onlyrecognizedauthority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �10 {THE CURRICULUM} {ST. JOHN'S COLLEGE} THE PRECEPTORIAL F .................................................................................................................. R or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the precep ial subjects offered on the two camp in recent years. Heidegger: Being and Time ?..~~~~::~~:§.~~:~~:i.?.~::i.~::~~:~vi~~~ Joyce: Ulysses . ., ...................................................................................... Saussure: Course in GeneralLinguis · ll~~~g~··~·'L~~·T~·~··~~~i"c~·~fu~i~~···· . .................................................................. ········ Aristotle: Metaphysics ................................................................. Darwin: Natural Selection Plato: Republic ....................................................... ······ Sartre: Being and Nothingn~s; .............. .......................................................................... cilii~·~;··ni~i~i~~;·~~·-~h~·················· ...... Two Chief World Systems ~~~i.~?.i..~~:;::~~~.~~~.~~fi.~i.~············"··•·. . T.S. Eliot: Selected Poetry 13·~~~h·;;a:·13~~~g~i···········• ................. .~~~;::?!F.t.~i.~:i:it.!~~~i.~.~::::::::::::::::·. · · · Hobbes: Leviathan ...................................................................................,........ ~~~.s.?.1.1.~.:.E~tr....°.!..C:..°.~. . . . . . . . . . . . . . . Austen: Selected Novels ...................................................................................... Faraday: Experimental Researc ..... 1!..Z.e.~t:..i~z:t!...~'!:.~.JY..Gfl..'!:~~7!:............ Ethical Problems in Medicine ............................................................................ ~~:?.~.~.~.e..=.T..UJ..z:Z.i§..~i...of..:~~.!cf..?..f:!., . ."_ : - - - - he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultithe habits of methodical and careful and of persistently precise discusand writing. Other learning devices therefore support it; these are the ials in language, mathematics, and ·c. For each of four years, a student ds one language and one mathemattorial three times a week. Sophoes also attend a music tutorial. the tutorials, around a table, about teen to sixteen students study and together under the direct guidance instruction of a tutor. The tutorial "des conditions for a small group to together toward a careful analysis, through translation or demonstraof an important work. As in the sem' students talk freely with one another with the tutor, but the discussion s sharply on assigned tasks. There portunities for all students to contheir measure of instruction and to their fellows. Other tutors often seeking to learn about a particular that they may later teach. iting assignments are normally in all classes: mathematics, music, oratory sections, as well as in lantutorials. The students are thus upon continually to articulate and · e their thinking in both the writd spoken forms. · ation in higher education has led found neglect oflanguage skills. As is separated from country by the oflanguage, so profession is sepaom profession by technical jargon. , the language tutorial attempts this condition by training in the 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is" to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} {ST. that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by; Shakespeare, Donne, and other English poets. ... The French of the third year beginri with a brief, intensive study of Frenc grammar followed by the reading of French text. The aim here is econo progress toward facility in the rea · simple French. Students already flu French may be exempted from these stages. Then follows examination form and content of French prose tions. Discussions of both form an tent are related to appropriate assignments, including exercises in lation in which the students atte match in their own tongue the of their models. In the second play is read- Racine'sPhaedre~ The principal activity of the is the reading of French prose including a number of poems laire's Fleurs du Mal. Its irn is the understanding and each poem in its parts and also provides a substantial sion of the art of poetry an the relation of that art tll more ambitious than the third year. The ye and discussion of m American poets, such Thomas, W. B. Yeats, JOHN'S THE MATHEMAT1c's TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. . When mathematics is taught at an unhurtied pace, in an atmosphere of reflective quiry, and from treatises chosen not ly for their matter but also for their egance and imagination, as it is at ohn's, mathematics becomes not only most readily learnable liberal art but one that provides ready access to oth!I and significant analogies with them. There are two main reasons for studymathematics. First, it pervades our ern world, perhaps even defines it. ore anyone who means to criticize rm, to resist or cooperate with this , not only must have some familiarity the mathematical methods by which anaged, but also must have thought the assumptions that underlie their ion. It is the task of the mathetorial and the laboratory togethP students to think about what it count and measure things in the !lecond main reason for studying atics concerns the mathematics more specifically. Since matheas its name implies, a particuconnection with the human r learning, its study is especialin helping students to think at it means to come to know COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second yea.T, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very whose analytical treatment by Descartes marks the beginning of modern mathematics. After this study geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algeb:ra as the "analytic art" in general. In the thi:rd year, calculus is studied both in its modern form and geometrically as Newton presented it in his Principia Mathematica, This is followed by an examination of Dedekind's theory of real numbers, the endeavor to a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Nev.rton brings heavenly and earthly motions unde:r one law and replaces a geometric asn·onomywith a "dynamic" in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, with Giotto's frescoes and ending with Picasso's Les Demoiselles d'Avignon. THE Mus1c TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward pe:rformance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the libe:r3J arts because understood it as one the essential functions of the mind, associated with the mind's power to number and measure. The liberal art some of the great choral sophomore year, a tutorial me times a week Besides singing, the music tutoxial r different but complementary music. On the one hand, , mately related to language, poetry, On the other, it is a ~elf-sufficient art, which in nature. of rhythm in words as well as a thorough investigation of the c system, a study of the ratios of l intervals, and a consideration of , counterpoint, and harmony. None ese are done apart from the sounding of good music. The inventions of songs the operas of ntal works of Beethoven are the real textbooks. In the second semester, at least one major work is closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves ·with its score before the seminar meets. discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} {ST. JOHN'S THE LABORATORY T ...................................................................................... ··························- COLLEGE} ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require dif~ ferent methods and techniques, but the integrity of scientific pursuits stems froin · sources common to all intellectual life, hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the THE ORGANIZATION OF THE period from Homer to Descartes. LABORATORY WORK Modern mathematics has made possible the exploration of natural phenomena The laboratory program is largely d on an immense scale and has provided the mined by three considerations rel basis for what is known to us as the labthe liberalization of the study of scie. oratory. The intellectual tools of the labo(r) The formally scheduled experi · ratory are the consequence of the vast work must be combined with a project of study conceived by the great free discussion of the instrumen thinkers of the seventeenth century. They principles involved in it. (2) The c are based on a mathematical interpretaof the work should be so chos tion of the universe, which transforms the enable the students to trace a s universe into a great book written in discipline to its roots in principle, mathematical characters. tion, and observation. Thus c Liberal learning is concerned with the grated wholes of subject matter~ artifices of the human mind and hand that selected as problems in which the help us to relate our experiences to our theory and experimentation can I! understanding. For this purpose, guished through critical study, St. John's has set up a three-year laboratoschedule of laboratory work s ry in the natural sciences, wherein characopportunity for leisurely but teristic and related topics of physics, experimentation. The students biology, and chemistry are pursued. There time to satisfy themselves as tt). is the art of measurement, which involves of accuracy their instruments,,, the analytical study of the instruments of analyze procedures for so observation and measurement; crucial consider alternative me experiments are reproduced; the interoccasion to repeat an en play of hypothesis, theory, and fact has to Only thus can they come be carefully scrutinized. All of this is supunderstanding of the sci laboratory section consists of fourto sixteen students working under 'dance of a tutor, with the help of advanced students serving as assisSections meet two or three times a 'A laboratory session may be used osition and discussion of theory, imentation, or for both, as the of the work requires. Occasionally, tory meeting is reserved for' the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. ,. 17 �18 {THE CURRICULUM} {ST. JOHN'S LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: ISTYEAR ................................................................................................................... 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry -~.ll:J:>.Y.~~---······....... ········································································Topics in physics: mechanics, optics, heat, electricity, magnetism 4THYEAR ................................................................................................................... 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the sur~ rounding world. The freshman laboratory next turns to the nonliving in a' search for fundamental laws. Archimedes on the lever and .o hydrostatics is studied, then the laws equilibrium of gases, temperature, calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences ofthis determination. THE THIRD YEAR The third-year laboratory deals with top~!ls common to a number of the traditional · ·sions of physics, such as mechanics, tics, and electromagnetism. Throughthe year, experimentation is accompad by the reading of important original · gs by Galileo, Descartes, Huygens, on, Leibniz, Carnot, and Maxwell. mathematical tools of physics are to ut to work in the laboratory at the time that their rigorous developis pursued in the mathematics tutoAs the tools of the calculus become ble, the emphasis shifts from a , qualitative description of force, ation, work, energy, and potential their reformulation in terms of and integral; at the same time, cal concepts serve to illustrate ematical ideas. The concepts of ics are to be used to formulate e theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentati,on and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson 1and Crick, Jacob and Monod - are studied. �20 {THE CURRICULUM} THE FORMAL LECTURE T .................................................................................................................,_ he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a ~eminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect; on the direction that students' work t within the framework of the program. {ST. JOHN'S LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox COLLEGE} 21 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "What Makes Crime Go Down?" James Q. Wilson "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "James Madison and the Bill of Rights" Robert Goldwin "Desiring What is Beautiful" Samuel Kuder "Minds and Brains: Men and Machines" Mortimer J. Adler "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "Visualizing Infinitesimals" Barry Mazur "The Tears of Odysseus" Cary Stickney "The Parable of Don Quixote" Joe Sachs "Evolutio_n and Development" T.Bonner "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey adness, Reason, and Recantation 1ato'sPhaedrus" "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet at Good and What Harm Can . tryDo?" gang Lederer "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE CURRICULUM} {ST. JOHN'S COLLEGE} 23 ST. JOHN'S LIST OF GREAT BOOKS T ................................................................................................................................................................................................................................................... he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in Sel:ll'inar are indicated by an asterisk. FRESHMAN YEAR *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedip_us at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature ofThings "Lycurgus," "Solon" Arithmetic Elements ofChemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR e: "The Bible *De Amina, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Missa Papae Marcelli Essays "Introduction to the Analytical Art" I,', �24 {THE CURRICULUM} {ST. *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: Novum Organum *Richard II, *Henry Iv, *Henry V, *The Tempest, *As YouLikeit, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other 16th- and r?J:h-centurypoets Geometry, *Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: "Descartes: "Milton: La Rochefoucauld: La Fontaine: "Pascal: Huygens: *Eliot "Spinoza: "Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: "Rousseau: "Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middlemarch Theologico-Political Treatise Second Treatise ofGovernment Phaedre Principia Mathematica Epitome IV *Monadology, "Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prqjudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, Ampere, Faraday, Maxwell ' JOHN'S COLLEGE} SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Kierkegaard: *Wagner: *Marx: *Articles of Confederation, *Declaration of Independence, *Constitution of the United States of America, "Supreme Court Opinions The Federalist Origin ofSpecies . Phenomenology ofMind, '1,ogic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital Political and Economic Manuscripts of1844, The German Ideology *Dostoevski: Brothers Karamazov *Tolstoy: War and Peace *Twain: The Adventures ofHuckleberry Finn *O'Connor: Selected stories *William Jam es: Psychology, Briefer Course "Nietzsche: Birth ofTragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis Valery: Poems Booker T. Washington: Selected writings DuBois: TheSoulsofBlackFolk *Heidegger: What is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron *Conrad: Heart ofDarkness *Faulkner: The Bear Poems by: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Essays by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schrodinger, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy ;, These authors or works are read in seminar. .The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE ACADEMIC ORDER} 27 CLASSIFICATION OF AUTHORS, THE TUTORS ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Philosophy History and Plato Aristotle Lucretius Herodotus Thucydides Plutarch Mathematics andNaturaI ~~-t~~~-~~.................."'.:'~.~~~~~~ ......~.~-~i."1..8.~.~~'.'.:~~...........~.~~~~-~~...................................................~'.'.:".~~........... . .............................. Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Euclid Nicomachus Ptolemy Lavoisier Dalton Mariotte Gay-Lussac Proust Cannizzaro Berthollet Archimedes Pascal Fahrenheit Avogadro Mendeleyev J. J. Thomson Harvey Driesch , ........................................................................................................................................................................................................................... Sophomore Virgil Year Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Plot:i.nus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez ······························································································································ ................................ .......................................................................... Junior Year Senior Year Cervantes Milton Swift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Hegel Kierkegaard Nietzsche W.James Heidegger Plato -..... Locke Rousseau AdamSmitb Hamilton, Jay, Madison Documents from American political history Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Washington DuBois Hamilton, Jay, Madison Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Faraday Lobachevski Rutherford Minkowski Davisson Dries ch de Broglie Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mendel J. J. Thomson Bohr Millikan Sehr odinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod Mozart Wagner A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or J a.Ile Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly :inside a single discipline, it is essential St. John's tutors re-educate them:ves to acquire increased understanding ose parts of the program that are oute their field of post-graduate training. e:l!:ample, tutors with advanced ees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC ORDER} {ST. THE INSTRUCTION COMMITTEE SCHEDULES ............................................................ ...................................................._ T P ................................................................................................................... he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. THE LIBRARY T ................................................................................................................. he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately rno,ooo volumes. The library building, renovated in Ig96, provides comfortable study spaces as well as computer terminals with access to the catalogue, other JOHN'S library databases, and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in Iggo. The library now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the . student body at a given time, including two 24-hour study rooms, and a musie room with listening carrels and more than:~ 8,ooo compact disks, records, and The library also houses a student com er laboratory, and provides terminals accessing electronic resources and Internet. Both libraries hold interesting sp collections, including several hu early or first editions of works read program. Annapolis has the Bray tion, dating from I696 and known "first public library in America," as the Prettyman Collection of si inscribed books. The Witter B lection and the Edgar Allen Poe tion in Santa Fe contain first each poet, as well as other bel addition, the Santa Fe librar faculty and alumni publicatio and the Holtzman Music Colle erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading tl:fe same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. COLLEGE} 29 Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY 9:00 - WEDNESDAY THURSDAY FRIDAY Language ro:ro A.M. TUESDAY Chorus Language Language Mathematics Mathematics Seminar Formal Lecture THURSDAY FRIDAY Mathematics Laboratory Laboratory Seminar SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY WEDNESDAY Mathematics Mathematics Language Language Laboratory Mathematics Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ORDER} ESSAYS AND EXAMINATIONS .................................................................................................................._ ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student'& learning. {ST. JOHN'S ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed th~t each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine . academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls . below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college . SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a mester, freshmen, sophomores, and ·ors meet with their tutors in the don . The tutors report to one of the semileaders on the students' work during semester; the students are then invitto respond to their tutors' reports and ment on their own work. Advice may requested and given; difficulties may <aired; but grades are not reported or sed. the junior year, conferences replace of the don rags. In conferences, stureport on their own work, and then :tors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS ORDER} • I6. 7% are in communications or the arts· • 9% work in the field of law, with most~ private practice or the judiciary; he student who completes the • 7.6%workin computers/sciences; four-year curriculum satisfac• 7.5% work in the health professions, torily is awarded the degree of mainly as physicians; Bachelor of Arts. Students • 63 wor~ in social services, including · who enter in the January sescounselmg, psychology, social work, sion graduate in three and one-half years, and the ministry. but they spend their first summer in com• I5.5% choose other fields, including pleting their freshman year, so that they, urban planning, skilled craftsmanship, too, complete a four-year curriculum. On foreign service/Peace Corps, governthe transcript, St. John's seminars, tutoriment service, veterinary medicine, als, and laboratories are translated into homemaking, farming, armed forces, terms of conventional subjects. The curand conservation/ecology. riculum is the equivalent of approximateMore than 75% of St. John's graduates ly one hundred thirty-two semester hours. pursue formal education beyond the bac~ calaureate level, with close to 30% of each GRADUATE STUDY AND graduating class pursuing advanced studCAREERS AFTER ST. JOHN'S ies at leading universities across the coun.................................................. ······························································try. St. John's students consistently score n a world in which careers and work substantially above the national averages on environments are changing rapidly, the Graduate Record Examination (GRE) a rigorous, b~oad~y based liberal and the Law School Admission Test (LSAT). arts education is recognized Most fields of study may be entered increasingly as perhaps the best directly from St. John's. Some of the more long-term career preparation. Research highly technical fields may require addistudies in business and the professions tional preparation, either prior to or dur- .. and recent national commission reports ing the first year of graduate study. have reaffirmed the value of the liberal St. John's has developed special programs.· arts in inculcating broadly applicable and relationships with specific graduate skills, such as analytical and problem solvand professional schools to help entry into; ing abilities, written and oral communicafields such as medicine, business, en · tions skills, and the ability to adapt to neering, and teaching. diverse and changing circumstances. THE ST. JoHN's DEGREE, Many St. John's alumni, for example, have MASTER OF ARTS demonstrated an unusual ability to master complex and unfamiliar tasks and bodies Tutors who have completed two years of knowledge, and to forge creative and teaching at St. John's may receive a satisfying careers. ter's degree in liberal arts. They St. John's graduates follow a wide varipetition the Instruction Committee ety of career paths. Surveys of alumni permission to present themselves · have yielded the following statistics: didates for the degree. They m • 20.8% are in business or business-related submit a thesis on a topic approved occupations; Instruction Committee and stand • I6.9% are in teaching or educational oral examination upon it. The tJ administration; about two-thirds of have some bearing on the unde these work in colleges or universities; and practice of the liberal arts. T ......................................... ................................ I ........ ............. . {ST. JoHN's COLLEGE} 33 THE GRADUATE-INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, m~d­ eled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of tliese five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in signifi. cant ways. The heart of the curriculum is the seminar in which fourteen to twentyon.e students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller ':~signments, either matliematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in die · study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session . The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools, and is approved for teacher recertification by the New Mexico and Maryland State Boards of Education. �34 35 THE LIBERAL ARTS CURRICULUM** ................................................................................................................................................................................................................................................... LITERATURE SEMINAR Homer: fliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs TUTORIAL PRECEPTORIAL (examples) PRECEPT 0 RIAL (examples) Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: ThePhilosophyofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR SEMINAR PRECEPT 0 RI AL (examples) Plato: Timaeus• Lucretius: On the Nature a/Things Aristotle: Physics• Ptolemy: Almagest* Galileo: Dialogue on the 'Iloo Chief World Systems• Darwin: The Origin ofSpecies• Freud: Selected Works Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Euclid: Elements• Lobachevski: The Theory of Parallels* Chaucer: Canterbury Tales in Middle English• Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Karamazov PoLmcs AND SOCIETY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics• Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844• Tocqueville: Democracy in America.,. TUTORIAL Aristotle: NicomacheanEthics• Thomas Aquinas: Treatise on Law• Hobbes: Leviathan• Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Herodotus: Histories• Thucydides: Peloponnesian War• Livy: Early History ofRome• Polybius: Histories• Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution• TUTORIAL PRECEPTORIAL (examples) Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory ofHeat Bacon and the Principles of Natural Philosophy Galileo: 'Iloo New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus fob Matthew Romans Augustine: Confessions• Thomas Aquinas: Summa Theologica • Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics• Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The CityofGod* Vico: The New Science• Kant: Idea ofa UniversalHistory Herder: Ideas Toward the Philosophy ofthe History of Mankind' Hegel: Philosophy ofHistory• Marx: The German Ideology Nietzsche: Uses andAbuses of Historyfor Life Dilthey: Introduction to the Human Sciences"" Collingwood: The Idea ofHistory• Strauss: Political Ph17osophyand History• PRECEPT 0 RIAL (examples) Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism • •Readings may differ slightly between the two campuses • Selections DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS T he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty~one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to trans- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �.....................2-...........-.i l ~~~~---------------------------•;• 37 36 I THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius• Tao Te Ching• T'ang Poetry Mencius• SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna • Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dogen, Shobogenzo Basho, The Narrow Road to the Deep North I Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloud Messenger) Rig Veda BrihadAranyaka Upanishad Katha Upanishad Ishvara Ktishna, Samkhya Karika Kapila, SamkhyaPravachana Sutra• Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refutation ofInference), and Prabodha-candrodaya (Rise ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarkabhasa (Exposition ofReasoning) Jaimini, Mimamsa Sutra Kumarila Bhatta, Slokavartika Kanada, Vaisesika Sutra • Manavadharmasastra (Institutes o/Manu) Kautilya,Artha-sastra KamaSutra• Bhagavad-Gita Abhinavagupta, Dhvanyaloka' Mahatanhasankhaya Sutta Mahaparinibbana Sutta PRECEPT 0 RIAL (examples) Mahabharata The Pali Nikayas (Discourses of the Buddha)• Shankara Wu Ch'eng-en,Journey to the West SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine ofthe Mean ChuangTzu, Inner Chapters MoTzu• Mencius• Ssu-ma Ch'ien, Records ofthe Grand Historian• HanFei Tzu• Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra and Heart Sutra Hsiin Tzu• N agarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, Madhyantavibhagabhasya, (Commentary on the Separation ofthe Middle.from the Extremes) Badarayana, Vedanta Sutras with commentary by Shankara Ramanuja Madhva Chu Hsi, Learning ofthe Sage Wang Yang-ming, Instructions/or Practical Living PRECEPT 0 RIAL (examples) Early Buddhist texts Pre-Confucian texts Ts'ao Hsueh-Chin, Story ofthe Stone Ssu-ma Ch'ien, Records ofthe Grand Historian PRECEPTORIAL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction *selections f 1 FoR ADDITIONAL INFORMATION For bulletins containing a full description of the programs offered by the Graduate Institute, and for information about application procedures, contact the Graduate Institute at the following addresses. Graduate Admissions Office Graduate Institute in Liberal Education St. John's College P.O. Box 2800 Annapolis, Maryland 21404-2800 Phone: 4ro-626-254r E-mail: giadm@sjca.edu Website: www.sjca.edu Graduate Admissions Office Graduate Institute in Liberal Education St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 875or-4599 Phone: 505-984-6083 E~mail: giadmiss@mail.sjcsf.edu Website: www.sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, address, telephone listing, date and place of birth, field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and lighthearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilitres, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices, and a dormitory), r9thcentury Victorian structures, and 20th-century buildings designed to complement the older ones. There are six student dormitories, offering single and double rooms. The community of students has governed itself since 1945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week .to hear requests from students for funds, to remind students of their responsibili- sT u D E N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadjly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 {ST. JOHN'S e-mail, printing out papers written on personal computers, and exploring the World Wide Web. Individual computer stations also are available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- COLLEGE} cial winter film series on Wednesday nights. Music is pursued in groups and individ~ ually. Voice and instrumental ensembles train new members and perform at gia at the end of each semester. The Small. Chorus has recently presented concertli' featuring Faure's Requiem, Schube Mass in G, and early vocal music. T college provides practice rooms a pianos and a music library of scores recordings. Private study can be arranged on campus or in town. Individual artistic expression ne time for training and a place to work. manent facilities, such as the art sm ceramic studio, woodworking sh photography darkroom, and stage fi. {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, Spring Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the junior class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and parodies, and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �42 {ST. JOHN'S COLLEGE} {RESIDENCE popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from r4-foot lasers to a 37-foot Herreschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. THE SANTA FE CAMPUS I ................................................................................................................... n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6ro by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More 'than half the rooms are singles. The othare designed in suites of two or three ;rooms to provide each student with the (privacy of his own quarters and, at the · e time, close companionship with a w student. The eight dorm suites five private rooms. Students living hese dorms are responsible for all ing in their rooms, bathroom, and on room. The director of residential helps students arrange to live with s who share similar opinions about · g, music, and so on in a dormitory dents in Santa Fe find it effective to out problems and ideas on an indi.basis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, I . I �44 {ST. JOHN'S COLLEGE} {RESIDENCE contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS The Student Activities Office coordinates a volunteer athletic program that offers opportunities for training and competition in a wide range of sports from skiing and river rafting to soccer and fencing. These last two are sports in which St. John's challenges other colleges and universities, and the college usually has one of the finest fencing teams in the Southwest. The college supports a Karate-Do that has gained a high reputation over many years. There are indoor facilities for judo, tai chi chuan, weightlifting, and fencing, but during much of the year these activities can be done out-of-doors. Intramural programs in tennis, soccer, track, volleyball, and badminton are conducted at the college's facilities. A men's soccer team and a women's soccer team play with other teams in the area and are hosts to several tournaments in the fa.II and spring. The St. John's basketball te~ competes with different city and college teams. Santa Fe has five municipal ~.;· ming pools to which St. John's studenttl' can purchase yearly swim passes. Hors~~ may be hired at a nearby ranch. The adjoining Sangre de Cristo mo tains provide hundreds of square mil forest and wilderness areas for · · camping. Here, the St. John's Sear Rescue Team trains regularly in niques of map reading, first aid, ness survival, rock climbing, an evacuation. The team is called emergencies several times a year; l! & have permission to be absent from campus in the event of a search or rescue. The Santa Fe Ski Basin (I7 miles to the north) and the Taos Ski Basin (two hours away by car) offer fine slopes for both beginning and advanced skiers, and several crosscountry ski trails branch off from them. Students may borrow skis, boots, and poles from the college, and the St. John's bus provides transportation. When the weather is warmer, the Student Activities Office organizes excursions down the Rio Grande by rubber raft and several trips to local lakes, where students can enjoy windsurfing and sailing. STUDENT LIFE} 45 BOTH CAMPUSES .................................................................................................................._ RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. While the college schedules no formal religious services, there is a baccalaureate service before commencement. Attendance is voluntary, in consonance with the Charter. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted bytutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. I •I �46 {ST. JOHN'S Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. AB supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors ofresidential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain COLLEGE} during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the &sistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and ser'"":. vices that include: • individual career counseling • information and assistance in appl · to graduate and professional schools • information and assistance in app for scholarships and fellowships • internship opportunities • assistance with resume-writing: other job-search skills • access to a national alumni e network • pre-law and pre-medical advisllig · .· {RESIDENCE & • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's website St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT OFFICE An employment service, initiated and run by students under the supervision of the Placement Office, locates off-campus jobs. Primarily, it seeks part-time employment for students during the academic year, but it also can aid students looking for full-time summer employment in the local community. A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of .the community is inseparable from the communal life. The building of a good ·community requires the faculty to show respect for the individuality of each stu,4ent. All students agree to abide by the es and regulations promulgated in the STUDENT LIFE} 47 Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse oflegal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE {SITE PLAN} ANNAPOLIS SANTA MARYLAND FE, PLAN} NEW 49 MEXICO COLLEGE CREEK SOCCER FIELD LOWER PLAYH'G FIELD BOATHOUSE HEATING PLANT I UPPER PLAYING FIELD TENNIS COURTS 'I ,1 ,' LIBERTY TREE APARTMENTS COLLEGE AVENUE �{ADMISSIONS} he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active par.;~,~.,•,A~in their own education. Education at St. John's is a common Each student has a considerable effect on the life and learning of the cornm unity. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that to engage fully in the life of reason and.they believe they can take pleasure in it. In writing their application essays, many determine their own approas St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to coimp,1e1:e the St. John's program satisfacThe Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays am designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully :read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed m the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not the race, religion, sex, age, color, handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and are known to each other. Each campus serves about LfSO undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; a fourth or more of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �52 {ADMISSION} {ST. JOHN'S graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ··················································································································- ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A'' Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATr) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), ifthe applicant's first language is not English. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = r732; Santa Fe = 2649 PROCEDURE S ''''''''''''''''''''''''''''''''''''''''''"'''''''''''''''''''''''''''"'''''''''"'•~H·~·~-- t. John's College is one colleg~;:'. located on two campuses. Although applications must initiated and completed at campus or the other, admis to either campus constitutes admission. the college as a whole. On inquiry, prospective stude. receive a statement of the St. John's C program, an application for adm' and recommendation forms to be pleted by schools and references. tions may be submitted as early second semester of the eleventh Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and J anuary classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. · f}EPOSITS }Ion notification of acceptance, applits have the option to enroll on either pus. In order to secure a place in the COLLEGE} 53 entering class, approved applicants must submit a deposit of $250 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other �-~ 54 {ADMISSION} campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Dean's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March r. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 21404-2800 (Phone: 4ro-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 87501-4599 (Phone: 505-984-6060 or 800-331-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a World Wide Web site: Annapolis := http://www.sjca.edu and Santa Fe http://www.sjcsf.edu. CAMPUS VISIT I tis best for those who are consi ing attending St. John's to see college for themselves. It is pr·o·b>·. wise to get first-hand advali knowledge of any college one be thinking of attending, but it is esp wise in the case of St. John's because. {ST. JOHN'S COLLEGE} unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or l-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in .inexpensive paperback editions in the col- 55 lege bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES ••••••••OO>>••••oOOOOoOo···•••>OOOOo••OOOOooooOOoooOOoooOOOooooOoo•OOOO••••o•OOo0''"''''''00000000oooooOOOooOoooOM he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards on the basis of need. are made A. The following principles underlie St. John's financial aid program: L The responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. - 2. The of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At SL John's, self-help consists of a part-time job and an educational loan. AID} 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of r980, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: r. Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. To ofyonr forms sent to St. be sure to use the correct code numbers. PROFILE: lis=5598; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093, 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Ta," Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 4, Recipients of federally funded fimmcial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office scholarships, loans, grants, {ST. JOHN'S COLLEGE} 57 employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. after February 15 (for fall classes) or after 30 (for January classes) have a significantly lower chance of receiving all the funds for which are eligible than those applying earlier. C. Non-U.S. citizens applying for financial aid should note the following: are due by March r from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March r deadline will be notified of the decision on their application April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availabiliv; of funds cannot be guaranteed. L Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S, citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than FebruflTY r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistai--ice will be considered and no offers of financial aid will be made until after a student has been ad.mitted to the college. D. Following are the deadlines and notification dates for financial aid: Although the has no deadline for receipt of financial aid applications, candidates fo:r admission who are in need of financial assistance should indicate that need as soon as possible, The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid FRESHMAN CANDWATES: RETURNJNG STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a fimmcial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL PEJLJL GRANT: �58 {FEES & FINANCIAL FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,0oo per year. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WoRKSTUDYPROGRAMS: FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. Arn} {ST. JOHN'S COLLEGE} FEDERAL STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. .2000-0I STUDENT BUDGET Tuition .. ............. ........ . .... I $24,S.??....................... !.t.?.?..~.~--~.?.~.~---················· ............?.?.S.!.?........................... -~.?.?.~8-........................................................2.'.!.S. ................................ Activities Fee 200 .............................................................................................................. ~·· ~~:.5.?..1:1~.~1.T.~1:1.5..:.5. ......................~oo .Tr.~.s.r..?.:~~.?..?.1:1.............. ········· ......:?..?..?.}:??.:.. ?.~~:. I Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the coll BILLING.AND DEPOSITS B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August r for the first semester and December r for the_ second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register in September. A deposit of $250 on the fees for the following year is 59 therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. If there should be any difficulties in making �60 {FEES & FINANCIAL this deposit, the student should contact the treasurer at the earliest possible date to make suitable arrangements. Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Unless otherwise requested, the college presents its bills directly to the student, Ain} {FEES with a copy to the parents. There is a fee of $25 for late registration for each semester. The cost of books is about $275 a year. Class copies of many of the program books are available in the college library. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY · ................................................................................................................_ DETERMINATION OF DATE OF WITHDRAWAL OFFICIAL WITHDRAWAL: A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the appropriate office of the intention to withdraw. INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Spring Summer REFUND AMOUNT AMOUNT CHARGED ro3 r-7 r-5 903 8-14 6-ro 803 203 r5-2r u-rs 603 403 22-28 16-20 403 603 203 803 No Refund roo% 29-42 43 and after 21-25 26 and after & FINANCIAL Undergraduate students provide this notification to the Registrar's Office and graduate students contact the Graduate Institute Office. When a student notifies the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college personnel. A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. If a student does not notify the Registrar or Director of the Graduate Institute of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal. AID} 61 INSTITUTIONAL REFUNDS A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the following schedule. The student's withdrawal date is established as outlined in Section I of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (week-ends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage offees (tuition, activity fee, room, and board) which will be refunded. UNOFFICIAL WITHDRAWAL: The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive rn% of nonfederal aid that had been awarded. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board. �62 {FEES & FINANCIAL C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o3(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title IV aid which is Arn} earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of II2 days would have earned r2.5% of Title IV aid for the semester. In this example, 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6.SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for th.e semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return: of federal grant funds is required. Sample cases of refund calculations available in the Financial Aid Office. {ST. JOHN'S COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of r980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. Arn} 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the stlldent to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. {ST. JOHN'S COLLEGE} 65 BIBLIOGRAPHY BooKs ABOUT LIBERAL EDUCATION and CHARLES VAN to Read a Book, Simon and Schuster, 1972. ADLER,MORTIMERJ., DOREN: How ADLER, MORTIMER J.' and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. TheAmerican University, Harper and Row, 1970. Teacher in America, Little, Brown and Co.,1945. BARZUN,JACQUES: BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers ofthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947. MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John's Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �66 { B0 A R D 0 F vI sI T 0 R s AN D G0 vE R N 0 R s} OFFICERS Chairman Gregory D. Curtis Pittsburgh, PA {FACULTY} ANNAPOLIS. MartinDyer Baltimore, MD Frederica Saxon Baltimore, MD GlendaEoyang Circle Pines, MN George Schoedinger III, M.D. St. Louis, MO Susan Ferron, M.D. Marine on St. Croix, MN Lenore Steiner Ambler, PA Ronald H Fielding Rochester, NY Cheryl Foote Thomas Tulsa, OK Jean FitzSimon Hoffman Estates, IL Paul E. Tierney, Jr. New York, NY Stephen Forman, M.D. San Marino, CA William Tilles Rockville, MD Hillel G. Fradkin Milwaukee, WI Michae!E. Tobin Tesuque,NM Thomas Geyer Morristown, NJ Jason Walsh New York, NY B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-69; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State of Illinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-87, Aurora University Management Center, Illinois; President, St. John's College, I99I-. Allan P. Hoffman Lawrence, NY Harriet Higgins Warren Atlanta, GA Dean ofthe College in Annapolis Leslie Jump Washington, DC Charles H. Watts Boston, MA S.DavidKrimins,M.D. Anoapolis, MD Jill Wilkinson Austin, TX William B. Allen East Lansing, MI Barbara Lauer Laramie, WY Warren Winiarski Napa, CA M. Brownell Anderson Washington, DC Barbara H. Leonard Oberlin, OH JohnD. Wirth Santa Fe, NM John E. Balkcom Chicago, IL Perry Lerner New York, NY K. Martin Worthy Washington, DC Richard E. Berkowitz Atlanta, GA Robley Timmins Levy LaSelva Beach, CA Jonathan Zavin New York, NY Linda Chavez Bethesda, MD Clinton Lively Cranbury, NJ LeeZlotoff Santa Monica, CA Jean T. Clarke Houston, TX Harriett Page Long Baltimore, MD Jill Z. Cooper Washington, DC Paul Martin Austin, TX John H. Dendahl Santa Fe, NM Paula Maynes Santa Fe, NM Charles M. Diker New York, NY Mikael Salovaara Benardsville, NJ President CHRISTOPHERB. NELSON Vice Chairmen Ray Cave New York, NY Stephen Feinberg El Paso, TX Secretary Sharon Bishop Reston, VA MEMBERS EMERITI Mortimer J. Adler Eleanor Ditzen David Dobreer, M.D. RobertA. Goldwin Charles A. Nelson Hon. Adolph W. Schmidt Thomas B. 'Turner, M.D. John L. Williams MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Anoapolis The President at Santa Fe The Dean at Anoapolis The Dean at Santa Fe HARVEY FLAUMENHAFr B.A., Ig6o, M.A., Ig62, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, Ig6o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, Ig65-66; Instructor in Government, Wheaton College (Massachusetts), Ig66-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, Ig8I; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer Ig83; National Endowment for the Humanities Constitutional Fellow, Ig84-85; NEH Planning Grant, Ig86-87; NEH Interpretive Research Grant, Ig87-89; Visiting Professor, Department of Educational Studies, University of Delaware, Ig8g; Lynde and Harry Bradley Foundation Grant, Ig92-94; Dean, St. John's College, Annapolis, Ig97-. 67 EvA T.H. BRANN B.A., Brooklyn College, Ig50; M.A., I9SI, Ph.D. Ig56, Yale University; Fellow of the American Numismatic Society, Summer, Ig52; Fellow of the American School of Classical Studies at Athens, Ig52-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, Ig56-57; Member, Institute for Advanced Study, Princeton, Ig58-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, Ig57-, Addison E. Mullikin Tutorship, I97I-; Fellow, Woodrow Wilson International Center for Scholars, Ig76-77; Arnold Visiting Professor, Whitman College, Ig78-79; Visiting Scholar in Honors Education, University of Delaware, Ig84-86; Fellow of the National Endowment for the Humanities, Ig87-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, Ig88-96; Dean, St. John's College, Annapolis, Iggo-97; Doctor of Humane Letters, Whitman College, Ig95; Doctor of Letters, Middlebury College, I999· EDWARD MALcoLMWYATI B.A., Ig53, M.A., Ig56, University of Virginia; Fulbright Fellow at Universite de Nancy (France), Ig53-54; Instructor, University of Virginia, Ig55-58; Tutor, St. John's College, Annapolis, Ig58-, Assistant Dean, Ig84-85, Director, Graduate Institute in Liberal Education, Annapolis, Ig89-92. BEATE RUHMVON 0PPEN B.A., University of Birmingham, England, Ig39; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, Ig39-43; British Foreign Office, Ig43-5I; Royal Institute of International Affairs, Ig52-56; Research Staff, Nuffield College, Oxford, Ig56-58; Microfilming Project of . I' �68 {FACULTY} the Committee for the Study of War Documents of the American Historical Association, :r959-60; SL John's College, :r960-63 (Leave of absence, :r96 3-6 5), :r97:r-; Visiting Lecturer in History, Smith College, 1963-64, University of LU<~oc•u~u :r964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Center of International Studies, Princeton University, :r969-7:r; National Endowment for the Humanities Editing Grant, :r978-79. GISELA BJERNS Hoelderlin Gymnasium, Stuttgart, :r959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, , r959-63; Staatsexamen I, University of Heidelberg, :r963; Fellow Deutscher Akademischer n.cwc.,m,,uJLUJ.'cuo University of Florence, r963-64; Ph.D., of Heidelberg, Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, Staatsexamen H, of Heidelberg, 1965; Instructor in Classics and Rosary College, Tutor, St. John's College, NICHOLAS MAfSTRJELLIS B.S., Bates College, History of Science, Teaching r962-66, University Fellow, of of ~'··~··~~ of Vienna Summer :r957; United States 1957-59; Lecturer in the Liberal Arts, of Chicago, :r960-62; Tutor, St. John's :r962-; Visiting Fellow, Yale Law r971-r:i; Summer Council for Philo Studies, 1977; NEH Summer Fellow 1978, :r984; Visiting Oxford 1978-79. B.A., St. John's M.A., The :New School for Social 1970; J\.Jvin Johnson r970-7:r; St. John's College, A1111apolis, :r971-. DAVID HANFORD STEPHENSON LEO F. RADITSA B.A., Columbia College, Ph.D., Tutor, St. John's Annapolis, 1963-. B.A., Harvard College, :r956; 1960-6I, University Fellow, r96I-62, M.A., Columbia r962; President's Fellow, 1962-63; Fulbright, University of 1964-65, Berlin, :r9 6 5; Instructor, University, Washington 1965-68; Assistant Columbia University, 1969; Tutor, St. John's C olis, 1973-; National Endowment for the Humanities Fellow, National Fellows 1111ve>1·'1tv HOWARD J. FISHER B.A., Umversity of Technician, Harvard Laboratory, 1964, College, , :r965-; Visiting , Western New England College, 1980; Senior Linacre C University, r982-83. JOKlN F. \VIUTE {ST. JOHN'S HowARD ZEmERMAN Dartmouth College, :r962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton ·National Fellow, r972; Tutor, St. John's Santa Fe, 1973-77, Annapolis, 69 COLLEGE} San 1978; Tutor, St. John's College, Santa Fe, r975-85; , 1985-; Assistant Dean, Graduate Institute in r992-r995. ROBJERT P . DRUECKER B. S., DEBORAH SCHWARTZ RJENAUT B.A., St. John's College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, r974; Tutor, St. John's College, 1976,-. DAYm L. TOWNSEND E.A., Loyola College, 1969; Prize Fellow, Harvard, 1969-74; M.A. Harvard, 1970; Teacher, Cambridge Free School, 197072; Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981, Bar Association 1981-; TutoT, St. John's College Santa Fe, 1974-, Annapolis., 1984-; Faculty, Aspen Institute, 1999-. MICHAEL COMENETZ BA, The Johns Hopkins M.A., 19 Ph.D., 1972, Brandeis Assistant Professor of lVIathematics, University of Kansas, 1972-75; Tutor, St. John's College, 1975-. JOE SACHS B.A., St. John's College, Annapolis, :r968; Graduate Student, The New School for Social Research, New York, 1971-73; M.A., Pennsylvania State 1975; Teaching Assistant, Pennsylvania State 1973-7,.-;,; Tutor, St. John's L~.>HU.,.,~~0, 1975-, JOHNVERDI B.S., Fordham r974, Ph.D., Philosophy, :r975, ""'m''"''~· of Southern California; M.A., Experimental Psychology, University of •.• ,.. ,.~ ••• u,,~o, Boston M.A., Boston Universibj, r974; and American Scandanavian Foundation Fellow, NLA., Tutor, St. John's 1977-; Counselor and MERA J. FLAUMlli'il:IAFl' B.A., of '-'"''H'"v r970-71, Assistant Professor of Anne Arundel Nation8l Endowment c>uF~>.w., 1977; Tutor, St. John's 1977-. PETER KJ\L)i(X\TAGE B.A., 1973, M.A., Instructor and the Humanities, Pennsylvania State Tutor, St. John's MARILYN DOUVILLE HXGUEJ1A B.S., University of 1975; lVLS , of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Physics Tutor, St. John's Annapolis, 1979-. �.L~ 70 . {FACULTY} {ST. JOHN'S WILLIAM JON LENKOWSKI MICHAEL G. DINK B.A., Marquette University, r965; M.A., Philosophy, The New School for Social Research, r970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, r968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, r976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, r977-79; Tutor, St. John's College, Annapolis, r979-. Harvard University, r970-72; B.A., St. John's College, Annapolis, r975; M.A., r978,Ph.D., r986, Philosoph~ The Catholic University of America; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, r980-84, Annapolis, r984-. Director, Graduate Institute in Liberal Education, Annapolis, r998-. B.A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, 198r-82; Tutor, St. John's College, Annapolis, r982-. JAMES HOWAIID BEALL COLLEGE} 71 WALTER STERLING THOMAS MAY B.A., Loyola College, r97r; M.A., Fordham University, r975; Assistant Professor, Loyola College, r974-79; Visiting Lecturer, Goucher College, r976-78; Tutor, St. John's College, Annapolis, r979-; Director, Graduate Institute in Liberal Education, Annapolis, r986-89, r995-r998. JONATIIAN S. TucK B.A., Columbia University, r969; B. Phil., Oxford University, r97r; M.A., University of California, Berkeley, r972; Graduate Study in English, Berkeley, r97r-78; Woodrow Wilson Fellow, r969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, r969-7r; Kent Fellow (Danforth Foundation), r97r-77; Teaching Assistant and Associate, Department of English, Berkeley, r973-78; Tutor, St. John's College, Annapolis, r979-; Assistant Dean, r99r-94. Active duty, U.S. Air Force, r963-67; B.A., Physics, University of Colorado, r972; M.S., Physics, r975, & Ph.D., Physics, r979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, r975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, r979-8r; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. HENRY H. HIGUERA B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. PAMELA KRAUS M.A., r973; Ph.D., r980, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, r973-74; Lecturer, The Catholic University of America, r975-80; Assistant Professor of Philosophy, The Catholic University of America, r980-85; American Fellowships Program Panel, American Association of University Women, r985; Tutor, St. John's College, r985-. WILLIAM PASTILLE A.B. in Music, Brown University, r976; M.A. in Musicology, Cornell University, r979; Ph.D. in Musicology, Cornell University, r985; Visiting Faculty, School of Music, University of Wisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. ANITA L. KRONSBERG B.A., St. John's College, r980; Tutor, St. John's College, r984-; Assistant Dean, 1998-. PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, r984; Teaching Fellow, Boston College, r978-r982; Instructor, Assumption College, r98r; Tutor, St. John's College, Annapolis, r984-. NANCY DUNNING BUCHENAUER ELIZABETHM. BLEITNER STEwART UMPHREY B.A., History, r967, M.A., Ancient History, Cornell University, r969; Ph.D., Classics, Brown University, r980; Ford Foundation Fellow, r966-68; University Fellow in Classics, Brown University, r96970; Tutor, St. John's College, Santa Fe, r980-96; Annapolis, r997 -; Director of the Graduate Institute, Santa Fe, r99r-94. B.A., Stanford University, r969; Graduate Study in English Literature, University . Wisconsin, r970-7r; M.A. in Philoso Pennsylvania State University; rg Instructor of Philosophy and Humani Pennsylvania State University, r97 Richard M. Weaver Fellowship, I B.A., Senior College of the New School for Social Research, r966; M.A., r97r, Ph.D., r973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, r972-r976; Graduate Faculty of The New School, r976-r980, University of Oklahoma, r980-r984; Tutor, St. John's College, Annapolis, r984-. CATHERINE R. HAIGNEY B.A., r98r, M.A., r983, Ph.D., r989, University of Virginia; Lecturer in English, Vanderbilt University, r985-86; Instructor, Goucher College, r987-89; Tutor, St. John's College, Annapolis, r989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, r982; M.A., University of Toronto, r984; Diploma, Inter-University Centre, Dubrovnik, r985; Ph.D., University of Toronto, r993; Tutor, St. John's College, r989-. ADAM SCHULMAN B .A., Chemistry, University of Chicago, r980; B.A., Physics and Philosophy, Oxford University, r982; M.A., History of Science, Harvard University, r985; Ph.D., History of Science, Harvard University, r989; Tutor, St. John's College, r989-. I I. �72 {FACULTY} JUDITH LA. SEEGER B.A., Harvard University, rg66; Cornell r967-68; M.A. in Romance Languages and Literatures, r970, Ph.D., r982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, r984-88; Research Associate of the Folklore Institute, Indiana University, r984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, r990; Tutor, SL John's College, Annapolis, r989-. University of North Carolina, I98o; Visiting Assistant Professor of Music, Cornell University, I979-I982; Assistant Professor of Music, University of Notre Dame, l982-I989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-r990; Tutor, St. John's College, Annapolis, 1990-. KATHLEEN C, BUT§ B.A., Mount Holyoke College, :r968; Graduate Study, New School for Social Research, I970-72; M.S., 1985, Ph.D., :r989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, r97r; M.A., St. John's College, Annapolis, r976; Ph.D., Graduate Theological Union, in Theology and The Arts, r993; Tutor, St. John's College, Annapolis, 1974-77; St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, r986, I987, r988; Tutor, St. John's College, Santa Fe, r989-r996; Annapolis, r997-. COIIDELLD. K. YEE B.A., English, Pomona College, r977; M.J. Journalism, University of California, Berkeley, r980; M.A., Ph.D., English, University of WisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, History of Cartography Project, Depa:rtment of Geography, University of 'l\Tisconsin-Madison, Summers oh990 and l99L ANDRE BARBERA RA. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, r978; Ph.D. in Musicology, MARGARET ANNE KIRBY B.A., University of King's College, I977; Department of Classics, Dalhousie University, r979; Commonwealth Scholar, Hertford College, Oxford University, :r980-82; M.Litt., Faculty of Modern Languages, O,xford University, I982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, r982; Junior Fellow, Massey College, University of Toronto, r983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, r987-89; Tutor, St. John's College, Santa Fe, r990-96, Annapolis, r997-. EruKSAGENG B.A., University of Alaska, r983; M,A., r985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, r983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, r987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, r989-90; Tutor, St. John's College, Annapolis, 1990-. {ST. JOHN'S COLLEGE} 73 RADosLAV DATc1-rnv EMILYH. BROOK.ER LANGSTON Degree in Philosophy, University of Sofia, r982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. B.A., Emory University, r987; M.A., University of Chicago, 1988; Jacob K. Javitz 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, r993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, r995-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, r987-1994; Tutor, St. John's College, .Annapolis, 1994-. WILUAM T. BRAITHWAITE B.A., Virginia Military Institute, r961; J.D., Washington & Lee University, 1964,; U.S. Army, 1968-70; Associate, Partner, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola Chicago, 1980-95; Tutor, St. John's College, Annapolis, r995-. GEORGE A. R.US§ELL B.A., St. Francis College, r973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, r994. Dean of Students, St. Patrick's Academy, r98r-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, r986-91; Assistant Professor of Philosophy, Xavier University, r99r-95; Tutor, Sc John's College, fuJ.napolis, r995-. JONATHAN N. BADGER ROBERT GOLDllERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. KATillERINE HEINES B.A., St. John's College, Santa Fe, 1982; l'VLA., 1986, Doctoral Candidate :rggo-, The Catholic University of America; The Catholic University of America, r987-1988; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. B.S., Mathematics, of South Carolina, r987; M.A., Libe:ral Studies, North Carolina State r99I; Graduate Student, Music Composition, Duke University, r990-9r; Eaihart Fellow, r995; Ph.D., Political Philosophy, Fordham University, r996; Tutor, St. John's College, Ji,,,nnapolis, 1996-. LUUNGU B.A., History, Beijing University, 1980-8,;f; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, r98if-87; M.A., International Affairs, The George Washington Universiv;, r987-89; Ph.D., Political Theory, The George Washington University, r989-95; Adjunct Professor, Department of Political Science, The George Washington University, r995; Tutor, St. John's College, Annapolis, 1996-. �--------------.. 74 ! "' ,-~-------1 {FACULTY} {ST. JOHN'S COLLEGE} LINDA KERN-PERETS B.A., Religious Studies, Georgetown University, r984; junior year abroad, Oxford University, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, r990; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, r986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, six awards between r987-r993; Research Fellow, Hebrew University of Jerusalem, r990-9r; Fulbright Scholar, University of Paris III, r99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, r994; Tutor, St. John's College, Santa Fe, summer r995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, r996; Tutor, St. John's College, Annapolis, r997-. MICHAEL W. GRENKE B.A., University of Chicago, r988; Ph.D., Boston College, r994; Lecturer, University of New Hampshire, r993; Postdoctoral fellow, Boston College, r993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, r995; Tutor, St. John's College, Annapolis, r997-. STEPHEN LARSEN B.A., Pomona College, r986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, r986-87; M.A., Princeton University, r990; Ph.D. Candidate, Princeton University, r990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, r994-97; Tutor, St. John's College, Annapolis, r997-. PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lec,turer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. SUSANR. PAALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. MARKJ.Lmz B.A., University of Chicago, r980; M.A., University of Toronto, r982; Ph.D., University of Toronto, r990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, r998-. JOSEPH c. MACFARLAND B.A., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, r993-94; Ph.D., Committee on Social Thought, University of Chicago, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, r994-97; Tutor, St John's College, Annapolis r998-. DEVIN A. STAUFFER B.A., Kenyon College, r992; Ph.D. Bostoc> College, r998; Tutor, St. John's Colle Annapolis, r998-. AMIRTHANAYAGAM P. DAVID B.A., St. John's College, Annapolis, Ph.D., Committee on Social Tho The University of Chicago, r998; G Fellow, The University of Chicago, 90; Teaching Assistant in the Dep of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of Chicago, r990-98; Tutor, St. John's College, Annapolis, r998-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory Fellowship, r992-r994; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. DANIEL KOLB B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois University, r977; Ph.D., Philosophy, University of Notre Dame, r983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, r988-90, Associate Professor, r990-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. SANTA FE ................................................................................................................_ President JOHN AGRESTO A.B., r967, Boston College; Ph.D., r974, Cornell University; Visiting Lecturer, Department of Political Economy, University of Toronto, Canada, r97r-72; Assistant Professor, Department of Political Science, Kenyon College, Ohio, 1972-78; Fellow, National Humanities Center, r978-79; Projects Director, National Humanities Center, North Carolina, r979-82; Visiting Associate Professor, Department of Political Science, Duke University, North Carolina, r98r; Assistant Chairman, National Endowment for the Humanities, 1:982-85; Acting Chairman, National Endowment for the Humanities, r985-86; Adjunct Professor, The New School for locial Research, New York, r988; Deputy 75 Chairman, National Endowment for the Humanities, r985-88; President, The Madison Center, Washington, D.C., r989; President, St. John's College, Santa Fe, r989-. Dean ofthe College in Santa Fe ANTHONY ]AMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; M.A., r973, Ph.D. r998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, r967-69; Graduate Study in Music, University of North Carolina, r969; Part-time Instructor in Philosophy, East Carolina University, r974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, r976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, r984-, Dean, r986-r99r, r996-. JOHNS. STEADMAN B.S., Philosophy, University of Wisconsin, r959; Instructor in Radio Repair,United States Army, r954-56; Assistant in Philosophy, r959-6I, Teaching Fellow, r96r-62, Cornell University; Tutor, St. John's College, Annapolis, r962-67, Santa Fe, r967-; Assistant Dean, r970-72. DoNB.CooK A.B., Occidental College, r958; Ph.D., University of California at Davis, r965; Woodrow Wilson Honorary Fellow, r959; National Science Foundation Fellow, r959-6r; Tutor, St. John's College, Santa Fe, r965-72; Teacher, Santa Fe Prepatory School, r972-73; Tutor, r973-; Assistant Dean, r98r-82, r990-96. ELLIOTT T. SKINNER B.A., University of Colorado, r96r; M.A., Princeton University, r963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, r964; Fellow of the Council for 11 �76 {FACULTY} {ST. JOHN'S COLLEGE} Philosophical Studies, Summer Institute in Greek Philosophy and Science, I970; Tutor, St. John's College, Sante Fe, I965-. E. RAY DAVIS, JR. University of Wisconsin, I953-55; B.A., St. John's College, I962; M.A., History and Philosophy of Science, University of Indiana, I965; N.D.E.A. Fellowship, University of Indiana, I962-65; Ph.D., University of California, Riverside, I98o; Tutor, St. John's College, Santa Fe, I966-, Assistant Dean, I977-8I. RALPH SWENTZELL B.S., New Mexico Highlands University, I963; Instructor, Computer Programming, New Mexico Highlands University, I965-66; Tutor, St. John's College, Santa Fe, I966-. GLENN A. FREITAS B .A., Classical Languages, St. Mary's College, California, I957; Th.L., Universite Laval, Quebec, I964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, I966; L'Ecole Biblique et Archeologique Franc;aise de Jerusalem, I964-66; Assistant Professor, Theology, St. Mary's College, I967-69; Tutor, St. John's College, Santa Fe, I969-, Assistant Dean, I976-77, I982-84. PHILIP LECUYER B.A., Colorado College, I966; Merton College, Oxford University, I969; Studies in Biology, University of New Mexico, I970-72; Boettcher Scholar, I962-66; Perkins Scholar, I963-66; Rhodes Scholar, I966-69; Danforth Graduate Fellow, I966-72; Woodrow Wilson Fellow (honorary), I966; Tutor, English Literature, Summer Humanities Institute, Colorado College, I968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I97I-72; Tutor, St. John's College, Santa Fe, I972-. DAVID EDWARD STARR B.A., Gordon College, I962; M.A., I966, Ph.D., I972, Boston University; Graduate Assistant in Philosophy, Boston University, I963-64; Teaching Intern, Boston University College of Basic Studies, I964-66; Instructor in Philosophy, University of Rhode Island, I966-7I; Tutor, St. John's College, Annapolis, I972-80, Santa Fe, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, I980-82. STEPHEN R. VAN LUCHENE B .A., Arizona State University, I969; M.A., I97I, Ph.D., I973, University of Notre Dame; Teaching Assistant, Department of English, Notre Dame, I97I-73; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, I979-8I, Director of The Graduate Institute in Liberal Education, I982-85; Dean, I99I-I996. DAVID BOLOTIN B.A., Cornell University, I966; Ph.D., New York University, I974; Lecturer in Classics, Yale University, I97I-73; Tutor, St. John's College, Annapolis, I974-82; Santa Fe, I982-; Visiting Associate Professor, Committee on Social Thought~ University of Chicago, I986, I987-88. _r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, I968-69; Heidelberg University, I97I-73; Instructor, University of Georgia, I965-67; Teaching Assistant, University of California at Santa Cruz, I967-7r; Tutor, St. John's College, Santa Fe, r974-. KENT H. TAYLOR B.A., Yale University, I963; University of Georgia, r965; P University of California at Santa EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, I975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY ELIZABETII S. ENGEL B.A., Pomona College, I967; M. Phil., I97I, Ph.D., Philosophy, I973, Teaching Assistant, I969, Yale University; Teacher, Shimer College, I97I-73; Assistant Professor of Philosophy, California State University at Humboldt, I973-75; Tutor, St. John's College, Santa Fe, r975-. B.A., Yale College, I974; M.A., Ph.D., Harvard University, I98o; Teaching Fellow in Government at Harvard College, 1976-78, I979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, I980-82; Tutor, St. John's College, Annapolis, I982-85; Santa Fe, 1985-. LYNDA LAMSON MYERS B.A., St. John's College, r97r; M.A., University of North Carolina, I975; M.A., I99I, Ph.D., I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, I985-88. CHARLOTTE GRAY MARTIN B.A., University of Colorado, I972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, I975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, I98o-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, I980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, r990; President's Fellow, University of Virginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. KATIIARINE S. MULFORD B.U.S., Philosophy and Religion, University of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, 1978; Ph.D., Philosophy, University of Oklahoma, 1983; Tutor, St. John's College, Santa Fe, 1983-. F'RANKN. PAGANO GEORGIA S. KNIGHT B.S., Philosophy, I970, M.A., Engli~ I972, Teaching Fellow, University of I970-74; Tutor, St. John's College, Fe, I974-; Assistant Dean, I988-90. 77 PETER DRAGAN PESIC A.B., Harvard University, 1969; M.S., I970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, ;r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe,x980-; Musician-in-Residence, 1984-. A.B., Cornell University, 1969; Ph.D., Boston College, I98I; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, I980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. �~~------------------.....-------------------------1I i\f 78 {FACULTY} JORGE H. AIGLA LINDA WIENER Universidad Nacional Aut6noma de Mexico, Mexico City, Ig7I-72; B.S., Saint Mary's College, California, Ig75; M.D., University of California San Francisco, Ig79; American Heart Association Student Research Associate, Ig74; Fellow, Cancer Research Institute, University of California San Francisco, Ig76; Resident, Pathology Department, University of California San Francisco, Ig79-I980; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, Ig80-I98I; Lecturer in Anatomy, Sonoma State University, California, Ig8I-82; Lecturer in Anatomy and Physiology, City College of San Francisco, Ig8I-I985; Private translator, Ig82; Lecturer, Collegiate Seminar, Saint Mary's College, California, Ig82-I985; Assistant Instructor, San Francisco Karate-Do, Ig82-85; Tutor, St. John's College, Santa Fe, Ig85-; Head Karate-Do Instructor, Ig86-. B.S., Biology, University of Miami, Ig77; M.S., Entomology, Colorado State University, Ig79; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, Ig79; Ph.D., Entomology, University of Wisconsin-Madison, Ig8I; Post-Doctoral Fellow, Linguistics, Harvard University, Ig82-I985; Entomology Associate, Museum of Comparative Zoology, Harvard University, Ig82-I985; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, Ig84-85; Tutor, St. John's College, Santa Fe, Ig85-. JOHN F. CORNELL B.A., Ig75, M.A., I977. McGill University; Ph.D., University of Chicago, Ig8I; McConnell Fellow, Ig75-77; Fishbein Fellow, Ig77-I980; Searle Fellow, Ig8o-8I; NEH Fellow, Ig82; ACLS Fellow, Ig83-84; Assistant Professor, Honors College, University of Oregon, Ig8I-83; Assistant Professor, History of Science, University of Georgia, Ig84-I985; Tutor, St. John's College, Santa Fe, Ig85-; Visiting Assistant Professor of History of Science, University of Chicago, Iggo. ROBERT RICHARDSON B.A., Park College, Ig6o; Woodrow Wilson Fellow; Danforth Fellow; M.A., Ig62, Ph.D., Ig69, Philosophy, Yale University; Shimer College Ig65-67, Ig75-77; Cornell College, Ig68-I970; University of Wisconsin-Madison, Ig70-73; Tutor, St. John's College, Santa Fe, Ig85-. DAVID LAWRENCE LEVINE A.B. St. John's College, Annapolis, Ig67; M.A. Ig69, Ph.D. Ig75, The Pennsylvania State University; Woodrow Wilson Fellow Ig67-68; NDEA Fellow (Honorary) Ig67-70; University Graduate Fellow, The Pennsylvania State University Ig69-70; Independent Research, Centre Universitaire International, Paris, Ig70; Language Study, Goethe Institut, West Germany Ig70-7I; Instructor in Philosophy, University of Maryland, West Germany, Ig7I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, Ig68-69, Ig7I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, Ig75-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, Ig8o-88; Fellowship Research Grant, Earhart Foundation, Ig84-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, Ig96-97, Director of the Gradua~ Institute, Ig97-. THOMAS SCALLY B.A., St. Mary's College of Californi Ig67; M.A., Boston College, Ig70; Ph. Boston College, Ig7I; Assistant Profi University of Santa Clara, I97 Assistant Professor, St. Mary's Co {ST. J0 H N'S California, Ig7I-74; Assistant Professor, California State University at Humboldt, Ig75; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, Ig75-I987; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, Ig80-I984; Visiting Tutor, St. John's College, Santa Fe, Ig87-I989; Tutor, St. John's College, Santa Fe, Iggo-. GRANT H. FRANKs B.A., St. John's College, Annapolis, Ig77; J.D., Harvard Law School, Cambridge, MA, Ig8o; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, Ig80-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, Ig83-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, Ig84-88; Tutor St. John's College, Santa Fe, Ig88-. BASIA C. MILLER B.A., Philosophy, Antioch College, Ig59; M.A., University of Chicago, Ig62; Ph.D., University of Chicago, Ig89; Translator for the University of Chicago Press, Ig75-8I; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Ig82-88; Teaching Assistant, University of Chicago, Ig85-87; Instructor, Northern Illinois University, Ig87-88; Tutor, St. John's College, Santa Fe, Ig88-, Assistant Dean, Ig97-. C 0 LL EGE} 79 ' Cambridge University, Ig87-88; Reynolds Fellowship, Ig88-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer Ig85; Visiting Assistant Professor, University of Colorado-Boulder, Summer Iggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, Igg8; Tutor, St. John's College, Santa Fe, Ig89-. KRISHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, Ig82; M.A., Cantab., Ig85; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, Ig82-86; Academic Exchange, University of New Mexico, Albuquerque, Ig85-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, Ig86-89; Lecturer in Film Analysis, Nor th China Film and Broadcasting Institute, Ig89; Tutor, St. John's College, Santa Fe, Ig89-. i I, I, Ir• I I I 11 I r, I I I BRUCE M. PERRY B.A., Greek, Ig73, M.A, Classics, Ig75, Ph.D., Classics, Ig83, University of Washington; Ph.D. Asian and Middle Eastern Studies, Ig95, University of Pennsylvania; Tutor, St. John's College, Santa Fe, Iggo-. WILLIAMS. KERR JAMES P. FORKIN B.S., Oklahoma State University, Ig74; University of Illinois Graduate Fellowship, Ig75-76; M.S., Economics, University of Illinois-Urbana, Ig76; Graduate Study in Economics, University of Chicago, Ig76-77; University of Colorado Graduate Fellowship, Ig83-87, M.A., Classics, University of Colorado-Boulder, Ig85; Graduate Study in Ancient Philosophy, Trinity Hall, B.A., St. John's College, Santa Fe, Ig8o; M.S., Vegetable Crops, University of California-Davis, Ig86; M.A., Political Science, University of California-Davis, Ig86; Tutor, St. John's College, Santa Fe, Iggo-. FRANK R. HUNT St. John's College, Annapolis, Ig7I-73; Cornell University, Ig73-74; B.A., New I[ I 'I 'II �80 {ST. JOHN'S COLLEGE} {FACULTY} York University, r976; M.A., rg8o, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, rg8o-86; Lecturer, Marymount University of Virginia, r985-86; Editor, Princeton University Press, r987-89; Tutor, St. John's College, Santa Fe, rggo-. JAMES COHN B.A., Dartmouth College, rg8r; Fulbright Scholar, Germany r98r-82; Ph.D. Committee on Social Thought, University of Chicago, rggo; Tutor, St. John's College rggr-. CHARLES N. FASANARO B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, rg8o; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, r980-82; Jonathan M. Daniels Fellow, r982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, rg86-gr; Associate Professor, Center for Philosophy and Religion, Colorado, rg86; Professor, Center for Philosophy and Religion, Colorado, rggo; Tutor, St. John's College, Santa Fe, rggr-. JOSHUA L. KATES B.A., St. John's College, Annapolis, rg8o; Advanced Summer Greek Institute, New York City, rg8r; Collegium Phaenomenologicum, Perugia, Italy, r987; M.A., rg88, Ph.D., rggr, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, rggr; Tutor, St. John's College, Santa Fe, rggr-. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, r974; M.S., Mathematics, Brown University, r977; Undergraduate Study in Mathematics Education, University of New Orleans, r979-80; Graduate Study in Mathematics, Clarkson University, r983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, r99r; Instructor, University of New Orleans, r977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, r980-82; Visiting Assistant Professor, St. Lawrence University, r983-86; Assistant Professor, Manchester College, r988-92; Tutor, St. John's College, r993-. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, r985; Yale University Teaching Fellow, r986-r988; M.A., M. Phil. in Philosophy, Yale University, rggo; Ford Foundation Dissertation Fellow, rggo-rggr; Ph.D. in Philosophy, Yale University, r992; Philosophy Instructor, Albuquerque TV-I Community College, r99r-r992; Tutor, St. John's College, Santa Fe, r992-. BARRYE. GOLDFARB B.A., Yale University, r975; M.A., University of Chicago, r978; M.A., University of Cincinnati, rg8r; Ph.D., The Johns Hopkins University, rg86; Visiting Lecturer, University of Southern California, rg86-88; Assistant Professor, The Pennsylvania State University, r988-r992; Language Coordinator and Lecturer, The Johns Hopkins University, r992-93; Tutor, St. John's College, Santa Fe, r993-. JULIE REAllARD B.A., English, Michigan State University. rg8o; M.A., Old Germanic Languages and: Literatures, University of Nevada,. Renti'• r984; Ph.D., Comparative Literatur;e~. University of Colorado, Boulder, rggr; ,Teaching fellow, Department of English, University of Nevada, Reno, r98r-r984; Instructor, Department of English, University of Colorado, Boulder, r987-r988; Instructor, College of General Studies, University of Pennsylvania, r988-r989; Graduate Work, Literary Theory, University of Pennsylvania, r988-r99r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-r993; Associate Professor, English Department, Providence University, Shalu, Taiwan, r996-98; Tutor, St. John's College, Santa Fe, r993-. 81 Thought, The University of Chicago; Century Fellow, The University of Chicago, r988-93; Tutor, St. John's College, Santa Fe, r995-. CALEB THOMPSON B.A., Philosophy, Clark University, r984; M.A., Philosophy, University of Virginia, rggo; Ph.D., Philosophy, University of Virginia, r994; Alumni Dissertation Fellow, r993-94; Postdoctoral Fellow, SUNY at Buffalo, r994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, r996-. MICHAELD. BYBEE B .A., University of Chicago, rg86; Account Executive, American Bankcard Services, Woodland Hills, CA, r987-r988; M.A., rggr, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, rggo; Mochlos Archaeological Excavation, Crete, rggr; Visiting Assistant Professor of Classics, Cornell College, r993-r994; Tutor, St. John's College, r994-. B.A., Philosophy, r972, B.A., M.A., English, r972, r975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, r972-74; M.A., Ph.D., Philosophy, r976, rg8r, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, r982-84; Instructor of English, r984-90,Senior Instructor of English, rggo-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, r995-96; Tutor, St. John's College, Santa Fe, r996-. ALICE BEHNEGAR JUDITH I. ADAM A.B., Smith College, r975; J.D., Stanford University, r978; Ph.D., Committee on Social Thought, The University of Chicago, r994; Carthage Post-Doctoral Fellow and Visiting Assistant Professor of Political Science, Michigan State University, r994-95; Attorney, G.D. Searle & Co./The NutraSweet Company, Skokie, IL, r98r-83, rg86, and Aubonne, Switzerland, r983-84; Attorney, Schiff Hardin & Waite, Chicago, IL r978-8r; Tutor, St. John's College, Santa Fe, r995- B.A., rg86, M.A., r989, Political Science, University of Alberta; Ph.D., r996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, r996-. CLAUDIAA. HONEYWELL MAREN ORMSETH COHN B.A., r987, Humanities/Modern Thought and Literature, Stanford University; M.A. r993, Ph.D. r995, Committee on Social ABRAHAM ANDERSON A.B., Harvard College, r975; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, r975-76; Preceptor in Humanities, Columbia College, r980-83; German Academic Exchange Fellowship, Munich, r983-85; Ph.D. in Philosophy, Columbia University, rg86; Assistant Professor, Philosophy, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, r987-96; Instituto de Investigaciones Filosoficas, �82 {FACULTY} UNAM, Mexico City, I996-97; Tutor, St. John's College, Santa Fe, I997-· JACQUES ANTOINE DUVOISIN B.A., I98o, St. John's College, Annapolis; M.A., I984, Ph.D., I992, The Catholic University of America, University of California, Irvine, I987-9I; Knights of Columbus Fellow, I98I-84; Tutor, St. John's College, Santa Fe, I997-· BRENDON LASELL B.S., California Institute of Technology, I990; M.S., I99I, Ph.D. I994, University of Chicago; Lecturer in Mathematics, University of Chicago, I992-93; Member, Institute for Advanced Study, I994-95; Instructor in Mathematics, Princeton University, I995-97; Tutor, St. John's College, Santa Fe, I997-· MATIHEWK. DAVIS B.A., St. John's College, Annapolis, I982; M.A. in Philosophy, Dalhousie University, I984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, I98587; Ph.D. in Political Science, Boston College, I995; Killam Fellow, I983-84; Earhart Fellow, I990-9I; Bradley Fellow, I993-96; Bradley Fellow, University of Toronto, I996-98; Special Projects Editor, Books in Canada, I997-98; Tutor, St. John's College, Santa Fe, I998-. and Science, Chabot College, I989; B.A., Humanities and Economics, San Francisco State University, I992; M.A., Ph.D., History, University of Minnesota, I994, I998; MacArthur Fellowship, I992-98; Fulbright Scholar, Brazil, I995-96; Tutor, St. John's College, Santa Fe, I998-. MARK ROLLINS A.B. Princeton University, I977; M.A., Ph.D. in Philosophy, University of California, Berkeley, I986, I99I; Teaching Fellow in Philosophy, University of California, Berkeley, I978-83, and I987; Teaching Fellow in the Core Curriculum, Harvard University, I984-86, I987, I99I92, and I995-97; Associate Research Professor, lnstituto de Investigaciones Filosoficas, UNAM, Mexico City, I988-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, I997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I998; Tutor, St. John's College, Santa Fe, I998-. LOUISE HELENA GUENTHER A.A., Interdisciplinary Studies in Letters John's College, Santa Fe, I998-. WILLIAM ALBA A.B., Cornell University, I986; Ph.D., University of California at Berkeley, I992; Researcher, Santa Fe Institute, I992; Instructor of Chemistry and Physics, Phillips Academy, I992-94; Visiting Professor of Chemistry, Bard College, I994-95; Faculty Associate, Bard Institute for Writing and Thinking, I99S-; Assistant Professor of Liberal Arts, Coordinator of Mathematics and Science, School of the Art Institute of Chicago, I995-99; Tutor, St. John's College, Santa Fe, I999-· 83 GEORGE LANE B.A., Reed College, I976; M.A., I978, Ph.D., I989, University of Chicago Divinity School; Research Assistant, University of Chicago, I986-89; Adjunct Instructor in Philosophy, Elmhurst College, I983-89; Lecturer in Theology, Loyola University of Chicago, I987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, I989-98; Instructor in Philosophy, Albuquerque TVI Community College, I99I-99; Special Part-time Tutor, St. John's College, Santa Fe, I998-99; Tutor, St. John's College, Santa Fe, I999-· GREGORYD. BAYER B.A., St. John's College, Annapolis, I978; M.A., University of Toronto, I98I; Ph.D., University of Texas at Austin, I995; Visiting Assistant Professor, Southern Methodist University, I995-96, College of William and Mary, I996-97, College of Wooster, I997-98; NEH Fellow, Institute for Advanced Study, Princeton, I998-99; Tutor, St. John's College, Santa Fe, I999-· RICHARD A. MCCOMBS, II B.A., B.S., Fordham University, I990; Loyola Fellow, Fordham University, I99092; M.A., Fordham University, I992; Teaching Fellow, Fordham University, I992-94; Instructor, Marist College, I995, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, I999; Tutor, St. John's College, Santa Fe, I999-; Ph.D., Fordham University, 2000. JAMES H. COOKE GINO THOMAS B.S. in Physics, California Institute of Technology, I989; M.A., I992, M. Phil., I995, PhD. in Astronomy, Columbia University, I997; Tutor, St. John's College, Santa Fe, I998-. PETERL. GILBERT B.A., St. John's College, Annapolis, I98I; B.A. (M.A.), Theology, Oxford University, I985; Ph.D., Church History, The Catholic University of America, I995; Translator for Ancient Christian Commentary of Holy Scripture, I995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngjallja e Krishtit», Durres, Albania, I995-98; Tutor, St. John's College, Santa Fe, I998-. {ST. JOHN'S COLLEGE} JENNIFER L. 0TSUKI B.A., Reed College, I983; M.A., I986. Ph.D., I99I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, I99I-97; Tutor, St. John's College, Santa Fe, I998-. JULIE REllMEYER B.A., Mathematics, Wellesley College, I994; M.S., Mathematics, Massachuset'llS'~ Institute of Technology, I997; Tutor, B.A., Physics, North Texas State College, I962; Ph.D., Physics, University of North Carolina, I967; Postdoctoral, University of Manitoba, I967-68; Assistant Professor, Associate Professor, Professor of Physics, University of Texas at Arlington, I969-79; Retirement and independent work, I979I998; Tutor, St. John's College, Santa Fe, I999-· JUAN CARLOS FLORES B.A., Connecticut College, Ig92; A.M. Philosophy, Boston College, I995; Ph.L., Philosophy, Katholieke Universiteit Leuven, I996; Visiting Scholar in Theology, Boston College, I997-98; Ph.D., Philosophy, Katholieke Universiteit Leuven, I999; Tutor, St. John's College, Santa Fe, I999-· EDWARD A. WALPIN B.A., Political Science, Middlebury College, I987; M.A., English, Middlebury College, I989; M.A., Political Science, Duke University, I992; Ph.D., Political Science, Duke University, Ig98; Tutor, St. John's College, Santa Fe, I999-· MICHAELE. WOLFE B.A., I994· St. John's College, Santa Fe; Dupont Fellowship, I994-95, President's Fellowship, University of Virginia, I99497; M.A., History of Religions, University of Virginia, I997; Assistant Director of Admissions, St. John's College, Santa Fe, I997-I999; Tutor, St. John's College, Santa Fe, I999-· �{ST. 84 JoHN's.COLLEGE} {FACULTY} OFFICERS, ASSOCIATES AND STAFF PRESIDENTS EMERITI HONORARY FELLOWS Edwin Jules Delattre William M. Dyal, Jr. RAY CAVE STEPHEN FEINBERG TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd Robert S. Bart William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow ANNAPOLIS SANTA FE President Christopher B. Nelson Acting President James Carey Dean Harvey Flaumenhaft Dean James Carey Vice President/or College Advancement Jeffrey A. Bishop Vice Presidentfor College Advancement Robert A. Glick Treasurer Fred H. Billups, Jr. Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Director ofthe Graduate Institute David L. Levine Assistant Dean Auita Kronsberg Assistant Dean Basia Miller Director ofAdmissions John M. Christensen Director ofAdmissions Lawrence H. Clendenin Director ofAlumni Activities Roberta Gable Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics Leo Pickens Director ofStudent Activities Mark St. John Director ofPlacement Karen Krieger Director ofPlacement MargaretE. Odell Director ofFinancial Aid Caroline Christensen Director ofFinancial Aid Michael Rodriguez Librarian Lisa Richmond Librarian Inga Waite Director ofCommunications Barbara Goyette Director ofPublic Relations LauraJ. Mulry Registrar Shirley McBrayer Registrar Kenneth T. Howarth Nurse Practitioner Carolyn Buppert Family Nurse Practitioner KimBear B.A., St. John's College, Annapolis, r948. B.B.A., UniversityofTexas, Austin, r967. Director ofPersonnel and Buildings and Grounds Ted R. Gonzales 85 �------------------~--......-------•}lllll"'---~l'miiiliiiill!i!iiil.illllll!llll{lllJ,-._.111,'.>l!l,1,•r•&l.I.l .ILlel@llilJlll•.-• .. . >•••••••11••1 ! 86 {PROFILE} FRESHMAN CLASSES ENTERING FALL 1999 AND JANUARY 2000 Annapolis States Represented Alabama 33 2 35 I California Colorado 7 2 Connecticut 5 Florida Georgia Croatia England I 2I France I II Turkey I I Men 2 Iowa 4 2 Kentucky 2 Louisiana 3 3 30 I Range of Ages I2$ 79 64 2I 82 7 2 23 22 I6-27 r7-39 I 2 97 58 87 I Veterans 5 Michigan I I Minnesota 4 Missouri I Montana Early Entrance Previously Attended College 5 Kind of School Attended Public Independent I Parochial 9 47 I2 I Receiving Financial Aid Nevada New Hampshire I New Jersey 3 I First Fifth First Tenth New York 8 2 North Carolina 4 I Ohio 7 Oklahoma 2 Pennsylvania 83% 57% 59% 29% Second Tenth 34% I 29% 30% 26% Third Fifth 3 6 I2 Rhode Island 64% Rank in Class•- New Mexico South Carolina Women I33 32 86 I Kansas Oregon I Number of Students Falh999 January2000 Hawaii Massachusetts I 3 7 I Maryland 4 Foreign Countries Canada 6 Maine Santa Fe 6 Alaska Arizona Illinois Annapolis Santa Fe 9% 8% Fourth Fifth 5% 0% L~o/o Second Fifth Last Fifth National Merit Honors Scholars 23% 49 Semi-Finalists 2 3 Texas Commended Students I8 Finalists South Dakota Tennessee 9 I4 8 3% 32 I 8 2 .6, Utah 3 2I I Vermont I I Virginia I6 2 5 3 I 2 3 I Washington Wisconsin Wyoming District of Columbia 5 I * Not included in this table are x46 students for whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2000-2001 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2000-2001 Date A point or period of time associated with an event in the lifecycle of the resource 2000-2001 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2000-2001 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3437a929a79c22894344f413cfde0528.pdf 4e7dfe641f88fc9552ef9a78b4549203 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM THE GREENFIELD LIBRARY !J H OF ST. JoHN's COLLEGE ANNAPOLIS, MARYLAND 2I40I ol ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 410-263-2371 21404 SANTA FE, NEW MEXICO 8750I 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious aifiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. .(\,.cadernic facilities and most residence halls are accessible to persons with physical disabilities. The college :reserves the right to modify the prograJTis and policies herein stated without notice. �{COLLEGE ALENDAR 200I-2002} {COLLEGE CALENDAR 200I-2002} SANTA FE ANNAPOLIS 200Jl:-2002 August2r 2I August22 Classes Sophomore Registration Freshman Registration and Convocation Aug11st23 Freshman Registration 23 Undergraduate Classes Begin with Seminars October 5-8 23 Convocation November 2r-25 23 Junior and Senior Registration 27 Graduate Institute Begins Decemberr3 December r4 - Seminars End of First Semester Winter Vacation October 12 - 15 Long Weekend Second Semester Registration 7 6 November 22 - 25 Thanksgiving Recess December13 End of First Semester December 14 - January 13 ·winter Vacation Freshmai' 14 -4 Long 'weekend I\lfarch I - 17 Second Semester End of Second Semester Commencement 2I March9-24 Freshman Spring Vacation End of Second Semester 17 Commencement SmvnvrnR 2002 20 Second Semester Begins June 17 Graduate Institute Summer Session Begins July 26 SUMMER 2002 Second Semester Ends 8 27 Second Semeste1 Begins Graduate Institute Summer Session Ends June 17 Graduate Institute Summer Session Begins I August9 >G»nna.'l. Second Semester Ends Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO n I6 20 22 THE 27 28 28 29 30 3I 32 32 33 33 35 37 Lf8 CONTENTS} Intxoduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of .Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Infmmation and Right to Privacy RESIDENCE 39 42 45 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI Overview Requirements for Admission ProcedUie for Applying Campus Visit 52 53 54 FEES & FINANCIAL Aro 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Biibliog:raphy 66 Borurd of Visitors and G-Oven!lOi'§ 85 Officers, Associates, and Staff 86 Profile: 2000-2oo:n: F»eshrnan Classes �6 {ST. {INTRODUCTION} educated human ment to the pursuit of fundamental They are well equipped to master the skills of any calling, and they possess for what they have academic concern or remote from our true interests. They to tell us is not of ouT minds, move our hearts, and touch our The books speak to us in more than one way. In raising the persisting human questions, They are, therefore, and whether their this defect is the goal of the St. John's seminar. Here a number of students of varied faced 'mth a text that may present unfamiliar attempt It is that the students are ¥1illing to submit their to one another's The demands of the individual and those of the group are in continuous limits within which the discussion moves with the utmost freedom. The discussion may concern itself 'With to establish the meaning of a poem or the of an argument. On the other hand, it may concen1 itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the ~"'"nnnti 7 the aim is to ascertain not how things were, but how the students make reasonable decisions in whatever circumstances face. And it is the ultimate aim of the program that the habits of thought and discussion thus students should continue with them throughout their lives. at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the and initiative of the students. The tutors function as guides, more intent on u 0 c~iuu.F', students them than upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that become means of understanding. Traditionally, the liberal arts were seven in number: grammar, - the arts of language; and ai1d In more terms, the liberal arts to light vvhat is involved in the use of words and numbers in all k.Inds of discursive thought, in analyzing, speaking, and and :tlso in measurand demonstrating. There are many ways to them: the others. In that sense they converse with each otheL They draw the readers to take part, within the limits of their cmiucu:;~. This is one-sided. The great books can only repeat what have to say, ..vvithont the clarifications that we desire. To COLLEGE} Through discuswhich enables them to recognize both the samea new ness of a recurrent problem and the variety of its historical manifestations. appreciative of their unifying ideas. They are intelligently and common and conscious of their social and moral obligations. citizens. the means and the ·will to become free St. John's of great books - texts notes, and pictures - because express and often most perfectly the ideas ·which contemporary life is or unknowingly These books are the most teachers. uc0uvu.~ of human They are both timeless and Their authors can eJ<"istence, and bear JOHN'S these arts. The cuuiculum emphasizes six of translation, writing, Whatever methods are invite the students to think freely for themselves. mathematical demonstration, they all serve the same end: to these means, students will be able to envisage actual to deliberate by articulating clear alternatives with the hope of at a prnper choice. The of these intellectual skills will serve the students who have learned them their lives. advances and the fundamental outlook of ucuuaHic; may over but these arts of understanding remain in one form or another inclisen:Ible men and women to win knowledge of the world around them of themselves in this world and to use that knowledge vvith wisdom. unHunx:. men and women can free themselves from the wantonness of and the narrnwness of beaten Under their men and women can acquire the habit of listening to reason. A conceived liberal arts curriculum cannot avoid at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The g:roup meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to a:round pages of but may be much shorter if the text happens to be particularly difficult. The seminar begins with a asked by one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not to the leaders. They do not raise their hands for to be heard, but enter the discussion or owithdraw from it at •Nill. The resulting informality is ternth e use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most to the most gene:raL The reading of Thucydides, for example, is almost certain to elicit a discussion of war and and to to the surface the students' and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over suggested by the reading, but bearing only indirectly on the text itself in the minds of the In the coffee shop after seminar, students from different groups compare the points made in their discussions. CU.TPCC,An Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the or their relation to the opinions of others. m their interplay with one another, the students learn to proceed with care, keeping to the topic and t:rying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the p:rocedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different . Such progress in learning together may be crovvned by sudden insights on the part of a few of the seminar members, or occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of the argument," of the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question :remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative deVlces by which the discussion is kept alive. A seminar may also degenerate into xather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. {ST. JOHN'S Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" It is to guide CUC•vUoo••UH. to keep it moving, to raise and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question But the leaders may also take a definite and stand and enter directly into the argiclment. If they do so, however, they can eiqiect no consideration. Reason is the only recognized authority. ConsequentaJI opinions must be defended with reason, and any single opinion can only by general consent. The aim is always COLLEGE} 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, and submits an essay 011 some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �{THE CURRICULUM} THE PRECEPTORIAL F or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. {ST. JOHN'S COLLEGE} Listed below are some of the preceptorial subjects offered on the two campuses in recent years. ~~~.~~I?;~.~.r..:..1!.e.Z.r:~.r::.~~.!.Z."!~ . . . . . . . . . . . . . . . . . . . . ?.~~.~IP.1..~.~ ~~ii.~.~.5.5..i.?1.1.~. 1.~.~. Y.~~.11.~.~~5. . .. !.?!'.~~:. .l!.l!.sse.8.................................................................. Saussure: Course in General Linguistics ................................................................................................................... !l.~~~~I?;~. ~1.1. ~~?.'.!.5..11..~~.~?.1.1~~~11..5................... Aristotle.:.~e.t.{/,_.f.~!..~.i.cs Darwin: Natural Selection Plato: Republic s.~~~-:.J!e.~Tl:.~.{l_.~~.1Y°.r.~i.~~Tl:.e..8.~. . . . . . . . . . . . . . . . . Galileo: Dialogues on the Two Chief World Systems ...................., ... .S..~~~5.P~~.~:. s~~~~~.~.~.~1.~Y.5...................................... T.S. Eliot: Selected Poetry Bosch and Bruegel ····························································· 1.':~~:. <:~Z.t!'!,1!:.e..°.!!r:~"!~':t. . . . . . Hobbes: Leviathan ...................................................... Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in . . .~Z.e.~~Z.~i.t!..~':?:.ll!r::~~~~Tfl . . . . . . . . . . . . . Ethical Problems in Medicine ......................................................................... ........................... ~~~~~?~~.:.Tu:.i:z~~i.?fthe.!.~°..~ ....... THE TUTORIALS T he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and '.·<'insight to their fellows. Other tutors often 1 attend, seeking to learn about a particular ' :\'' subject that they may later teach. Writing assignments are normally .made in all classes: mathematics, music, )µid laboratory sections, as well as in lanage tutorials. The students are thus ed upon continually to articulate and anize their thinking in both the writand spoken forms. · ation in higher education has led found neglect oflanguage skills. As is separated from country by the 'er oflanguage, so profession is sepafrom profession by technical jargon. a:rily, the language tutorial attempts edy this condition by training in the 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied.i:;onnotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed ·with greater than the seminar permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The ends with and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read - Racine's Phaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du JWal. Its immediate object is the understanding and of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. \Vriting assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is then, that students should come to dislike mathematics or to think of themselves as unmathernatical. It is equally regrettable that competent mathematicians are often unaware of the philosophical upon which mathematical equations and formulas are based. Mathematics at SL John's is studied as a liberal <>.rt, not separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that access to others and analogies with them. Theie are tivo main reasons for ing mathematics. First, it pervades our modern world, perhaps even defines it. 'I11erefore anyone who means to criticize or to resist or cooperate with this world, not only must have some familiarity with the mathematical methods which The second main reason for studying concerns the mathematics tutorial more specifically. Since mathehas, as its name implies, a particuclose connection with the human for learning, its study is especialin helping students to think what it means to come to know COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of ima~nation, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: "Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its pToper beginnings and ends? "What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constltute a language? Are there "mathematical How might the discoverer of a particular theorem have come to see it? By means of such which grow out of the work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his cessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {ST. CURRICULUM} the mathematics tutorial at St. John's and the course in mathematics. a mathematical motions, but he gives more than that: His work is both an exam- and religious readings that are taken up in the first and In the second year, the students continue the of ti on of the very tTeatment Descartes marks the of modern mathematics. After this which pre- sents the conic sections in form. thus gain a.c'1 understanding of algebra as the art" in In the third year, calculus is studied both in its modern form and as Nevvton it in JY!athematica. This is folan examination of Dedekind's of real numbers, the endeavor to arithmetical foundaa tion for the calculus. The students then to take up i.ts return to Ne-wton's treatment of astronomy, in which NeV1rton heavenly and under one law and metric astronomy with a in which orbits are determined force. The mathematics tutorial is both an introduction to and a foundation for the study of the philosophical outlook of the modern wodd. In the fourth year, the reading of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of as well as on the nature COLLEGE} 15 of the geometric art as a whole. Seniors also of rel<>,Jccu..'"''"''co our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a of classic beginning close with Giotto's frescoes and with Picasso's Les Demoiselles d'Avignon. THE into heliocentric next take up the Conics of JoHN°S Musrc TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The of music at St. John's is not directed toward performance, but toward an understanding of the of music. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal music was based, for them, on the ratios among whole numbers, In , the music program at St. John's aims at the once a week to and its notation. takes place the second semester the students some of the great choral sophomore year, a tutorial meets three times a week. Besides the singing, the music tutorial :reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoiic, and poetry. On the other, it is a unique and self-sufficient art, which has its roots in nature. real textbooks. In the second semester, at least one analyzed Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. G1oup discussion of a work of music, as of a book, facilitates and enriches the understanding of it" �16 {THE {ST. CURRICULUM} THE LABORATORY hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the Sc John's program and one that the college takes care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last t-wo years of the program exhibit the far-reaching that flow from it, and these could not be appreciated without the first two years, which cover the Homer to Descartes. .Modern mathematics has made possible the of natural phenomena on an immense scale and has prnvided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast of conceived the great thinkers of the seventeenth century. They are based on a mathematical tion of the universe, which transforms the universe into a great book written in mathematical characters. Liberal is concerned ·with the artifices of the human mind and hand that us to relate our to our understanding. For this purpose, St. John's has set up a laboratory in the natural sciences, wherein characteristic and related of biology, and are pursued. There is the art of measurement, which involves the analytical of the instruments of observation ancl measurement; crucial experiments are · the interof hy-pothesis, theory, and fact has to be carefully scrutinized. All of this is sup- JOHN'S COLLEGE} 17 by the mathematics tutorials, which provide the necessary understanding of mathematical techniques, The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration reqnire different methods and techniques, but the integrity of scientific pursuits sten1s from sources common to all intellectual lifeo Tx-rn ORGANIZATION OF THE LABORATORY WORK The program is mined three considerations relevant to the liberalization of the of science: (I) The scheduled experimental work must be combined with a full and free discussion of the instruments and uH,'P'"o involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in assumption, and observation. Thus certain integrated wholes of subject matters a.re to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a matnre understanding of the sciences called teen to suteen students under the guidance of a tutor, with the help of more advanced stndents as assis- ,,v,,,,uvu session may be used and discussion of theory, or for both, as the the discuss10n of a classic paper or other related to the at hand; of Aristotle, Huygens, Newton, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the pmpose is to achieve an intimate mixture of critical discussion and �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surroundingworld. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry -~-~r.ix~~ .............. Topics in physics: mechanics, optics, heat, electricity, magnetism .4.!.1.1..Y.~~---·· 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology {ST. CURRICULUM} JOHN'S calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this ·determination. T1lE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional ijivisions of physics, such as mechanics, ·hptics, and electromagnetism. Through~ut the year, experimentation is accompabled by the reading of important original zwrltings by Galileo, Descartes, Huygens, !Newton, Leibniz, Carnot, and Maxwell . .be mathematical tools of physics are to ~be put to work in the laboratory at the ~ame time that their rigorous develop:~ent is pursued in the mathematics tuto• As the tools of the calculus become lable, the emphasis shifts from a ect, qualitative description of force, eleration, work, energy, and potential ds to their reformulation in terms of • ative and integral; at the same time, physical concepts serve to illustrate mathematical ideas. The concepts of hanics are to be used to formulate native theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE CURRICULUM} THE FORMAL LECTURE T he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. {ST. JOHN'S LECTURES AND CONCERTS Tbe following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, "James Madison and the Bill of Rights" Robert Goldwin ~·Morality, Aristotle, and Liberal COLLEGE} 21 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Parable of Don Quixote" Joe Sachs olution and Development" T.Bonner ess, Reason, and Recantation to'sPhaedrus" a Nussbaum "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE S T . J 0 H .N ' S L I S T 0 F 23 CURRICULUM} GREAT B0 0 K S he list of books that serves as the core of the cmriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than tv\To thousand years of intellectual form the background of the first two years; about three hundred years of history form the background for almost DA.rice as many authors in the last two years. The first year is devoted to Greek authors and the:IT pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance the third year has books of the seventeenth were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not a historical approach to the matteL The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. h invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the Those listed here are read at one or both campuses. Books read in seman asterisk. inar are FRESHMAN YEAR *Homer: *Herodotus: ''Plato: Aristotle: Euclid: '''Lucretius: *Plutarch: Nicomachus: Lavoisier: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus 'f Poetics, 'Physics, '' lVletaphysics, *Nicomachean Ethics, On Generation and Corruption, 'fPolitics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.r Thomson, Berthollet, J.L. Prnust SOPHOMORE YEAR 'The Bible ''De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Miss a Papae Marcelli Essays ''Introduction to the Analytical Art" �24 *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE Novum Organum ''Richard II, *Henry IV, *Henry V, *The Tempest, 'As You Like It, ''Hamlet, *-Othello, *Macbeth, *King Lear, ''Coriolanus, Sonnets Marvell, Donne, and other r6th- and 1rth-centmypoets Geometry, *Discourse on Method Generation of Conic Sections St Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms YEAR ''Cervantes: Galileo: *Hobbes: ''Descartes: *Milton: La Rochefoucauld: La Fontaine: ''Pascal: Huygens: *Eliot ''Locke: Racine: Newton: Kepler: Leibniz: '-Swi_ft: *Hume: ''Rousseau: ''Moliere *Adam Smith: "Kant: ,, IVIozart: ''Austen. Dedeki.nd.: {ST. CURRICULUM} Don Quixote Two Jllew Sciences Leviathan Jl1editations, Rules for the Direction ofthe JV!ind Paradise Lost Maximes Fables Pensees Treatise on Lighi~ On the Movement ofBodies by Impact Middlemarch Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica Epitome IV * Monadology, *Discourse on Metaphysics, Essay on Dynamics, ''Philosophical Essays, and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin oflnequalfry JoHN's SENIOR YEAR *Hamilton, and Madison: Darwin: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of America, ,. Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Lobachevsky: Democracy in America ''Tocqueville: Selected speeches ·'Lincoln: Philosophical Fragments, Fear and Trembling *Kierkegaard: Tristan and Isolde Capital, Political and Economic Manuscripts of 1844, ·'Iv1arx: The German Ideology Brothers Karamazov *Dostoevski: War and Peace »Tolstoy: The Adventures ofHuckleberry Finn *Twain: Selected stories *O'Connor: Psychology, Briefer Course *William James: *Nietzsche: Birth of Tragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis Poems Booker T. Washington: Selected writings The Souls ofBlack Folk Du Bois: *Heidegger: vVhat is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan The Electron *Conrad: Heart ofDarkness *Faulk..ner: The Bear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schroclinger, Bohr, de Broglie, Driesch, 0rsted, Boveri, Sutton, Beadle & Tatum, Sussman, \Y.!atson & Crick, Jacob & Monod, Wealth ofNations Critique Don Giovanni Toni]ones COLLEGE} 'These authors or works are read in seminar. The odzers are distributed among the tutorials 25 �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS History and Social Science Freshman Yea]_' Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadi-o Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther IVIontaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot lVIoliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau AdamSn1ith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S. Eliot Twain Conrad V. Woolf O'Connor 1Vlelville Faulk11.er Hegel Kierkegamd Nietzsche W. James Heidegger Plato Hegel Marx Documents from Ainerican political history Tocqueville Lincoln Supreme Court opinions F. Douglas B. V/ashington DuBois Hamilton, Jay, Madison Faraday Lobachevski Rutherford lYiinkowsk.i Davisson Driesch de Broglie Homer Aeschylus Sophocles Euripides Aristophanes Sopho:moye Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Year Junio::r Yea:T S.enio:F Yea:!_' Sc John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their Instead, learning is a enterprise carried out in small groups with persons at different working All ""·'vc.uco in a class are expected to prestudying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and teachers, the tutors? First of all, should be good able to ',rnnnTtcmt issues that will engage the and imaginative powers of their students. Next, must be USiteJJters, able to determine the difficulthem to t Mathematics antlNatuxal Scien!:e Philosophy and Theology Litexature ACADEMIC Music MaTiotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Viete Leibniz Huygens Dedekind D. Bernoulli Faraday Ma..-,,._rwell 0rsted 1\.niphe Mozart Mendel \Vagner J. J. Thomson Bohr lVIillikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & lVlonod themconversations at St, John)s RDER} 27 themselves to lead language tutorials translations from or Racine. The advai.-itage of this fox students is that they are under the guidance of active learners who will not parry their far-ranging questions with the that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are tempted to strive for greater comprehension of them. Some tutors do find rime to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either t\Aro tutorials or of one tutmial and a section, and are continually teaching their colleagues and learnfrom them. It is important that tutors have time to probe more into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious Between sabbatical leaves, faculty study groups are set up, Leaders of such groups are son-1etimes relieved of part of their teaching duties. The groups engage in a thorough study and exploration of a chosen themselves or the Instruction Committee of the Scholars from other institutions may join the group for certain peTiods. Although the under may not be related to the St. John's curriculum, the work of the study groups opens new for at St. John's. �{THE 28 ACADEMIC THE LIBRARY he books chosen for study at SL John's are collected in the best editions and translations that can be obtained" These works form the basis of the collection, with additional volumes servrng as sources and representative wmks in the fields of learning. are most extensive in philosoliterature, and the history of science. also newspapers and ivLu<,dJ.o. audio-visual materials, multiof some seminar readings, and comother smaller collections" A mittee assists the librarians with collection clPuPllr.-c,rnPn7 The Greenfield spaces as •Nell as computer ternnnals Wlth access to the , other JOHN'S SCHEDULES THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction" It also advises the presidents on appointments to the The committee consists of the deans and twelve tutors, six elected the tutors on each campus of the college; the sit with the Instruction Committee ex officio" The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings" {STo ORDER} library databases, and the Internet" The Music Library in Mellon Hall contains scores and recorded music" The Faith and John Meem Library in Santa Fe in r9900 The now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student at a given time, including two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes" The library also houses a student computer laboratory, and provides terminals for accessing electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early o:r first editions of works read in the program. Annapolis has the Bray Collection, dating from r696 and known as the "first in America," as well Collection of signed and as the inscribed books, The Witter By11ner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettr,?So In addition, the Santa Fe and alumni r:rn 0DtcanD1ns and the Holtzman Music Collection, the most distinctive _ark of St" John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate This may be the week when all freshmen are learning the Greek or the weeks when are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the uH u11<:m.m110 for liberty in Pericles' funeral oration. Thus all students, having a eommon program of have a common ground for conversation" A 29 COLLEGE} Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students" The language, mathematics, and music tutorials each meet for three-andone-half hours to fou:r-and-one-half hours per week" Freshmen, juniors, and seniors spend up to six hours each week in the laboratory" Two evenings, from eight to ten, all students attend a seminaL A formal lecture or concert is given once a week Sixteen to nineteen hours per week are spent in regular classes" The year is divided into two semesters of sixteen weeks each. SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY WEDNESDAY THURSDAY Language Language Mathematics Language Mathematics Laboratory Laboratory Se1ninar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics FRESHMAN SCHEDULE, SANTA FE MONDAY Mathematics TUESDAY Chorus Seminar Seminar Fonnal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS "~""~~~,, in Annapolis and each semester in Santa Fe, all freshmen, and submit essays to their seminar leaders on some aspect of the liberal arts, These essays are based upon books in the program, ORAL EXAMINATIONS Toward the end of each semester, oral examinations are helcL These are conducted the seminar leaders, The students and on the texts have read or the paper they have written and on their critical and ~muvHo, It is not the much students remember, Students are to consider the clifferent paxts relation to each other and that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is before the winte1 vacation, and for ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary and trigonometry, Review sessions are offered, THE FINAL ESSAY AND ORAL EXAMINATION In the senior year, the student is to present to the faculty a final essay related to some aspect of the four years' work It is not intended to be a of ized research, but rather a sustained performance in the liberal arts. Four weeks at the sta1t of the second semester are reserved for essay this the seniors attend no classes, If the final essay is approved the faculty committee to which it has been the student is examined about it the committee in an examination, 'No is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's {ST, JOHN'S ACADEMIC STANDING ecause St. John's classes are small and intimate, and because students participate tutors are aware of their students' progress from to The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and COLLEGE} 37 time students are seniors, it is assumed that can evaluate their own and there is no don mg unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory the student may be placed on academic with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary is one semester. LETTER GRADES scheduled college exercises is A record of absences is kept, record is taken into consideration there is occasion to determine Students are not to work for grades, but to their powers of understanding, Therefore, ·within the colgrading is not of central Students are told their grades request, The tutor's ment of a student is rPnorrc•r each semester as a conventional letter A, B, C, D or F, where C indicates that the work is at a level. Such a grading system is necessary for students who wish to enter or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the SOPHOMORE ENABLING tutors repo:rt to one of the semion the students' work during '"''"'""'tP·•" the students are then invit1. n!ZD101Jla to then tutors' reports and are not reported or year, conferences replace don rags, In stutheir uwn work, and then comment on that report, By the enabling :is a review the 'With the advice of all the tutors of of the student's learning during the two years spent in the The they have written a essay, a_nd then only if in the judgment of the Instruction Committee they are prepared for the work of the final two years. In pa!ticular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T ··················································································································- he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 20.8% are in business or business-related occupations; • r6.g3 are in teaching or educational administration; about two-thirds of these work in colleges or universities; {ST. ORDER} • r6. 7% are in communications or the arts; • 9% work in the field oflaw, with most in private practice or the judiciary; • 7.6% work in computers/sciences; • 7.5% work in the health professions, mainly as physicians; • 63 work in social services, including counseling, psychology, social work, and the ministry. • r5.5% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JoHN's DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee fol' permission to present themselves as can"' didates for the degree. They must then. submit a thesis on a topic approved by Instruction Committee and stand for oral examination upon it. The topic m have some bearing on the understan · and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from pollege graduates with diverse educationand cultural backgrounds and with vard interests and professions. EGREE OF MASTER OF RTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and disg with others the great books of the n tradition. The readings are orgato five segments: Literature, Polid Society, Philosophy and Theolothematics and Natural Science, and . ·Students must complete four of 've segments to earn the Master of Liberal Arts degree (thirty-six er credit hours). These segments ogether constitute a closely interogram of study. s are small and based on discusssic texts, but differ in signifiThe heart of the curriculum is in which fourteen to twentyengage in a discussion inititor's question about the · g. In the tutorial, a slightly of students (twelve to sixmore intensively on smaller , either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools, and is approved for teacher recertification by the New Mexico and Maryland State Boards of Education. �34 35 THE LIBERAL ARTS CURRICULUM*'·' DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS LITERATURE PRECEPTORIAL (examples) p RE C E PT 0 R JAL (examples) SEMINAR Montesquieu: The Spirit of the Laws Shalcespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Emipides: Hippolytus, Bacchae, Electra Aristophanes: Frogs Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR TUTORIAL Chaucer: Canterbwy Tales in Middle English., Shalcespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RI AL (examples) Cervantes: Don Qui.xote Joyce: Ulysses Virgil: Aeneid Eliot: Jldiddlemarch Dostoevski: The Brothers SEMINAR Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue 011 the Two Chief IVorld Systems* Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories* SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic A_ristotle: Politics' Machiavelli: The Prince Locke: Second T!·eatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic !'.1anuscripts of 1844* Euclid: Elements* Lobachevski: The Theo1yof Parallels·' Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements ofChemisay Maxwell: TlzemyoJHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans TUTORIAL Aristotle: Nicomac!zean Ethics'' Thon1as Aquinas: Treatise on Law'l- Hobbes: Leviathan,,_ Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Augustine: Confessions* Thomas Aquinas: Summa Theologica 4- Kant: Groundwork of the il1etaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Aug·ustine: The City of God*' Vico: The New Science* Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy ofHisto1y ,. Marx: The German Ideology Nietzsche: Uses and Abuses of Histo1y for Life Dilthey: Ina·oduction to the J-Juman Sciences* Collingwood: The Idea ofHistory* Strauss: Political Philosophy and 1-Iistor:;/ PRE C E PT 0 RI AL (examples) Tolstoy: Wc1r and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Orzg·ins of Totalitarianism **Readings may differ slightly betvveen the two campuses * Selections Federalist* Selected U.S. Supreme Comt Decisions Tocqueville: The Old Regime and the French Revolution* PRECEPTORIAL (examples) SocmrY Tacitus: Annals'{· TUTORIAL J(aramazov POLITICS AND Thucydides: Peloponnesian War* Livy: Early Hist01y ofRome* Polybius: Histories* Plutarch: "Caes31"' and "Cato the Younger" Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Futlffe Metaphysics Nietzsche: Beyond Good and Evil" _,._,,,__he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised thoughtful human beings in the rich traditions of the East. Its course of consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial rn either Sanskrit or classical Chinese. In the seminar., fourteen to twenty-one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students either Sanskrit or classical Chinese. The is not mastery, but rather sufficient familiarity with the elem en ts of the languages to gain some into their structure and to trans- late selected short passages from classical texts. In the preceptorial, to twelve students study a single work o:r theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the rnther than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �---------------------------------~··---······~·· 36 37 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRJNG SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius* Tao Te Ching• T'ang Poetry Mencius* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna* Bodhidharma, Zen Teachings Hui-neug, Platform Sutra ofthe Sixth Patriarch Sei Shouagou, The Pillow Book Dogen, Shobogenzo Basho, The Narrow Road to the Deep North !Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloud Messenger) Rig Veda Brihad-Aranyaka Upanishad Katha Upanishad Ishvara Krishna, Samkhya Karika Kapila, Samkhya Pravachana Sutra* Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refutation ofInference), and Prabodha-candrodaya (Rioe ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarkabhasa (Exposition ofReasoning) Jaimini, Mimamsa Sutra Kumarila Bhatta, Slokavartika Kanada, Vaisesika Sutra • Manavadharmasastra (Institutes ofManu) Kautilya, Artha-sastra KamaSutra* Bhagavad-Gita Abhinavagupta, Dhvanyaloka' Mahatanhasankhaya Sutta Mahaparinibbana Sutta PRE C E PT 0 RI AL (examples) Mahabharata The Pali Nikayas (Discourses of the Buddha)• Shankara Wu Ch' eng-en,Journey to the West SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius,Analects, Great Learning and Doctrine ofthe Mean Chuang Tzu, Inner Chapters MoTzu• Mencius* Ssu-ma Ch'ien, Records ofthe Grand Hiotorian * HanFeiTzu* Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra and Heart Sutra Hsiin Tzu• Nagarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, Madhyantavibhagabhasya, (Commentary on the Separation ofthe Middle from the Extremes) Badarayana, Vedanta Sutras with commentary by Shankara Ramanuja Madhva Chu Hsi, Learning ofthe Sage Wang Yang-ming, Instructions for Practical Living PRECEPT 0 RI AL (examples) Early Buddhist texts Pre-Confucian texts Ts' ao Hsiieh-Chin, Story ofthe Stone Ssu-ma Ch'ien, Records ofthe Grand Historian PRECEPT 0 RIAL (examples) Murasaki Shikibu, The Tale of Gen;i' Contemporary Japanese fiction *selections FoR ADDITIONAL INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office · St. John's College )?.O. Box2800 Annapolis, Maryland 21404-2800 41:0-626-2541 ;pdm@sjca.edu ,~.sjca.edu uate Admissions Office ohn's College Camino Cruz Blanca ta Fe, New Mexico 87501-4599 ~,g84-6083 ·ss@mail.sjcsf.edu .sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and lighthearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe are organized by the Student Activities Office (SAO), which is responsible for ,pl'oviding instruction and equipment. ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State Maryland. Its population of 50,000 le is occupied principally with the ernment of the state and of Anne ndel County; with the training of shipmen at the United States Naval demy; with the fish, crab, and oyster stry; and with the sailing and recreactivities of the Chesapeake Bay. e campus of thirty-six acres lies in istoric district, adjoining College k, one block from the State House oss the street from the Naval Acadyard. The fifteen buildings include .century historic homes (now class, offices, and a dormitory), rgthVictorian structures, and 2oth-cen. dings designed to complement er ones. There are six student dores, offering single and double community of students has govtself since r945 with elected offidelegates representing each dord the off-campus constituency. Polity representatives, called Council, meet once a week ests from students for funds, students of their responsibili- sTu D E N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 {ST, JOHN'S COLLEGE} {RESIDENCE & places to develop specific skills, The college's Mitchell Art G:ciJlery specializes in circulating exhibitions by artists of major stature, Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West, Lectures and discussions are scheduled during each show, An e:xlribdisplays work by members of the community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of for St, John's students, Vanous artists teaching in their fields of specfalization conduct classes in drawing, and pottery throughout the year, Materials and tools are furnished without charge in most cases, come in several varieties. The John's Vlaltz Committee arranges frein the Great Hall, ":;,Hccu.u~ and big-band swing music These include the Halloween Masked e-mail, printing out papers written on computers, and the World Wide Web, Individual computer stations also are available in the The:oi.ter life is active, The stage one or two classical a year, perform one or two modern works, several one-act Recent have included The Winter's Tale, The Nature and Purpose of the Universe, The Midlife Crisis of u'"fl:""'·'"' and The Tempest, weekend, the student film club presents and domestic films - the classics of cinema art. The selection is eclectic: recent have included Reservoir Dogs, Potemkin, Citzzen Kane, and The Seventh Seal, There is also a spe- cial winter film series on Music is pursued in groups and irnliV1dVoice and instrumental ensembles train new members and at collegia at the end of each semester, The Small Chorus has recently concerts featuring Fauxe's Requiem, Schubert's Mass in G, and early vocal music The arranged on campus ox in town. Individual artistic exnnes>aon rime for to work. Permanent facilities., such as the art studio, ceramic studio, Cotillion, and Commencement Rock are held regularly in Shop members of the Jtmior Reality Weekend, begins and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, historic tours, seafood, the Naval hiking, cycling, state government, political work, community serD,C., vice groups, and so on, and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules to both cities to attend plays and films, as well as for individual explorations, ATHLETICS The college an extensive intramural sports program that includes team co:mi:)et1t1,on in soccer, football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This and very popular program, for both men and women, is a of the college's extracurricular life. students abandon athletics when they enter college because find programs for only the select few, At St. John's, are able to rediscover the joy of amateur athletics in a welcoming setting, between intramural teams is but also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aiki.do, yoga, tai chi, dance, and aerostaff, and bics, Alumni, even parents Located at the confluence of the Chesapeake and the Severn River, ,~H""'"'~" is synonymous with ·water sports. The Boathouse, one of the loveliest in the mid-Atlantic serves as headquarters for an active cTew program, rowing and axe very �42 {ST. JOHN'S popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from r4-foot lasers to a 37-foot Heneschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6rn by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the of New Mexico in Albuquerque. Sixty miles to the south, Albuquexque provides the attractions and conveniences of a city of 500 ,ooo people. The campus of 250 acres lies in the southeast quadrant of the two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student centeT, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which serve as a smaller comof friendsvvithin the college. More '.than half the rooms are singles. The othe:ts are designed in suites of two or three each student with the of his own quarters and, at the time, close companionship with a . ..,."uvw student. The eight dorm suites five rooms. Students living dorms are responsible for all .v"'"'""1" in their rooms, bathroom, and ·''~N,,,UH.vu room. The director of residential students arrange to live with who share similar opinions about music, and so on in a dormitory STU.DENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine .Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's aTt which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The JWoon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given students the Collegium Musicum. Formed to stimulate musical activity on campus, the association members of the college with an to perform before small, receptive audiences. this students and faculty who insrruments or who sing can find teachers and fellow musicians with whom to The St. John's Chorus and the small chorus also give recitals. The numerous keyboard instruments, including two grand and a for student practice and Practice rooms are available in the Fine .A:rts Building. The St. John's Film students to a wide variety of classic and current films for the college every .,,., u ' " i;n students are attracted to the town of Santa Fe its crafts, music, theater, and visual arts. Others have participated schools, countion, or other local activities. buses near the campus, proto tuwn. Most students come to St. John's with definite interests outside the scope of the progTarn and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on concerns, and slide shows on axt on-campus activities, as are groups in such languages as Latin, German, and Hebrew. Thorne students support toward fulfillment of medical school meI months, or afteI COLLEGE} rock parties, and such :regular events as the Octoberfest the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Re<JJi1'J V!eekend occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a and athletic cu1rn1c1.>uv11 ATHLETICS Like the Santa Fe campus encourages all students to in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, two racquetball/squash courts, aw.ellweight room, men and women's locker rooms, and a large outdoor ment :room. The student outdoor programs office, the director's office, and a small outdoor resource located at the new. center. The college offers students, staff, and alumni a outdoor recreational Student interest usually determines which sports and outdoor programs are offered, There are organized tournaments for basketball, badminton, table-tenindoor and out·~··~"u,..,. There are also tennis, to swim and softball, and Ultimate Frisbee. The college also supports a Karate-Do program Jorge .A.:igla, 5th Don. Dependclasses are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater canoeing and dov,mhill and cross-country skiing, snow shoeing, and fishing. The Outdoor Programs office organizes extended river each fall and spring in the surrounding Southwest. The de Cristo Mountains {RESIDENCE & carnp1mg and hiking. Students can join the St. College Search and Rescue rream and learn back-country skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages a year. The athletic and outdoor program office students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and axe just a few of the items available for check-out, The does not participate in for"v~~""'''~ athletics and there are no scholarships awarded. The uu"'"''a"'" that the college places on the growth of students and faculand the absence athletic curricushould not be mistaken fo:r disdain of HUCOO,CV,<o STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no exist. Many tutors and students attend church or synagogue in town. It is customary for ext:racunicular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and the students need for their classes. It also maintains a stock of books related to all of the program, and books of more gener- �46 {ST. JOHN'S al interest. It is operated without profit. Both campuses maintain compute:r labo:ratories for student use, providing free access to wo:rd processing and Internet services, including e-maiL PC and Macintosh computers are available in the laboratories and in the library. As suppo:rts for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are to live in the college dormitories and to take thei:r meals in the college dining hall, unless they apply in writing to and obtain from either the assistant deans or directors of residential life to live off-ca_mpus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may he available for manied students durthe academic year. Such students should check with the appropriate Aclmissions Office about the availability of housing on campus or in the local community. Room is the of the assistant deans in conjunction with the directors of residential life. Retmning students have the privilege of drawing fo:r rooms before leave for the summer vacation. fo P~.UUl!JlJllo students are not ted to remain in residence during winter or spring vacation. In Santa Fe, students are not to remain in residence {RESIDENCE COLLEGE} during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining halL INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and communities, there is no separate office designated for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with :respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying and for internship opportunities • a.ssistance with resume-writing and other job-search skills • access to a national alumni career network 0 & • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's website SL John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT LIFE} 47 rules and regulations promulgated in the Student Handbook annually the college. SL John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons a:re flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE Health Center on each campus of health services for students. Counseling services are available on campus. These services free of charge or provided at low cost. OF RESIDENCE order and the well-being of each make necessary certain rules of governing the use of dormitorules have been decided upon Every entering student is of thern, and returning upperare reminded of them each falL is inseparable from the unal life. The building of a good requires the faculty to show for the individuality of each stustudents agree to abide by the o.u111unu:irrv The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and fm:niture that have been damaged normal wear and tear. damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 { SITE ANNAPOLIS PLAN} {SITE MARYLAND SANTA FE, PLAN} NEW 49 IVIEXICO COLLEGE CREEK SOCCER LOWER PLAYING FIELD FIELD BOATHOUSE e··· ~~~::;, 7 HEATING PLANT UPPER PLAYlf<G FIELD STUDEl~T ACTIVITIES CENTER l~~ TENNIS COURTS '""~\\\ '~ SUITES Ll '---------~ ~------------ COLLEGE AVENUE L---~ APARTMENTS \ �iii.¥ 1m; {ADMISSIONS} """'"'1!!1!iF'"''<lllhe standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and believe they can take pleasme in it. In writing their application many determine their own appropriateness as St. John's students; others · _eliminate themselves as applicants, decid.1ng that their interests and those of the e:allege do not coincide" Thus, for the select themselves" Some whether an applicant has preparation and ability to lete the St. John's progran1 satisfac. The Admissions Committee - five and the Director of Admissions on mpus - regards the application as a question from the applicant: "Do ink I am to profit from the of studies at St. John's?" previous education, their St. John's, and their with books. A number of are suggested. The essays to enable to give a c,wvv;>iu"- 51 full account of themselves. They can tell the committee much more than statistical records reveaL Next the committee considers the applicant's academic achievement and promise" Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St" John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scoreso The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or any other factors unrelated to the work of the college. The application asks a minimum of data. Need for financial assistance does not affect the committee's decisions on admission. St" John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 450 undergraduates" The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and Januaxy. Occasionally, there may be a class on only one campus. New students are enrolled only as freshmen; typically w3 to r5% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St" John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �52 {ST" {ADMISSION} graduate a year earlier than if they had postponed their entrance until the following fall" The January class is of particular interest to students who come to St" John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter Sto John's immediately after the first semester of their senior year of high schooL REQUIREMENTS FOR ADMISSION ost have a strong background in academic subjects" Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science" In addition to the tion essays and school xeport, each applicant must present of any work and two letters of reference, one from a teache:r. In exceptional cases, certain of these may be waived, or additional information may be SAT or ACT test scoxes are not normally students must have followed a pre-university course of and must submit the following documents: Io A Sto John's application form essayso :20 Two letters of reference, at least one of which must be from a teacher of an academic 30 An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (eogo "A" Levels, International Baccalaureate, and so on)o This must be accompanied by an explanation of the grading system used and an English translation of records in other languageso Lf· Test results from: ao The Student Assessment Test (SATr) or the American College Test (ACT). bo The Test of English as a Foreign Language (TOEFL), if the first rnooi-, '"'~'' c JOHN'S is committed to maintaining its low student/faculty ratio (8 to r)o In order to meet this commitment, the number of students in each freshman class is carefully controlled" Candidates for admission are advised that applicants who meet the suggested deadlines (see below) !ffe in a better position to secure places in the entering classes and consideration for financial assistance than those who for fall classes should be SL John's College's test code numbers for the Entrance Examination Board (SAT and TOEFL) are: = 5598; Santa Fe = 4737° The American College Test Santa Fe = 26L,c9 PROCEDURE John's College is one located on two campuses Although initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole" On inquiry, students receive a statement of the St" John's College program, an for admission and recommendation forms to be completed by schools and references Applications may be submitted as as the second semester of the eleventh grade, L who is not a graduate" Such students must be well from the college progxam and must either submit the results of a test (SAT, ACT, or PSAT) or a GED cextificate. A campus visit and interview are imp ortant in such caseso INTERNATIONAL STUDENTS St. John's is autho:rized under federal law to enroll foreign students" In order to be considered for admission, international 0 53 Because the college welcomes all serious there is no application feeo Students should submit their application to the Admissions Office on the campus they to attend" Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and the appropriate Admissions Office of their intentions as soon as iS 11 Ot £.ll.gHML TEST CODE NUMBERS COLLEGE] the greater their cuJ'""uuu of acceptance, applito enroll on either in the entering class, approved applicants must submit a deposit of $:i50 to the Admissions Office on the campus at which their applications were processed, together with a statement the campus they wish to attend, Once the deposit has been submitted, the campus preference may not be changed except as noted below" Deposits are nonrefundable, except as noted below, and are to first semester tuition and fees. Deposits are on a first-come, first-served basis until the available tions are filled" the fall classes fill so while there is time to consider offers of 2odmission from other institutions, the earlier a decision can be i·eachecl, the betteL classes fill the end of December. Students who submit the end of the first week of fall term) or December 3r term) have a significantly higher chance ,,V,JHo'v''° in the entering classes than those who submit deposits latero If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following r) the may be transferred to the other �54 campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptabk FINANCIAL {ST. {ADMISSION} Arn The college endeavors to meet the full demonstrated need of enrolling students financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is ex_hausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FA.FSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial P.~d Application with the Admissions Office as soon as possible. Students who their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of ~~,,,, ,,,,~ all the aid for which they tha_n those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Registrar's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I . All such transfers are subject to approval by the cleans of both campuses and will be restricted if a very large surplus in one direction or the other could pose for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, 2r404.-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 875m-4599 (Phone: 505-984-6060 or 800-33r-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a World Wide Web site: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. CAMPUS VISIT I is best for those who ~re considermg attendmg St. John s to see the. college for themselves. It is nr•ob:aDJY wise to get first-hand advance knowledge of any college one be thinking of attending, but it is especially t JOHN'S wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important of the program, meets on Monday and Thursday evenings, student visitors normally on campus from Monday to or from Thursday to Friday. If arrangements make these time periimpossible, the visitor may telephone Admissions Office for special help. calendar in the front of the catalog be checked to make certain the planning to visit should tele(r-800-727-9238 for Annapolis or for Santa Fe) or write the .,,~'""'°"rn''" Office giving the dates (and they have selected. It is also for the Admissions Office to the approximate time of arrival. n the reservation is confirmed by hone or letter, the visitor will be told eminar reacling. If it is necessary to el the visit, the Admissions Office 1be notified as soon as possible. only expense for visitors is trnnson. Theyvvill be provided a room in 'tory and meals in the dining hall St. John's students dress ~lly for tutorials, but more formally ar and formal lecture. The semiadings usually can be located in COLLEGE} 55 inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located SL'Cty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES he college believes that qualified applicants should not be denied the opportunity to attend SL John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent within the limits of the college's resources. With very few exceptions, financial aid awards on the basis of need. are made A. The following underlie St. John's financial aid program: L The for education hes with 2 The income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or n,1rr-trm and will be offered to all students as a that combines one or more fOTlTJ.S of aid. 4- In with the that students should contribute to their edut:ational expenses, is, in most cases, the first component of a financial aid awaTd. At St. John's, consists of a and an educational loan. 5. Financial aid is not renewable; ratheT, students each year they wish to be considered for aid. 6. Students financial aid must meet the criteria for satisprog:ress in order to retain their award (see page 57). _,_.__ {ST. AID} 7. Financial aid awards a:re made in accordance with the provisions of Title IV of the Civil Rights Act of :r964. and Title IX of the Higher Education Act of 1980, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. C. Non-HS. citizens applying for financial aid should note the following: Applications are due by March I from enrolled students who aTe returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the Scholarship Service's form should be filed at the earliest date possible in accordance with theiT guidelines. Students whose financial aid credentials are received the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April L Students whose applications for financial aid are received after the deadline vvill not be denied consideration foT assistance, but the of funds cannot be guaranteed. 2, Financial aid for foreign students is limited and for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of cmrent tuition, room, and board. In addition to need-based loans and grants, students are eligible for on campus. They aTe also eligible to a:pply for summer employment at St. John's, but the availability of jobs cannot be Non-U.S. citizens should file the ForStudent Financial Aid with the Adrnissions Office as later than February 15. This form may be obtained from school counseling offices or from the St. John's Admissions Office. Ne requests for financial assistance wiJl be considered and no offers of financial atd will be made until aiter a student has beer. ad:raitted to the college. are the deadlines and notifi- M'TIJRNB:NG §TUDEl'ITS: K Funds for financial aid awards from the college are available from the sources listed below. JOHN'S GRANTS: Funds for St. John's grants are by the college from its own resources. St. John's grants do not need to be repaid. ST. This federal program is to financial assistance to those who need it to attend a institution. Pell Grants are mtended to be the first form of assistance in a financial aid and 1T1ay be combined with other forms of aid in order to meet a student's demonstrated financial need. for the Pell Grant and the amount awarded are determined on the basis of the financial resomces of the ccuu~~U>CH and the No Iepayment of this grant is required. FEDERAL PELL GRANT: federal verification information in order to be considered for institutional assistance. 4 of federnlly funded financial assistance must not be in default on any federal loans received at any mstitution and must not owe any refunds to the federal programs. 5- Students for and receiving financial aid from SL John's are required to Financial ft.id Office 57 after February :1:5 fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they aTe eligible than those applying eaTlie:r. 1. 2. As part of the for financial aid, parents and students must provide of their most recent Federal Income Tax Return and W-2 forms. COLLEGE} employment or other financial benefits for which they become eligible; any in their or their family's financial situation; and changes of name, marital status, and address. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: L must file the current Free Application for Federal Student Aid (FAFSA). In addition, SL John's students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtamed from either schools or the Financial Aid Office at SL John's. To have an of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis= 5598; Santa FAFSA: J\i111apolis=oo2092; Santa Fe=oo2093. JOHN'S of canchdates �58 {FEES & FINANCIAL FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,000 per year. FEDERAL WoRKSTUDYPROGRAMs: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. {ST. JOHN'S COLLEGE} Arn} FEDERAL STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. 200I-02 STUDENT BUDGET' Tt?.~.?1.1...... ...... ....... ................~.2.'.?.:.!.~?. ................... !l.??..IJ:1..~.~.?~.~············ .................. ~.:.?.?.?......................... Books ...................................................2-.?.?. ...........................• 200 Activities Fee Personal Expenses ...................................................... 800 Transportation , Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the eqll BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August I for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must made well in advance of the beginning each academic year, the college must ow in April which returning students register in September. A deposit of 0 on the fees for the following year is 59 therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. Each student is required to make a • I ' r �60 {FEES & FINANCIAL Arn} {FEES books are available in the college Veterans and Social Security qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made arrangements with the treasurmay charge interest on all at rates and on schedules to be determined and each year. osit of $200, called the Caution which is used as a last resort to recover student bills. This fee is U<C.~HHHH,~ of the freshman year. H unused, it is refunded when the student leaves the Each gradsenior must pay a Commencement Fee of at the beginmng of the second semester of the Unless otherwise the presents its bills with a copy to the parents. for late for each semester. The cost of books is about a year. Class of nrnny of the program FINANCIAL the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college A student may rescind the to withdraw by not returning Official Notice of Withdrawal to the Office or to the Graduate A student considering withdrawal to the end of the semester may initiate the withdrawal process the office of the intention to withdraw. OFFICIAL V!ITHDJRAWAL: fication to the students contact the Graduate Institute Office_ When a student notifies REFUND AMOUNT AMOUNT CHARGED I-5 90% IO% 6-IO 30% 15-21 11-15 16-20 cf the semester. A date earlier or ""'"""!-'~'~·"'may be used if the has documentation of the last day attended class or handed in an the stu-v1rill determine 60% 22-28 If a student the or Director Graduate Institute of the intention the date ofV1rithdrawal used VilTH:DRA'<l!AL: 20% 60% 80% and after NoRenmd The student's withdrawal date is established as outlined in Section I of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (week-ends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and which will be refunded_ The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount DETERMINATION OF DATE OF I-7 26 61 WITHDRAWAL 8-14 43 and after AID} REFUND POLICY INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/§p1·ing Sun1n11,e1c & mo% to the end percentage to the revised aid the student will receive, Fm a the first seven federal aid that had been awarded. B. A student who is tAµe11eu withdraw for academic or ·~·,~·~""'""'~ sons will receive no refund of tuition, room, and board. C. If the college determines that the circumstances leading to withdrawal are the student's control, the student ¥rill be for tuition, fee, �62 {FEES & FINANCIAL room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be :required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has :received Title IV Funds (federal financial aid) leaves the institution to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above The percentage of Title rV aid which is earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is {ST. Arn} computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for 14 of II2 days would have earned 12.5% of Title IV aid for the semester. In this example, 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incuned multiplied by the unearned aid percentage. Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: r. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 60 SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been :received for off~campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be :returned at the time of Vlrithdrawal but must be repaid in accordance with the terms of the loan. The Financfal Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations available in the Financial Aid Office, JOHN'S COLLEGE} 63 SATISFACTORY PROGRESS 0 of the Higher Education Act of :require that each post-secondary make available information the criteria for judging satisacademic progress. The criteria John's College regarding the deterof satisfactory progress for of federally funded (Title IV) i:L!~arn;ia1assistance are as follows: order to be making satisfactory tm1Hnre!>so at the end of a semester a stun:mst be permitted to enter the next ter and that next semester must not de the repetition of any work This granted by the consultation with a committee of student's tutors, the "Don Rag ittee The Don Rag Committee ,sa student's work in all parts of the m and approves its quality before ending to the dean that the stuermitted to enter the next semess assessment is conducted in the presence by all of his or her 0 " tutors in common. At the end of the sophomore year, the dean a_nd the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue, Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the Students are not eligible for financial assistance (federal o:r institutional) while they are repeating work" Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semesteL In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �- 64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. {ST. JOHN'S COLLEGE} AID} 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed. 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans an dependents that prior academic ere credentials from post-seconda schools will be evaluated, but pri credits are not applicable to t all-required degree program at the c lege. However, liberal arts credits p viously earned will be deducted fro the training time eligibility offered the Veterans Administration tot transferring student. 65 BIBLIOGRAPHY BooKs AsouT LIBERAL EDUCATION and CHARLES VAN to Read a Book, Simon and ADLER, MORTIMER]., DOREN: How and MILTON ;MAYER: The Revolution in Education, µuiversity of Chicago Press, r958. ';ADLER, MORTIMER]., UN, JACQUES: TheAmerican · ersity, Harper and Row, r970. her in America, Little, Brown and , DANIEL: The Reforming ofGeneral ation, Columbia University Press, OR, ARTHUR E.: Educational elands, The University of Illinois , Urbana, r953. The Restoration of ing, Knopf, r955. , ALLAN: Closing ofthe American Simon and Schuster, r987. , EvA T.H.: Paradoxes of · n in a Republic, University of Press, r979. , JEROME S.: The Process of · n, Harvard University Press, AN, SCOTT: Embers ofthe World, by Harris Wofford, Jr., Center for ~of Democratic Institutions, ·arbara,California,r970. >gues on Liberal Education, r979. ff; College Press, ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., r948. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., r967. and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, r978. GRANT, GERALD HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, r945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, r953. Education for Freedom, Louisiana State University Press, r943. The Higher Learning in America, Yale University Press, r936. The Learning Society, Praeger, rg68. No Friendly Voice, Greenwood, r936. University of Utopia, University of Chicago Press, r953. C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., r947. LEWIS, MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, r943. MEIKLEJOHN, ALExANDER: Education Between Two Worlds, Harper and Brothers, r942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. Johns Program, St. John's College Press, r983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., r944. �~-~~·-.~~~~~~~~~~~~~~~~~~~~~--~~~~ ·-~~~~~. . . .11111!!~ jfl¥H 66 { B0 AR D 0 F OFFICERS Chairman Gregory D. Curtis Pittsburgh, PA Vice Chairmen Ray Cave New York, NY vI sI T 0 R s AN D G0 v E R N 0 R David Ellis Vicksburg, MS Richard Morris Santa Fe, NM Susan Ferron, M.D. Minneapolis, MN s} Jam es G. Roche Baltimore, MD Jean FitzSimon Chicago, IL Pamela Saunders-Albin Santa Fe, NM Stephen Forman, M.D. San Marino, CA Frederica Saxon Baltimore, MD Thomas Geyer N. Branford, CT George Schoedinger III, M.D. St. Louis, MO Anna Greenberg Annapolis, MD Jeremy Shamos Denver, CO Stewart Greenfield Westport, CT Warren Spector New York, NY William E. Johnston, Jr. Chicago, IL Ambler, PA Leslie Jump Washington, DC Thomas Stern Palo Alto, CA Thmnas R. Krause Ojai, CA Paul E. Tierney, Jr. New York, NY Barbara Lauer Laramie, WY William Tilles Rockville, MD M. Brownell Anderson Washington, DC Barbara H. Leonard Oberlin, OH Jason Walsh New York, NY Richard E. Berkowitz Atlanta, GA Perry Lerner New York, NY Charles H. Watts II Boston, MA Robert Bienenfeld Long Beach, CA Robley Timmins Levy LaSelva Beach, CA Jill Wilkinson Austin, TX Sharon Bishop Reston, VA Clinton Dale Lively New York, NY Warren Winiarski Napa, CA Ray Cave New York, NY Harriett Page Long Baltimore, MD John D. Wirth Santa Fe, NM Jean Clarke Houston, TX Panl Martin Austin, TX K. Martin Worthy Pedro Martinez-Fraga Miami, FL Jonathan Zavin New York, NY Paula Maynes Santa Fe, NM Lee Zlotoff Santa Monica, CA Stephen Feinberg El Paso, TX Secretmy Sharon Bishop Reston, VA MEMBERS EMERITI Mortimer J. Adler Eleanor Tydings Ditzen David Dobreer, M.D. Robert A. Goldwin Charles A. Nelson Thomas B. Turner, M.D. MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapohs The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe JohnH. Dendahl Santa Fe, NM Charles M. Diker New York, NY Peter !VlcGhee Cambridge, JVIA Lenore Steiner Sea Island, GA ~ {FACULTY} :l ANNAPOLIS President CHlUSTOPHER B. NELSON BA, St. John's College, Santa Fe, 1970, St College, Annapolis, 1966-69; J.D., University of Utah College of Law, r973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, r979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, r979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-, Dean ofthe College in Annapolis lLIBVE"i FLAUl\IIEl'lflA_l<T , 1960, M,A., 1962, Ph.D., 1980, of Chicago; Woodrow Wilson Harvard University, 1960-61; Aeronautics and Space Fellow, 1963-65; Lecturer Political Science, Roosevelt University, Lecturer m Liberal Arts, University Chicago, 1965-66; Instructor in Wheaton College , 1966-68; Tutor, St. College, Annapolis, 1968-; Fellow, ;ilrst1.tUi:e for Sino-Soviet Studies, George shington University, 1981; T/Harvard Workshop on Nuclear :pons and Arms Control, Summer ; National Endowment for the anities Constitutional Fellow, NEH Planning Grant, 1986-87; Interpretive Research Grant, Visiting Professor, Department ational Studies, University of 1989; Lynde and Harry Bradley Grant, 1992-94; Dean, St. A.nnapohs, 1997-, 67 EvA T.lL BRANN B,A,, Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Ago:ra Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin TutoTShip, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, 'Whitman 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999· EDWARD MALCOLM WYATI B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-92, BEATE RUHM VON 0PPEN B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, l939-Lf3; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of �{ST. ACULTY the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, Sc John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-6,,;,, University of Massachusetts, 1964-65; Member, Institute for Advanced Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. JOSEPH P. Co.HEN B.A., St. John's College, J\,nnapolis, J.D., University of Maryland Law School, 1976; of Philo University of Chicago, 1956-57, 1959-62; of Vienna Summer School, 1957; United States 1957-59; Lecturer in the Liberal Puts, College, University of Chicago, 1960-62; Tutor, St . John's College, Annapolis, 1962-; Fellow, Yale Law School, 1971-72,; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. GISELA BERNS HOWARD ZEIDERMA.N Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen University of Heidelberg, r963; Fellow Deutscher Akademischer Austauschdienst, Universic-y of Florence, Ph.D., Universic-y of Heidelberg, r964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen H, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, r966-67; Tutor, St. John's College, 1967-. Dartmouth College, r962-63; B.A., St. College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton Fellow, 1972; Tutor, St. John's Santa Fe, 1973-77, Annapolis, NICHOLAS IViJ.J:STIIBLUS B.S., Bates College, r962; Department of History of Science, r962-67, Assistant, 1962-66, University Fellow, 1966-67, Universic-y of Wisconsin; Tutor, St. John's College, HOWARDJ. Fl.SHER B.A., of Rochester, 1965; Technician, Harvard University Cyclotron 1965; Tutor, St. John's Lecturer Visiting Senior Linacre College, Oxford l9tb-83. DEBORAH §CHV/ARTZ R.ENAUil' , St. John's College, Annapolis, 1968; The Johns Hopkins University, 1971; Georgetown University, r974; Tutor, John's College, Annapolis, l97Lr-· TOIVPJSEND College, 1969; ALN, Jesuit 1967-; Fellow, Harvard, M.A. Harvard, 1970; Teacher, Free School, 1970-72; Universite de Paris, 1973; Ph.D. , J,D. Yale Law School, JOHN F. 1:7'1HITE B.A., St. John's College, "u""''-''""" IVI , The New School for Social Research, 1970; Alvin Johnson Fellow, r970-71; Tutor, St. John's College, Arrnapolis, r97r-. DAvm HANFORD STEPHENSON B.A., Columbia College, 1960; Ph.D,, Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. JOHN'S Scholar, 1961-62, M.A., Columbia r962; President's Fellow, r962-63; Fulbright, University of Munich, Berlin, r965, Instructor, New York University, Washington Square r965-68; Assistant Professor, r968, Columbia University, · Tutor, St, John's College, olis, National Endowment for the Fellow, National Fellows Assistant Professor of , University of Kansas, St. John's College, John's College, 1968; uate Student, The New School for 1975; Pennsylvania State 1973-74; Tutor, St. John's r975-. Peace, Stanford, California, Fordham 1974, PhD,, Philosophy, 1975, Southern M.A., COLLEGE} 69 Experimental Psychology, University of California, San Diego, r978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, r992-1995. ROBERT P, DRUECKER B.S., Marquette University, 1966; Woodrow Wilson Fellow, r966-67; Teaching Assistant, Department of Mathematics, Boston University, r972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M,A., Counseling, Loyola College, 1996; Tutor, St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-. MERA J. FLAUMENHAFT B .A., University of Chicago, 1967, Ph.D,, 1970, of Pennsylvania; 'lvoodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, r970-7r, Assistant Pxofessor of English, r971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, 1977-. PETER KALKAVAGE B.A., 1973, l\'LA, Pennsylvania State Instructor in Philo and the Humanities, Pennsylvania State University, r976-n; Tutor, St. John's College, Annapolis, r977-. MARILYN DOUVILLE YLIGUER.A B,S., University of 1975; M.S,, University of Michigan, r977; Associate Mathematician, r977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. �70 {ST. JOHN'S COLLEGE} {FACULTY} WILLIAM }ON LENKOWSKI MICHAEL G. DINK B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, 1976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-. HENRY H. HIGUERA B.A., Cornell University, 1974; M.A., :i:976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. }AMES HOWARD BEALL \VALTER STERLING .. A., St. John's College, 1965; M.A., ennsylvania State University, 1966; uctor, Pennsylvania State University 6-68; Ph.D. Candidate, The Catholic ·:versity of America, 1970-74; Editor of John's Review and Tutor, St. John's ege1983-. B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-; Assistant Dean, 1991-94. Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of· Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research. Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Researc Laboratory, Washington, D.C., 1983Tutor, St. John's College, Annapolis 1982-; Member of the Science an Engineering Advisory Board, Hig Frontier, Arlington, Virginia, 1991-. NANCY DUNNING BUCHENAUER ELIZABETH M. BLETTNER B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 196970; Tutor, St. John's College, Santa Fe, 1980-96; Annapolis, 1997-; Director of the Graduate Institute, Santa Fe, 1991-94. B.A., Stanford University, 1969; Gradua Study in English Literature, University Wisconsin, 1970-71; M.A. in Philosop Pennsylvania State University, 19 Instructor of Philosophy and Humani Pennsylvania State University, 1979 Richard M. Weaver Fellowship, 19 71 THOMAS MAY B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. }ONA'IHAN S. TuCK Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. , St. John's College, Annapolis, 1974; ., Harvard University, 1984; Tutor, hn's College, Annapolis, 1984-. L. KRONSBERG St. John's College, 1980; Tutor, St. s College, 1984-; Assistant Dean, Gonzaga University, 1977; M.A., in Philosophy, Boston College, Teaching Fellow, Boston College, 982; Instructor, Assumption 1981; Tutor, St. John's College, s, :i:984-. PAMELA KRAUS M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WILLIAM PASTILLE A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R. HAIGNEY B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. ADAM SCHULMAN 'or College of the New School for arch, 1966; M.A., 1971, Ph.D., uate Faculty of The New ·stant Professor of Philosophy, sity of New York at Geneseo, Graduate Faculty of The New 976-1980, University of 1980-1984; Tutor, St. John's apolis, 1984-. B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance �?2 {ST. {FACULTY} Languages and Literatures, I970, Ph.D., Ig82, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, I984-88; Research Associate of the Folklore Institute, Indiana University, Ig84-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, I990; Tutor, St. John's College, Annapolis, Ig89-. JOHN'S E.A., St. Francis College, r973; M.A., The Catholic University of America, r983; Ph.D., The Catholic University of America, r994. Dean of Students, St. Patrick's Academy, r98r-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, r986-91; Assistant Professor of Philosophy, Xavier University, r991-95; Tutor, St. John's College, Annapolis, 1995-. c. Burs B.A., Mount Holyoke College, I968; Graduate Study, New School for Social Research, r970-72; M.S., 1985, Ph.D., 1989, University of Delaware; St. John's College, .A.nnapolis, 1990-. JONATHAN N. BADGER JOANE. §ILVER B.A., State University of New York, College at Old I97I; M.A., St. John's College, Annapolis, r976; Ph.D., Graduate Theological Union, in Theology and The Arts, r993; Tutor, St. John's College, Annapolis, r974-77; Tutor, St. Mary's College, Integral Program, r977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer r985, r986, r987, r988; Tutor, St. John's College, Santa Fe, :r989-:r996; Annapolis, r997-. COIIDELLD. K. YEE B,A,, English, Pomona College, r977; M.J. Journalism, University of California, Berkeley, r980; M.A., Chinese, r98r, Ph.D., English, University of WisconsinMadison, r989; Associate Researcher, of Cartography ect, of Geography, University of Wisconsin-Madison, I988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, of Cartography of Geography, University of Wisconsin-Madison, Summers ofr990 and r99r. MARGARET ANNE K.mRY B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Junior Fellow, Massey College, University of Toronto, r983-85; Ph.D., Department of Germanic Languages and Literatures, University Toronto, r988; Fellow and University of King's College, 1987-89; Tutor, St. John's College, 1990-96, Prnnapolis, r997-. ,R '"'"'"'"' Goum ERG College, Annapolis, r977-79; Harvard College, l98r; l'v'LA,, 1983, .., r990, of Toronto; Lecturer in Political Science, 11nv"'-""'" of Toronto, r989-90; Visiting """"'~'·,l'"" Professor of Political Science, College, 1990-94; John M. Olin Fellow in History and Political College, l99L'f-95; Tutor, College, 1995-. EruKSAGENG I985, Ph.D., Princeton National Science Foundation Fellow, 1983-86; Mellon Fellow in Humanities, :r983-89; Fulbright 1987-88, Visiting Fellow in the Studies Unit, of r987-88; Rockefeller Fellow, Univernity Oklahoma, r989-90; Tutor, St. College, OAnnapolis, 1990-. Doctoral Candi.date 1990-, Catholic University of America; The Catholic University of 1987-r988; Instructor, r988-89; Tutor, St. nn:nai:ions. 1995-, M.A., .ANDRE BARBERA B.A. in Music, Wesleyan University, I974; Resident Fellow, Newberry Chicago, Ig78; Ph.D in Musicology, of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, Ig79-r982; Assistant ?3 GEORGE A. RUSSELL Professor of Music, University of Notre Dame, l982-I989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, I989-r990; Tutor, St. John's College, Annapolis, rggo-. KATHLEEN COLLEGE} RADOSLAV DATCHEY Degree in University of r982; Assistant Professor of University of Sofia, 1982-83; Tutor, John's College, Annapolis,I992-. Certificate in Jewish Centre for St. Cross r993; Ph.D. ; Emory University, 1992-; Tutor, ~ ~'Jll""'"·Annapolis, r995-. B.S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, r99:r; Graduate Student, Music Composition, Duke University, l990-9r; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, r996; Tutor, St. John's College, Annapolis, 1996-. LIJUNGU B.A., History, Beijing University, China, l980-8tr; Researcher, The Institute of International Affairs, of Foreign Affairs, China, r984-87; l\ILA., International Affairs, The George \Washington University, r987-89; Ph.D., Political Theory, The George Washington University, r989-95; Professor, Department of Political Science, The George \Jl/ashington 1995; Tutor, St. John's College, .Annapolis, 1996-. LINDA °KERN-PERETS B .A., Religious Studies, Georgetovvn University, r984; junior year abroad, Oxford Universii>J, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, 1986; M.A., Religion, Harvard University, rg90; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, 1986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, SL"C awards between l987-r993; Research �74 {FACULTY} Fellow, Hebrew of Jerusalem, Ig90-9I; FulbTight Scholar, of Paris HI, r99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, r994; Tutor, St. John's College, Santa Fe, summer r995; Raoul Senior Rutgers 1996; Tutor, St. John's College, Annapolis, r997-. MICHAEL W. GRENKE RA., of Chicago, Ph.D., Boston College, r994; Lectmer,UniveTsity of New r993; Postdoctornl fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, r997-. MARKJ.LUTZ B.A., University of r980; of Toronto, r982; Ph.D., of Toronto, 1990; Assistant Professor, of Government, '""""~'·'"''"of Notre Dame, St. John's College, B.A., Pomona College, Ecole des Hautes Etudes en Sciences Sociales, Pans, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, NI.A., Princeton University, r990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher .A..kademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, r99L,c-97; Tutor, St. John's College, Annapolis, r997-. PAUL vV. LumVIG B .A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. PA.ALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; 1\1tor, St. John's College, Annapolis, r997-. JOHN'S Postdoctoral Teaching Fellowship, Uniof Notre Dame, 1983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, 19 88-90, Associate Professor, 1990-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, f'_ll.UUIN"u' r999-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, Fellow, visiting the of Medieval History, University Bologna, r993-94; Ph.D., Committee on Social Thought, University of r996; Program Coordinator Fundamentals: Issues and Texts, UniveTsity of Chicago, r994-97; Tutor, St. John's College, Annapolis r998-. DEVIN A . STAUFFER STEPHEN LARSEN {ST. B.A., Kenyon College, r992; Ph.D. Boston Tutor, St. John's College, .Annapolis, r998-. JEFF BLACK B.A., Trinity College, University of Toronto, 1993; Teaching Fellow, Boston College, r998-r999; Tutor, St. John's College, .Annapolis, r999-. JACQUELINE L PFllFFER B.A. University of Calgary, l99r; M.A., Duke University, r994; Ph.D., Duke University r997; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. College, 2000-. B.A, St. John's Annapolis, rg86; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Depru:tment of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal PJts, The University of Chicago, 1990-98; Tutor, St. John's College, Annapolis, r998-. CHIUSTOPHER NATHAN DUGAN B.A., College of William and Ig92; Earl Warren Political Theory Fellowship, r992-r994; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. SUSANK DANIEL Korn B.A., Philosophy, Washington University, St. Louis, 1973; M.A., Philosophy, Northern Illinois Universiry, r977; Ph.D., Philosophy, University of Notre Dame, r983; 75 SANTA FE President JmmE. BALKCOM A.B., cum laude, in Philosophy, Princeton University, r969; MBA, Graduate School of Business, of Chicago, 1973; General Manager, First Chicago Universiry Finance Corporation, 19731974; Assistant, CF Industries, l974-r975; Associate, Hewitt Associates, r975-r980; Principal and Vice President, Booz, Allen & Hamilton, Chicago, l982r986; Principal, Balkcom and Company, Evanston, r986-1988; Principal, Sibson & Company, Ig88-2000; Adjunct Professor of Economics, Graduate School of Business, University of Chicago, r9992000; M.A. in Liberal Arts, St. John's College, Santa Fe, 2000; President, St. John's College, Santa Fe, 2000- Interim Dean ofthe College in Santa Fe TJMOTIJY Po MILJLER ·Mi\.J:U(W, Sil'OO:TI ftli!IRTHANAYAGAl'II P. DAVID COLLEGE} Mathematics, Texas Christian Uni1976; M.A, 1978, Doctoral Study Mathematics, 1979-8r, The University at Austin; Lecturer in MathematConcordia Lutheran College, r978-79; Marshall Fellow in Mathematics, Lecturer in Mathematics, Kansas University; B.D St. Andrews UniversiRichaTd M. Weave1 Fellow, r984- A.B., Harvard University, r94.8; B.Mus., r949, M.Mus., r95r, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, I9Sr-53; Fulbright Scholar, Hamburg, Germany, r955-56; Assistant and Associate Professor of Music, Agnes Scott College, r975-6r; Director of Music, University of Richmond, r96r-66; Piano Chairman and Member of the Graduate Faculty, College-Conservatory of Music, University of Cincinnati, r965-67; Tutor, SL John's College, Santa Fe, r967-; Assistant Dean, 1984-88; Graduate Institute Director, r988-9r; Tutor Emeritus, 1995-; Interim Dean, 2000-or. JOHNS, STEADMAN B.S., Philosophy, University ofWisconsin, r959; Instructor in Radio Repair,United States Army, r954-56; Assistant in Philosophy, r959-61, Teaching Fellow, �76 {ST. {FACULTY} I96I-62, Cornell University; Tutor, SL John's College, Annapolis, r962-67, Santa Fe, r967-; Assistant Dean, r970-72. DON B. COOK A.B., Occidental College, r958; Ph.D., University of California at Davis, I965; Woodrow Wilson Honorary Fellow, r959; National Science Foundation Fellow, r959-6I; 1\1tor, St. John's College, Santa Fe, I965-72; Teacher, Santa Fe Prepatory School, Ig72-73; Tutor, r973-; Assistant Dean, r98r-82, r990-96. ELLIOTIT, SKINNER B.A., University of Colorado, r96r; M.A., Princeton University, r963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, r964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, Ig70; Tutor, St. John's College, Sante Fe, I965-. E. RAY DAVIS, JR. UniversityofWisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, I965; N.D.E.A. Fellowship, ofindiana, r962-65; Ph.D., University of California, Riverside, I98o; Tutor, St. John's College, Santa Fe, r966-, Assistant Dean, r977-8r. L'Ecole Biblique et Archeologique Fram;aise de Jerusalem, 1964-66; Assistant Professor, Theology, St. College, r967-69; Tutor, St. John's College, Santa Fe, r969-, Assistant Dean, r976-77, r982-84. PHIUP LECUYER B.A., Colorado College, 1966; Merton College, Oxford University, r969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes 1966-69; Danforth Graduate 1966-72; Woodrow Wilson Fellow (honorary), r966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutm, St. John's College, Santa Fe, r972-. DAVID EDWARD §TARR B.A., Gordon College, 1962; M.A., 1966, Ph.D., r972, Boston University; Graduate Assistant in Philosophy, Boston University, l963-6Lf; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor 111 Philosophy, University of Rhode Island, r966-71; Tutor, St. John's College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. w...LPH §WENTZELL B.S., New l'VIexico Highlands 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. GLENN A. FREITAS B.A., Classical Languages, St. Mary's College, California, r957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; Vfa._N LU CHENE B .A., Arizona State University, r969; M.A., r97r, Ph.D., 1973, University Notre Dame; Teaching Department of English, Notre l97r-73; Tutor, St. John's College, Fe, r973-, Director of l979-8r, Director of The Graduate' Institute in Liberal Education, Ta•o:.;--oc,,• Dea_n, l991-r996. JOHN'S B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, l97Lt-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. GEORGIA S. KN!G.IIT B.S , Philosophy, r970, M.A., English, r972, Teaching Fellow, University of Utah, Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, r988-90. Yale University, r963; M.A., of Georgia, 1965; Ph.D., of California at Santa Cruz, University of California at Santa 1967-68; Defense Language California, 1968-69; University, l97r-73; , University of Georgia, Teaching Assistant, University of at Santa Cruz, r967-7r; Tutor, College, Santa Fe, r974-. $ARETI:i S. ENGEL Pomona College, 1967; M. Phil., Ph.D., Philosophy, 1973, Teaching "stant, 1969, Yale University; Teacher, mer College, l97r-73; Assistant sor of Philosophy, California State siDJ at Humboldt, 1973-75; Tutor, College., Santa Fe, r975-. §TEPHEN K John's College, r97r; M.A., ofl'forth Carolina, 1975; M.A., I996, Catholic University of Tutor, St. John's College, Santa Director of the Graduate ein Liberal Education, 1985-88. •'' ·'~'-'-"'" CAREY College, Annapolis, r963-65; of North Carolina, r967; COLLEGE} 77 M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, r986-199r, r996-2000. CHARW'ITE GRAYMARTm B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, r972-73; Ph.D., Classics and Comparative Studies, Boston University, r979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, r978-79; Assistant Professor, University of Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PETER DRAGAN PESIC A.B., Harvard 1969; M.S., 1970, Ph.D., I975, Stanford Danforth Graduate Fellow, I969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; :Musician-in-Residence, 1984-. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, 1980-; Dliector of The Graduate Institute, r994-97. JANET A, DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, r979-80; French Government Fellowship, 1978-79; �-- ------------·~-~---------------------- 78 {FACULTY} Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's 1982-85; Santa Fe, 1985-. STEPHEN FRED Elli CK HOUSER RA., St. John's College, Santa Fe, 1979; San Francisco of Music, 1980-82; M.A., University of 1989; Ph.D., University President's Fellow, University r987-90; Tutor, St. John's College, Santa Fe, r983-. and Religion, of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, r978; Ph.D., Philosophy, University of Oklahoma, Tutor, St. John's College, Santa Fe, 1983-. {ST. of San Francisco, r981-r985; Pxivate '-'"'"t'"-"'1cc Seminar, Saint California, 1982-1985; Instructor, San Francisco 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do JOHN'S DE\IJD LAVvP..ENCE LEVINE John's Ph.D. r975, The Pennsylvania 1 ~'"~'- 0 '·"·" \Voodrow \)\Tilson Fellow 1967-68; NDEA Fellow (Honorary) TA''~-""" University Graduate Fellow, The State r969-70; Research, Centre JORGE H. PUC.LA LINDA WIENER B.S., Universir-y of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of · Trilobites, 1979; Ph"D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard r982-1985; Entomology Associate, Museum of Comparative Zoology, Harvartl University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Cambridge, MA, 1984-85; Tutor,. John's College, Santa Fe, 1985-. Tutor, St. John's Fe, 1988-. BASIA C, MILLER s. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Hall, Cambridge Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer r985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Taiwan, r998; Tutor, St. John's College, Santa Fe, 1989-. B.A., Park College, 1960; Woodrow· V!ilson Fellow; Danforth Fellow; 1962, Ph.D., r969, Philosophy, Yale University; Shimer College 1965-67., 1975-77; Cornell College, l968-r970; University of 1/Visconsin-Madison, I970-73; Tutor, St. John's College, Santa Fe, 1985-. Universidad N acional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974.; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, l979-r980; Assistant Medical Examiner, Coroner's Office, and County of San Francisco, 1980-1981; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City Clerk to Cecil E. Poole, Ninth Circuit Court of CA, l983-8Lh WILJLIAM RO.BERT RICHARDSON A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. 79 B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, of Chicago, 1985-87; Instructor, Northern Illinois University, r987-88; Tutor, St. John's College, Santa Fe, A_,,ssistant Dean, 1997-. JoHNE CORNEJLJL B.A., r975, M.A., 1977, McGill Universir-y; Ph.D., University of Chicago, l98r; McConnell Fellow, 1975-77; Fishbein Fellow, r977-1980; Searle Fellow, l980-8r; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, of Science, University of Georgia, r984-r985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, of Chicago, 1990. FRANKN. PAGANO COLLEGE} College, Annapolis, 1977; Law School, Cambridge, ""'''u1.,wve . Pillsbury, Madison CA, 1980-83; KfilSHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., 1985; Wissenschaftlicher �Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, r982-86; Academic Exchange, University of New Mexico, Albuquerque, r985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, r989; Tutor, St. John's College, Santa Fe, r989-. BRUCE M. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, r995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, r990-. JAl\llES P. {ST. {FACULTY} 80 Forum'f B.A., St. John's College, Santa Fe, r980; M.S., Vegetable , University of California-Davis, r986; M.A., Political Science, University of California-Davis, rg86; Tutor, St. John's College, Santa Fe, r990-. FRANK R. HUNT St. John's College, Annapolis, r97r-73; Cornell University, r973-74; B.A., New York 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of r985-86; Editor, Princeton University Press, Ig87-89; Tt.1tOI, St. John's College, Santa Fe, Iggo-. JAME§ COHN B.A., Dartmouth College, Ig81; Fulbright Scholar, Germany r981-82; Ph.D. Committee on Social Thought, University of Chicago, Iggo; Tutor, St. John's College Ig91-. JOHN'S COLLEGE} 81 CHAIILESN, FASANARO VICTORIA Mmu. CLAUDIA A. HONEYWELL B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, r980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, r986; Professor, Center for Philosophy and Religion, Colorado, r990; Tutor, St. John's College, Santa Fe, 1991-. B.A. m English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, I986-1988; M.A., M. Phil. in Philosophy, Yale University, 1 990; Ford Foundation Dissertation Fellow, r990-1991; Ph.D. in Philosophy, Yale University, r992; Philosophy Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. Il.A., University of Chicago, r986; Account Executive, A..rnerican Bankcard Services, Woodland Hills, CA, 1987-1988; M.A., 1991, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, I990; Mochlos Archaeological Excavation, Crete, l99I; Visiting Assistant Professor of Classics, Cornell College, l993-r994; Tutor, St. John's College, 1994-. Josm1AL. KATl:ls B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, N·ew York City, l98r; Collegium Phaenome" nologicum, Perugia, I987; M.A., Ig88, Ph.D., Iggr, Comparative Literature, State Universicy of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, I99I; Tu.tor, St. John's College, Santa Fe, r991-. MICHA.EL DAVID RAWN B.S., Mathematics, Polytechnic Institute, I974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New 1979-80; Graduate Study in Mathematics, Clarkson University, I983-86; Ph.D. Mathematics, Indian Institute Technology, Kharagpur, r99I; University of New Orleans, Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-8'1.i Visiting Assistant Professor, St. University, r983-86; Assistant Pr,ofe:sS<Jr;\ Manchester College, r988-92; Tutor, John's College, 1993-. Yale University, 1975; M.A., of Chicago, 1978; M.A., Jni1ren;1tvofCincinnati, 1981; Ph.D., The University, I986; Visiting University of Southern 1986-88; Assistant Professor, State University, Coordinator and W!AREN 0RM§ETH COHN B.A., I987, Humanities/Modern Thought and Literature, Stanford University; M.A. r993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, r995-. CALEB THOivlPSON B.A., Philosophy, Clark University, M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, r993-94; Postdoctoral Fellow, SUNY at Buffalo, r994-96; Hourani Lecturer, SUNY at Buffalo, r99.-:;,-95; Tutor, St. John's College, Santa Fe, r996-. MICHAELD, BYBEE B.A., Philosophy, r972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, l972-7"f; M.A., Ph.D., Philosophy, r976, r98r, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984.-90,Senior Instructor of English, 1990-95, Universicy of Oregon; Assistant Professor of Rhetoric, San Diego State University, r995-96; Tutor, St. John's College, Santa Fe, Ig96-. �82 {ST. {FACULTY} Jum:m: I. ADAM B.A, Ig86, M.A., Ig89, Political Science, University of Alberta; Ph.D., Igg6, Political Science, Boston College; 'I'utor, SL John's Santa Fe, ft-.BRAHMII ANDERSON A.R, Harvard College, Ig75; Harvard-Ens Fellowship, Ecole Normale Paris, r975-76; Preceptor in Humanities, Columbia College, Ig80-83; German Academic Exchange Fellowship, Munich, r983-85; Ph.D. in Philosophy, Columbia r986; Assistant Professor, Philosophy, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, r987-96; Instituto de Filosoficas, UN.AM, Mexico City, r996-97; Tutor, St. John's College, Santa Fe, r997-. JACQUES AiwoINE DuvmsIN RA., rg8o, St. John's College, Annapolis; M.A., r984, Ph.D., r992, The Catholic University of America, of California, Irvine, r987-9r; Knights of Columbus Fellow, r98r-84; Tutor, St. John's College, Santa Fe, r997-. BRENDON LASELL B.S., California Institute of Technology, r990; M.S., r99r, Ph.D. r994, University of Chicago; Lecturer in Mathematics, University of r992-93; Member, Institute for Advanced Study, r994-95; Instructor in Mathematics, Princeton University, r995-97; Tutor, St. John's College, Santa Fe, r9970 MATI'HEW K, DAVI§ B.A., St. John's College, A_nnapolis, Ig82; M.A. in Philosophy, Dalhousie University, r98Lf; Ph.D, Candidate in Philosophy and University of r985Ph,D, in Political Science, Boston College, r995; Killam Fellow, 1983-84; Earhart Fellow, l990-9r; Bradley Fellow, r993-96; Bradley Fellow, University of JOHN'S COLLEGE} 83 Toronto, r996-98; Projects Editor, Books in Canada, r997-98; Tutor, St. John's College, Santa Fe, r998-. English and American Literature, Brandeis University, r99r-97; Tutor, St, Santa Fe, r998-. PETER L. GILBERT JULIE REHM.EYER B.A., St" John's College, Annapolis, r98I; RA. (M.A.), Theology, Oxford University, r985; Ph.D., Church History, The Catholic University of America, r995; Translator for Ancient Christian Commentary of Holy Scripture, r995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngj:illja e K:rishtit», Durres, Albania, Ig95-98; Tutor, St, John's College, Santa Fe, r998-. B.A., Mathematics, Wellesley College, r994; M.S., Mathematics, Massachusetts Institute of Technology, 1997; Tutor, St. John's College, Santa Fe, r998-. B.A., Connecticut r992; A.M. Boston College, r995; Ph"L., Katholieke Universiteit Leuven, r996; Scholar in Boston College, r997-98; PlLD., Philosophy, Katholieke Universiteit Leuven, r999; Tutor, St. John's College, Santa Fe, 1999-, WILLIAM: MBA GEORGE LANE MARK ROLLINS A.B. Princeton University, r977; M.A., Ph.D. in Philosophy, University of California, Berkeley, rg86, r991; Teaching Fellow in Philosophy, University of California, r978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, r984-86, r987, r99r92, and r995-97; Associate Research Professor, Instituto de lnvestigaciones Filosoficas, UNAM, Mexico City, r988-9r; Assistant Professor of Philosophy, American University in Bulgaria, r992-95; Senior Analyst, education and family support Abt Associates, Cambridge, r997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., r998; Tutor, St. John's College, Santa Fe, r998-. GINO THOMAS B.S. in Physics, California Institute Technology, r989; M.A", 1992, M. r995, PhD. in Astronomy, Columbia University, r997; Tutor, SL John's College, Santa Fe, r998-. JENNJIFER L. 0TSUKI B.A., Reed College, r983; M.A, r98(:lr Ph.D., r99r in English Literature,' University of California at Irvine Assistant Professor, Department o A"B., Cornell University, r986; PhoD., University of California at Berkeley, 1992; ·Researcher, Santa Fe 1992; Instructor of Chemistry and Physics, Phillips 1992-94; Visiting Professor of Chemistry, Bard College, Associate, Bard Institute and Thinking, 1995-; Assistant Coordinator of Professor of Liberal School of the .···t;RE1GOJIIY l!) BAYER St. John's College, Annapolis, mversn:v of Toronto, r98r; Ph.D., of Texas at r995; Assistant Professor, Southern University, r995-96, College of and Mary, r996-97, College of ~xh,rwcn,. 1997-98; NEH Fellow, Institute Advanced Study, Princeton, r998-99; St John's College, Santa Fe, r999-. Comm Physics, North Texas State College, Ph.D., Physics, University of North r967; Postdoctoral, University ba, 1967-68; Assistant Professor, Professor, Professor of Physics, of Texas at Arlington, r969- 7g; ent and independent work, r9 79 _ St. John's College, Santa Fe, JUAN CARLOS FLOJ'l.E§ B.A., Reed College, r976; M.A., r978, Ph.D I989, University of Chicago Divinity School; Research University of Chicago, 1986-89; Adjunct Instructor in Philosophy, Elmhurst College, 1983-89; Lecturer in Theology, Loyola University of Chicago, r987-88; Visiting Lecturer, Religious Studies and General Honors Program, of New Mexico, r989-98; Instructor in Philosophy, TVI Community College, r99r-99; Special Part-time Tutor, St. John's Santa Fe, Ig98-99; Tutor, St. John's College, Santa Fe, r999-. 0 , n B.A., B.S", Fordham University, r990; Loyola Fellow, Fordham 199092; M A., Fordham University, r992; Teaching Fellow, Fordham University, r992-94; Instructor, Niarist Ig95, Tutor, Rose Hill College, r996-98; Instructor, University of South 1999; Tutor, St. John's College, Santa Fe, 1999-; PhoD., Fordham University, 2000. 0 EDWMWA. WALPIN' B.A., Political Science, Middlebury College, r987; M.A., English, Middlebury College, 1989; M.A., Political Science, Duke University, r992; Ph.D., Political Science, Duke University, r998; Tutor, St. John's College, Santa Fe, r999-" �84 {ST. {FACULTY} MICHAELE. WOLFE B.A., 1994, St. John's College, Santa Fe; Dupont Fellowship, 199L;-95, President's Fellowship, University of Virginia, 199497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, 1997-1999; Tutor, St. John's College, Santa Fe, 1999-. DAVID CARL B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, of California at Davis, ::moo; Lecturer in Philosophy, California State San Bernardino, 199r-1993; English Instructor, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, l993-r995; Poet in Residence, Shakespeare and Bookstore, Paris, France, 1998; Litei:ature Instructor, UC Davis, 1995-2000; Tutor, St. College, Santa Fe, 2000-. IVIICHAEL GOLLlIBER B .A., Liberal Arts, Sarah Lawrence College, 1998; M.A. , Philosophy, State University of New York at Brook, 1991; Ph.D., Philosophy, Tulane UniveTSity, Instructor of Southwestern University, 1996-1998; Assistant Professor of Philosophy, Xavier University of Louisiana, Ig98-2000; Tutor, St. John's , .111"e""· Santa Fe, 2000-. JOHN'S COLLEGE} 85 OFFICERS, AssocIATES AND STAFF PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto ANNAPOLIS SANTA FE President Christopher B. Nelson President John E. Balkcom TUTORS EMERITI AND Interim Dean Timothy Miller RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Vice Presidentfor College Advancement J<'ffrey A. r:~easurer FredH. Billups, Jr. Curtis A. Wilson Charles G. Bell Thomas King Simpson Director ofthe Graduate Institute David L. Levine Assistant Dean Basia Miller Stuart Boyd William A. Darkey Thomas McDonald Director ofAdmissions Lawrence ff Clendenin Louis Kurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harns, Jr. Director ofAlumni and Parent Activities Tahrnina Shalizi Director ofAthletics and Outdoor Programs Mark St. John Director ofPlacement Margaret E. Odell Director ofFinancial Aid Michael Rodxiguez Robert Williamson Benjamin Milner Chaninah l'!Iaschler Robert D. Sacks Librarian Inga Waite Laurence Berns Samual S. Kutler George Doskow Director ofPublic Relations Laura}. Registrar Kenneth T. Howarth HONORARY FELLOWS JESSE p K_RAAI RAY CAVE B.A. Great Books, Shimer College, r994; M.A . ., Philosophy, of Jena, Research Assistant, of Bielefeld, 1997-1999; Ph.D., Philosophy, of Hedelberg, 2001; International Chess Master; Tutor, St. John's College, Santa Fe, 2000-. B.A., St. John's College, Armo1uu'llb, -'"' STEPHEN FEINBERG B.B.A., UniversityofTexas, Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Vice Presidentfor College Advancement Robert A. Glick ""1,.u.1L-"' Family Nurse Practitioner Kim Bear Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �86 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2000 AND JANUARY 2001 Annapolis States Represented Annapolis Santa Fe Santa Fe 2 2 Foreign Countries 34 36 .Alaska I I Canada Arizona I 4 England I IJ 32 Germany I Colorado Connecticut I 9 Delaware I Florida 3 5 Georgia Illinois I I I 7 Indiana 3 2 California 2 2 ta either carn_pus of The Number of Students Fall 2000 I Louisiana I2S January 2.00I Kansas Kentucky I40 20 34 Men 84 83 Women 76 76 6 2 IS 37 I?-SI J:6-40 Early Entrance <if lG.rn1s I Maine Maryland Massachusetts Michigan I Range of Ages Veterans 3 20 4 Public 3 2 Independent Parochial 2 IVIissouri I Nebraska 2 One I II3 II3 LtO 33 7 I3 John's 2 Receiving Financial Aid New Hampshire I New Jersey New Mexico 6 I 2 I8 IO 9 fol>% Rank in Class* First Fifth First Tenth Second Tenth 603 H% 26% 3 I Second Fifth 28% Ohio 3 2 9% Oklahoma 2 4 Third Fifth Fourth Fifth Oregon Pennsylvania 3 7 Last Fifth 0% Rhode Island South Carolina IO 2 I National Merit Honors 2% 52 I 2 3 I Texas 4 I3 Utah I I2 9 3 Finalists 9 I4 9 9 20 I7 2 4 8 Virginia Washington West Virginia -Wisconsin Wyoming Semi-Finalists Commended Students I 2 38 Scholars Tennessee Vermont school I Kind of School Attended 7 Minnesota New York North Carolina Previously Attended College I I whom rank-in-class is not available. i-\_dn12ssions Office � STATEMENT OF THE ST. JOHN'S PROGRAM THE GREENFIELD LIBRARY !J H OF ST. JoHN's COLLEGE ANNAPOLIS, MARYLAND 2I40I ol ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 410-263-2371 21404 SANTA FE, NEW MEXICO 8750I 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious aifiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. .(\,.cadernic facilities and most residence halls are accessible to persons with physical disabilities. The college :reserves the right to modify the prograJTis and policies herein stated without notice. �{COLLEGE ALENDAR 200I-2002} {COLLEGE CALENDAR 200I-2002} SANTA FE ANNAPOLIS 200Jl:-2002 August2r 2I August22 Classes Sophomore Registration Freshman Registration and Convocation Aug11st23 Freshman Registration 23 Undergraduate Classes Begin with Seminars October 5-8 23 Convocation November 2r-25 23 Junior and Senior Registration 27 Graduate Institute Begins Decemberr3 December r4 - Seminars End of First Semester Winter Vacation October 12 - 15 Long Weekend Second Semester Registration 7 6 November 22 - 25 Thanksgiving Recess December13 End of First Semester December 14 - January 13 ·winter Vacation Freshmai' 14 -4 Long 'weekend I\lfarch I - 17 Second Semester End of Second Semester Commencement 2I March9-24 Freshman Spring Vacation End of Second Semester 17 Commencement SmvnvrnR 2002 20 Second Semester Begins June 17 Graduate Institute Summer Session Begins July 26 SUMMER 2002 Second Semester Ends 8 27 Second Semeste1 Begins Graduate Institute Summer Session Ends June 17 Graduate Institute Summer Session Begins I August9 >G»nna.'l. Second Semester Ends Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO n I6 20 22 THE 27 28 28 29 30 3I 32 32 33 33 35 37 Lf8 CONTENTS} Intxoduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of .Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Infmmation and Right to Privacy RESIDENCE 39 42 45 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI Overview Requirements for Admission ProcedUie for Applying Campus Visit 52 53 54 FEES & FINANCIAL Aro 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Biibliog:raphy 66 Borurd of Visitors and G-Oven!lOi'§ 85 Officers, Associates, and Staff 86 Profile: 2000-2oo:n: F»eshrnan Classes �6 {ST. {INTRODUCTION} educated human ment to the pursuit of fundamental They are well equipped to master the skills of any calling, and they possess for what they have academic concern or remote from our true interests. They to tell us is not of ouT minds, move our hearts, and touch our The books speak to us in more than one way. In raising the persisting human questions, They are, therefore, and whether their this defect is the goal of the St. John's seminar. Here a number of students of varied faced 'mth a text that may present unfamiliar attempt It is that the students are ¥1illing to submit their to one another's The demands of the individual and those of the group are in continuous limits within which the discussion moves with the utmost freedom. The discussion may concern itself 'With to establish the meaning of a poem or the of an argument. On the other hand, it may concen1 itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the ~"'"nnnti 7 the aim is to ascertain not how things were, but how the students make reasonable decisions in whatever circumstances face. And it is the ultimate aim of the program that the habits of thought and discussion thus students should continue with them throughout their lives. at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the and initiative of the students. The tutors function as guides, more intent on u 0 c~iuu.F', students them than upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that become means of understanding. Traditionally, the liberal arts were seven in number: grammar, - the arts of language; and ai1d In more terms, the liberal arts to light vvhat is involved in the use of words and numbers in all k.Inds of discursive thought, in analyzing, speaking, and and :tlso in measurand demonstrating. There are many ways to them: the others. In that sense they converse with each otheL They draw the readers to take part, within the limits of their cmiucu:;~. This is one-sided. The great books can only repeat what have to say, ..vvithont the clarifications that we desire. To COLLEGE} Through discuswhich enables them to recognize both the samea new ness of a recurrent problem and the variety of its historical manifestations. appreciative of their unifying ideas. They are intelligently and common and conscious of their social and moral obligations. citizens. the means and the ·will to become free St. John's of great books - texts notes, and pictures - because express and often most perfectly the ideas ·which contemporary life is or unknowingly These books are the most teachers. uc0uvu.~ of human They are both timeless and Their authors can eJ<"istence, and bear JOHN'S these arts. The cuuiculum emphasizes six of translation, writing, Whatever methods are invite the students to think freely for themselves. mathematical demonstration, they all serve the same end: to these means, students will be able to envisage actual to deliberate by articulating clear alternatives with the hope of at a prnper choice. The of these intellectual skills will serve the students who have learned them their lives. advances and the fundamental outlook of ucuuaHic; may over but these arts of understanding remain in one form or another inclisen:Ible men and women to win knowledge of the world around them of themselves in this world and to use that knowledge vvith wisdom. unHunx:. men and women can free themselves from the wantonness of and the narrnwness of beaten Under their men and women can acquire the habit of listening to reason. A conceived liberal arts curriculum cannot avoid at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The g:roup meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to a:round pages of but may be much shorter if the text happens to be particularly difficult. The seminar begins with a asked by one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not to the leaders. They do not raise their hands for to be heard, but enter the discussion or owithdraw from it at •Nill. The resulting informality is ternth e use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most to the most gene:raL The reading of Thucydides, for example, is almost certain to elicit a discussion of war and and to to the surface the students' and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over suggested by the reading, but bearing only indirectly on the text itself in the minds of the In the coffee shop after seminar, students from different groups compare the points made in their discussions. CU.TPCC,An Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the or their relation to the opinions of others. m their interplay with one another, the students learn to proceed with care, keeping to the topic and t:rying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the p:rocedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different . Such progress in learning together may be crovvned by sudden insights on the part of a few of the seminar members, or occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of the argument," of the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question :remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative deVlces by which the discussion is kept alive. A seminar may also degenerate into xather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. {ST. JOHN'S Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" It is to guide CUC•vUoo••UH. to keep it moving, to raise and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question But the leaders may also take a definite and stand and enter directly into the argiclment. If they do so, however, they can eiqiect no consideration. Reason is the only recognized authority. ConsequentaJI opinions must be defended with reason, and any single opinion can only by general consent. The aim is always COLLEGE} 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, and submits an essay 011 some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �{THE CURRICULUM} THE PRECEPTORIAL F or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. {ST. JOHN'S COLLEGE} Listed below are some of the preceptorial subjects offered on the two campuses in recent years. ~~~.~~I?;~.~.r..:..1!.e.Z.r:~.r::.~~.!.Z."!~ . . . . . . . . . . . . . . . . . . . . ?.~~.~IP.1..~.~ ~~ii.~.~.5.5..i.?1.1.~. 1.~.~. Y.~~.11.~.~~5. . .. !.?!'.~~:. .l!.l!.sse.8.................................................................. Saussure: Course in General Linguistics ................................................................................................................... !l.~~~~I?;~. ~1.1. ~~?.'.!.5..11..~~.~?.1.1~~~11..5................... Aristotle.:.~e.t.{/,_.f.~!..~.i.cs Darwin: Natural Selection Plato: Republic s.~~~-:.J!e.~Tl:.~.{l_.~~.1Y°.r.~i.~~Tl:.e..8.~. . . . . . . . . . . . . . . . . Galileo: Dialogues on the Two Chief World Systems ...................., ... .S..~~~5.P~~.~:. s~~~~~.~.~.~1.~Y.5...................................... T.S. Eliot: Selected Poetry Bosch and Bruegel ····························································· 1.':~~:. <:~Z.t!'!,1!:.e..°.!!r:~"!~':t. . . . . . Hobbes: Leviathan ...................................................... Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in . . .~Z.e.~~Z.~i.t!..~':?:.ll!r::~~~~Tfl . . . . . . . . . . . . . Ethical Problems in Medicine ......................................................................... ........................... ~~~~~?~~.:.Tu:.i:z~~i.?fthe.!.~°..~ ....... THE TUTORIALS T he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and '.·<'insight to their fellows. Other tutors often 1 attend, seeking to learn about a particular ' :\'' subject that they may later teach. Writing assignments are normally .made in all classes: mathematics, music, )µid laboratory sections, as well as in lanage tutorials. The students are thus ed upon continually to articulate and anize their thinking in both the writand spoken forms. · ation in higher education has led found neglect oflanguage skills. As is separated from country by the 'er oflanguage, so profession is sepafrom profession by technical jargon. a:rily, the language tutorial attempts edy this condition by training in the 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied.i:;onnotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed ·with greater than the seminar permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The ends with and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read - Racine's Phaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du JWal. Its immediate object is the understanding and of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. \Vriting assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is then, that students should come to dislike mathematics or to think of themselves as unmathernatical. It is equally regrettable that competent mathematicians are often unaware of the philosophical upon which mathematical equations and formulas are based. Mathematics at SL John's is studied as a liberal <>.rt, not separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that access to others and analogies with them. Theie are tivo main reasons for ing mathematics. First, it pervades our modern world, perhaps even defines it. 'I11erefore anyone who means to criticize or to resist or cooperate with this world, not only must have some familiarity with the mathematical methods which The second main reason for studying concerns the mathematics tutorial more specifically. Since mathehas, as its name implies, a particuclose connection with the human for learning, its study is especialin helping students to think what it means to come to know COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of ima~nation, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: "Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its pToper beginnings and ends? "What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constltute a language? Are there "mathematical How might the discoverer of a particular theorem have come to see it? By means of such which grow out of the work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his cessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {ST. CURRICULUM} the mathematics tutorial at St. John's and the course in mathematics. a mathematical motions, but he gives more than that: His work is both an exam- and religious readings that are taken up in the first and In the second year, the students continue the of ti on of the very tTeatment Descartes marks the of modern mathematics. After this which pre- sents the conic sections in form. thus gain a.c'1 understanding of algebra as the art" in In the third year, calculus is studied both in its modern form and as Nevvton it in JY!athematica. This is folan examination of Dedekind's of real numbers, the endeavor to arithmetical foundaa tion for the calculus. The students then to take up i.ts return to Ne-wton's treatment of astronomy, in which NeV1rton heavenly and under one law and metric astronomy with a in which orbits are determined force. The mathematics tutorial is both an introduction to and a foundation for the study of the philosophical outlook of the modern wodd. In the fourth year, the reading of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of as well as on the nature COLLEGE} 15 of the geometric art as a whole. Seniors also of rel<>,Jccu..'"''"''co our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a of classic beginning close with Giotto's frescoes and with Picasso's Les Demoiselles d'Avignon. THE into heliocentric next take up the Conics of JoHN°S Musrc TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The of music at St. John's is not directed toward performance, but toward an understanding of the of music. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal music was based, for them, on the ratios among whole numbers, In , the music program at St. John's aims at the once a week to and its notation. takes place the second semester the students some of the great choral sophomore year, a tutorial meets three times a week. Besides the singing, the music tutorial :reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoiic, and poetry. On the other, it is a unique and self-sufficient art, which has its roots in nature. real textbooks. In the second semester, at least one analyzed Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. G1oup discussion of a work of music, as of a book, facilitates and enriches the understanding of it" �16 {THE {ST. CURRICULUM} THE LABORATORY hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the Sc John's program and one that the college takes care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last t-wo years of the program exhibit the far-reaching that flow from it, and these could not be appreciated without the first two years, which cover the Homer to Descartes. .Modern mathematics has made possible the of natural phenomena on an immense scale and has prnvided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast of conceived the great thinkers of the seventeenth century. They are based on a mathematical tion of the universe, which transforms the universe into a great book written in mathematical characters. Liberal is concerned ·with the artifices of the human mind and hand that us to relate our to our understanding. For this purpose, St. John's has set up a laboratory in the natural sciences, wherein characteristic and related of biology, and are pursued. There is the art of measurement, which involves the analytical of the instruments of observation ancl measurement; crucial experiments are · the interof hy-pothesis, theory, and fact has to be carefully scrutinized. All of this is sup- JOHN'S COLLEGE} 17 by the mathematics tutorials, which provide the necessary understanding of mathematical techniques, The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration reqnire different methods and techniques, but the integrity of scientific pursuits sten1s from sources common to all intellectual lifeo Tx-rn ORGANIZATION OF THE LABORATORY WORK The program is mined three considerations relevant to the liberalization of the of science: (I) The scheduled experimental work must be combined with a full and free discussion of the instruments and uH,'P'"o involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in assumption, and observation. Thus certain integrated wholes of subject matters a.re to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a matnre understanding of the sciences called teen to suteen students under the guidance of a tutor, with the help of more advanced stndents as assis- ,,v,,,,uvu session may be used and discussion of theory, or for both, as the the discuss10n of a classic paper or other related to the at hand; of Aristotle, Huygens, Newton, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the pmpose is to achieve an intimate mixture of critical discussion and �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surroundingworld. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry -~-~r.ix~~ .............. Topics in physics: mechanics, optics, heat, electricity, magnetism .4.!.1.1..Y.~~---·· 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology {ST. CURRICULUM} JOHN'S calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this ·determination. T1lE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional ijivisions of physics, such as mechanics, ·hptics, and electromagnetism. Through~ut the year, experimentation is accompabled by the reading of important original zwrltings by Galileo, Descartes, Huygens, !Newton, Leibniz, Carnot, and Maxwell . .be mathematical tools of physics are to ~be put to work in the laboratory at the ~ame time that their rigorous develop:~ent is pursued in the mathematics tuto• As the tools of the calculus become lable, the emphasis shifts from a ect, qualitative description of force, eleration, work, energy, and potential ds to their reformulation in terms of • ative and integral; at the same time, physical concepts serve to illustrate mathematical ideas. The concepts of hanics are to be used to formulate native theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE CURRICULUM} THE FORMAL LECTURE T he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. {ST. JOHN'S LECTURES AND CONCERTS Tbe following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, "James Madison and the Bill of Rights" Robert Goldwin ~·Morality, Aristotle, and Liberal COLLEGE} 21 "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord of Wagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Parable of Don Quixote" Joe Sachs olution and Development" T.Bonner ess, Reason, and Recantation to'sPhaedrus" a Nussbaum "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis �22 {THE S T . J 0 H .N ' S L I S T 0 F 23 CURRICULUM} GREAT B0 0 K S he list of books that serves as the core of the cmriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than tv\To thousand years of intellectual form the background of the first two years; about three hundred years of history form the background for almost DA.rice as many authors in the last two years. The first year is devoted to Greek authors and the:IT pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance the third year has books of the seventeenth were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not a historical approach to the matteL The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. h invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the Those listed here are read at one or both campuses. Books read in seman asterisk. inar are FRESHMAN YEAR *Homer: *Herodotus: ''Plato: Aristotle: Euclid: '''Lucretius: *Plutarch: Nicomachus: Lavoisier: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus 'f Poetics, 'Physics, '' lVletaphysics, *Nicomachean Ethics, On Generation and Corruption, 'fPolitics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.r Thomson, Berthollet, J.L. Prnust SOPHOMORE YEAR 'The Bible ''De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Miss a Papae Marcelli Essays ''Introduction to the Analytical Art" �24 *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE Novum Organum ''Richard II, *Henry IV, *Henry V, *The Tempest, 'As You Like It, ''Hamlet, *-Othello, *Macbeth, *King Lear, ''Coriolanus, Sonnets Marvell, Donne, and other r6th- and 1rth-centmypoets Geometry, *Discourse on Method Generation of Conic Sections St Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms YEAR ''Cervantes: Galileo: *Hobbes: ''Descartes: *Milton: La Rochefoucauld: La Fontaine: ''Pascal: Huygens: *Eliot ''Locke: Racine: Newton: Kepler: Leibniz: '-Swi_ft: *Hume: ''Rousseau: ''Moliere *Adam Smith: "Kant: ,, IVIozart: ''Austen. Dedeki.nd.: {ST. CURRICULUM} Don Quixote Two Jllew Sciences Leviathan Jl1editations, Rules for the Direction ofthe JV!ind Paradise Lost Maximes Fables Pensees Treatise on Lighi~ On the Movement ofBodies by Impact Middlemarch Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica Epitome IV * Monadology, *Discourse on Metaphysics, Essay on Dynamics, ''Philosophical Essays, and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin oflnequalfry JoHN's SENIOR YEAR *Hamilton, and Madison: Darwin: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of America, ,. Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Lobachevsky: Democracy in America ''Tocqueville: Selected speeches ·'Lincoln: Philosophical Fragments, Fear and Trembling *Kierkegaard: Tristan and Isolde Capital, Political and Economic Manuscripts of 1844, ·'Iv1arx: The German Ideology Brothers Karamazov *Dostoevski: War and Peace »Tolstoy: The Adventures ofHuckleberry Finn *Twain: Selected stories *O'Connor: Psychology, Briefer Course *William James: *Nietzsche: Birth of Tragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis Poems Booker T. Washington: Selected writings The Souls ofBlack Folk Du Bois: *Heidegger: vVhat is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan The Electron *Conrad: Heart ofDarkness *Faulk..ner: The Bear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schroclinger, Bohr, de Broglie, Driesch, 0rsted, Boveri, Sutton, Beadle & Tatum, Sussman, \Y.!atson & Crick, Jacob & Monod, Wealth ofNations Critique Don Giovanni Toni]ones COLLEGE} 'These authors or works are read in seminar. The odzers are distributed among the tutorials 25 �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS History and Social Science Freshman Yea]_' Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadi-o Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther IVIontaigne Bacon Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot lVIoliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau AdamSn1ith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S. Eliot Twain Conrad V. Woolf O'Connor 1Vlelville Faulk11.er Hegel Kierkegamd Nietzsche W. James Heidegger Plato Hegel Marx Documents from Ainerican political history Tocqueville Lincoln Supreme Court opinions F. Douglas B. V/ashington DuBois Hamilton, Jay, Madison Faraday Lobachevski Rutherford lYiinkowsk.i Davisson Driesch de Broglie Homer Aeschylus Sophocles Euripides Aristophanes Sopho:moye Virgil Dante Chaucer Rabelais Shakespeare Donne Marvell Year Junio::r Yea:T S.enio:F Yea:!_' Sc John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their Instead, learning is a enterprise carried out in small groups with persons at different working All ""·'vc.uco in a class are expected to prestudying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and teachers, the tutors? First of all, should be good able to ',rnnnTtcmt issues that will engage the and imaginative powers of their students. Next, must be USiteJJters, able to determine the difficulthem to t Mathematics antlNatuxal Scien!:e Philosophy and Theology Litexature ACADEMIC Music MaTiotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Viete Leibniz Huygens Dedekind D. Bernoulli Faraday Ma..-,,._rwell 0rsted 1\.niphe Mozart Mendel \Vagner J. J. Thomson Bohr lVIillikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & lVlonod themconversations at St, John)s RDER} 27 themselves to lead language tutorials translations from or Racine. The advai.-itage of this fox students is that they are under the guidance of active learners who will not parry their far-ranging questions with the that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are tempted to strive for greater comprehension of them. Some tutors do find rime to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either t\Aro tutorials or of one tutmial and a section, and are continually teaching their colleagues and learnfrom them. It is important that tutors have time to probe more into the foundations and wider contexts of what is studied at St. John's than the for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious Between sabbatical leaves, faculty study groups are set up, Leaders of such groups are son-1etimes relieved of part of their teaching duties. The groups engage in a thorough study and exploration of a chosen themselves or the Instruction Committee of the Scholars from other institutions may join the group for certain peTiods. Although the under may not be related to the St. John's curriculum, the work of the study groups opens new for at St. John's. �{THE 28 ACADEMIC THE LIBRARY he books chosen for study at SL John's are collected in the best editions and translations that can be obtained" These works form the basis of the collection, with additional volumes servrng as sources and representative wmks in the fields of learning. are most extensive in philosoliterature, and the history of science. also newspapers and ivLu<,dJ.o. audio-visual materials, multiof some seminar readings, and comother smaller collections" A mittee assists the librarians with collection clPuPllr.-c,rnPn7 The Greenfield spaces as •Nell as computer ternnnals Wlth access to the , other JOHN'S SCHEDULES THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction" It also advises the presidents on appointments to the The committee consists of the deans and twelve tutors, six elected the tutors on each campus of the college; the sit with the Instruction Committee ex officio" The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings" {STo ORDER} library databases, and the Internet" The Music Library in Mellon Hall contains scores and recorded music" The Faith and John Meem Library in Santa Fe in r9900 The now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student at a given time, including two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes" The library also houses a student computer laboratory, and provides terminals for accessing electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early o:r first editions of works read in the program. Annapolis has the Bray Collection, dating from r696 and known as the "first in America," as well Collection of signed and as the inscribed books, The Witter By11ner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettr,?So In addition, the Santa Fe and alumni r:rn 0DtcanD1ns and the Holtzman Music Collection, the most distinctive _ark of St" John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate This may be the week when all freshmen are learning the Greek or the weeks when are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the uH u11<:m.m110 for liberty in Pericles' funeral oration. Thus all students, having a eommon program of have a common ground for conversation" A 29 COLLEGE} Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students" The language, mathematics, and music tutorials each meet for three-andone-half hours to fou:r-and-one-half hours per week" Freshmen, juniors, and seniors spend up to six hours each week in the laboratory" Two evenings, from eight to ten, all students attend a seminaL A formal lecture or concert is given once a week Sixteen to nineteen hours per week are spent in regular classes" The year is divided into two semesters of sixteen weeks each. SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY WEDNESDAY THURSDAY Language Language Mathematics Language Mathematics Laboratory Laboratory Se1ninar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics FRESHMAN SCHEDULE, SANTA FE MONDAY Mathematics TUESDAY Chorus Seminar Seminar Fonnal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS "~""~~~,, in Annapolis and each semester in Santa Fe, all freshmen, and submit essays to their seminar leaders on some aspect of the liberal arts, These essays are based upon books in the program, ORAL EXAMINATIONS Toward the end of each semester, oral examinations are helcL These are conducted the seminar leaders, The students and on the texts have read or the paper they have written and on their critical and ~muvHo, It is not the much students remember, Students are to consider the clifferent paxts relation to each other and that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is before the winte1 vacation, and for ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary and trigonometry, Review sessions are offered, THE FINAL ESSAY AND ORAL EXAMINATION In the senior year, the student is to present to the faculty a final essay related to some aspect of the four years' work It is not intended to be a of ized research, but rather a sustained performance in the liberal arts. Four weeks at the sta1t of the second semester are reserved for essay this the seniors attend no classes, If the final essay is approved the faculty committee to which it has been the student is examined about it the committee in an examination, 'No is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's {ST, JOHN'S ACADEMIC STANDING ecause St. John's classes are small and intimate, and because students participate tutors are aware of their students' progress from to The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and COLLEGE} 37 time students are seniors, it is assumed that can evaluate their own and there is no don mg unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory the student may be placed on academic with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary is one semester. LETTER GRADES scheduled college exercises is A record of absences is kept, record is taken into consideration there is occasion to determine Students are not to work for grades, but to their powers of understanding, Therefore, ·within the colgrading is not of central Students are told their grades request, The tutor's ment of a student is rPnorrc•r each semester as a conventional letter A, B, C, D or F, where C indicates that the work is at a level. Such a grading system is necessary for students who wish to enter or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the SOPHOMORE ENABLING tutors repo:rt to one of the semion the students' work during '"''"'""'tP·•" the students are then invit1. n!ZD101Jla to then tutors' reports and are not reported or year, conferences replace don rags, In stutheir uwn work, and then comment on that report, By the enabling :is a review the 'With the advice of all the tutors of of the student's learning during the two years spent in the The they have written a essay, a_nd then only if in the judgment of the Instruction Committee they are prepared for the work of the final two years. In pa!ticular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T ··················································································································- he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 20.8% are in business or business-related occupations; • r6.g3 are in teaching or educational administration; about two-thirds of these work in colleges or universities; {ST. ORDER} • r6. 7% are in communications or the arts; • 9% work in the field oflaw, with most in private practice or the judiciary; • 7.6% work in computers/sciences; • 7.5% work in the health professions, mainly as physicians; • 63 work in social services, including counseling, psychology, social work, and the ministry. • r5.5% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JoHN's DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee fol' permission to present themselves as can"' didates for the degree. They must then. submit a thesis on a topic approved by Instruction Committee and stand for oral examination upon it. The topic m have some bearing on the understan · and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from pollege graduates with diverse educationand cultural backgrounds and with vard interests and professions. EGREE OF MASTER OF RTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and disg with others the great books of the n tradition. The readings are orgato five segments: Literature, Polid Society, Philosophy and Theolothematics and Natural Science, and . ·Students must complete four of 've segments to earn the Master of Liberal Arts degree (thirty-six er credit hours). These segments ogether constitute a closely interogram of study. s are small and based on discusssic texts, but differ in signifiThe heart of the curriculum is in which fourteen to twentyengage in a discussion inititor's question about the · g. In the tutorial, a slightly of students (twelve to sixmore intensively on smaller , either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools, and is approved for teacher recertification by the New Mexico and Maryland State Boards of Education. �34 35 THE LIBERAL ARTS CURRICULUM*'·' DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS LITERATURE PRECEPTORIAL (examples) p RE C E PT 0 R JAL (examples) SEMINAR Montesquieu: The Spirit of the Laws Shalcespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Emipides: Hippolytus, Bacchae, Electra Aristophanes: Frogs Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR TUTORIAL Chaucer: Canterbwy Tales in Middle English., Shalcespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RI AL (examples) Cervantes: Don Qui.xote Joyce: Ulysses Virgil: Aeneid Eliot: Jldiddlemarch Dostoevski: The Brothers SEMINAR Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue 011 the Two Chief IVorld Systems* Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories* SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic A_ristotle: Politics' Machiavelli: The Prince Locke: Second T!·eatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic !'.1anuscripts of 1844* Euclid: Elements* Lobachevski: The Theo1yof Parallels·' Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements ofChemisay Maxwell: TlzemyoJHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans TUTORIAL Aristotle: Nicomac!zean Ethics'' Thon1as Aquinas: Treatise on Law'l- Hobbes: Leviathan,,_ Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Augustine: Confessions* Thomas Aquinas: Summa Theologica 4- Kant: Groundwork of the il1etaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Aug·ustine: The City of God*' Vico: The New Science* Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy ofHisto1y ,. Marx: The German Ideology Nietzsche: Uses and Abuses of Histo1y for Life Dilthey: Ina·oduction to the J-Juman Sciences* Collingwood: The Idea ofHistory* Strauss: Political Philosophy and 1-Iistor:;/ PRE C E PT 0 RI AL (examples) Tolstoy: Wc1r and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Orzg·ins of Totalitarianism **Readings may differ slightly betvveen the two campuses * Selections Federalist* Selected U.S. Supreme Comt Decisions Tocqueville: The Old Regime and the French Revolution* PRECEPTORIAL (examples) SocmrY Tacitus: Annals'{· TUTORIAL J(aramazov POLITICS AND Thucydides: Peloponnesian War* Livy: Early Hist01y ofRome* Polybius: Histories* Plutarch: "Caes31"' and "Cato the Younger" Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Futlffe Metaphysics Nietzsche: Beyond Good and Evil" _,._,,,__he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised thoughtful human beings in the rich traditions of the East. Its course of consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial rn either Sanskrit or classical Chinese. In the seminar., fourteen to twenty-one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students either Sanskrit or classical Chinese. The is not mastery, but rather sufficient familiarity with the elem en ts of the languages to gain some into their structure and to trans- late selected short passages from classical texts. In the preceptorial, to twelve students study a single work o:r theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the rnther than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �---------------------------------~··---······~·· 36 37 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRJNG SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius* Tao Te Ching• T'ang Poetry Mencius* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna* Bodhidharma, Zen Teachings Hui-neug, Platform Sutra ofthe Sixth Patriarch Sei Shouagou, The Pillow Book Dogen, Shobogenzo Basho, The Narrow Road to the Deep North !Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloud Messenger) Rig Veda Brihad-Aranyaka Upanishad Katha Upanishad Ishvara Krishna, Samkhya Karika Kapila, Samkhya Pravachana Sutra* Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refutation ofInference), and Prabodha-candrodaya (Rioe ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarkabhasa (Exposition ofReasoning) Jaimini, Mimamsa Sutra Kumarila Bhatta, Slokavartika Kanada, Vaisesika Sutra • Manavadharmasastra (Institutes ofManu) Kautilya, Artha-sastra KamaSutra* Bhagavad-Gita Abhinavagupta, Dhvanyaloka' Mahatanhasankhaya Sutta Mahaparinibbana Sutta PRE C E PT 0 RI AL (examples) Mahabharata The Pali Nikayas (Discourses of the Buddha)• Shankara Wu Ch' eng-en,Journey to the West SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius,Analects, Great Learning and Doctrine ofthe Mean Chuang Tzu, Inner Chapters MoTzu• Mencius* Ssu-ma Ch'ien, Records ofthe Grand Hiotorian * HanFeiTzu* Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra and Heart Sutra Hsiin Tzu• Nagarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, Madhyantavibhagabhasya, (Commentary on the Separation ofthe Middle from the Extremes) Badarayana, Vedanta Sutras with commentary by Shankara Ramanuja Madhva Chu Hsi, Learning ofthe Sage Wang Yang-ming, Instructions for Practical Living PRECEPT 0 RI AL (examples) Early Buddhist texts Pre-Confucian texts Ts' ao Hsiieh-Chin, Story ofthe Stone Ssu-ma Ch'ien, Records ofthe Grand Historian PRECEPT 0 RIAL (examples) Murasaki Shikibu, The Tale of Gen;i' Contemporary Japanese fiction *selections FoR ADDITIONAL INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office · St. John's College )?.O. Box2800 Annapolis, Maryland 21404-2800 41:0-626-2541 ;pdm@sjca.edu ,~.sjca.edu uate Admissions Office ohn's College Camino Cruz Blanca ta Fe, New Mexico 87501-4599 ~,g84-6083 ·ss@mail.sjcsf.edu .sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and lighthearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe are organized by the Student Activities Office (SAO), which is responsible for ,pl'oviding instruction and equipment. ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State Maryland. Its population of 50,000 le is occupied principally with the ernment of the state and of Anne ndel County; with the training of shipmen at the United States Naval demy; with the fish, crab, and oyster stry; and with the sailing and recreactivities of the Chesapeake Bay. e campus of thirty-six acres lies in istoric district, adjoining College k, one block from the State House oss the street from the Naval Acadyard. The fifteen buildings include .century historic homes (now class, offices, and a dormitory), rgthVictorian structures, and 2oth-cen. dings designed to complement er ones. There are six student dores, offering single and double community of students has govtself since r945 with elected offidelegates representing each dord the off-campus constituency. Polity representatives, called Council, meet once a week ests from students for funds, students of their responsibili- sTu D E N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 {ST, JOHN'S COLLEGE} {RESIDENCE & places to develop specific skills, The college's Mitchell Art G:ciJlery specializes in circulating exhibitions by artists of major stature, Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West, Lectures and discussions are scheduled during each show, An e:xlribdisplays work by members of the community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of for St, John's students, Vanous artists teaching in their fields of specfalization conduct classes in drawing, and pottery throughout the year, Materials and tools are furnished without charge in most cases, come in several varieties. The John's Vlaltz Committee arranges frein the Great Hall, ":;,Hccu.u~ and big-band swing music These include the Halloween Masked e-mail, printing out papers written on computers, and the World Wide Web, Individual computer stations also are available in the The:oi.ter life is active, The stage one or two classical a year, perform one or two modern works, several one-act Recent have included The Winter's Tale, The Nature and Purpose of the Universe, The Midlife Crisis of u'"fl:""'·'"' and The Tempest, weekend, the student film club presents and domestic films - the classics of cinema art. The selection is eclectic: recent have included Reservoir Dogs, Potemkin, Citzzen Kane, and The Seventh Seal, There is also a spe- cial winter film series on Music is pursued in groups and irnliV1dVoice and instrumental ensembles train new members and at collegia at the end of each semester, The Small Chorus has recently concerts featuring Fauxe's Requiem, Schubert's Mass in G, and early vocal music The arranged on campus ox in town. Individual artistic exnnes>aon rime for to work. Permanent facilities., such as the art studio, ceramic studio, Cotillion, and Commencement Rock are held regularly in Shop members of the Jtmior Reality Weekend, begins and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, historic tours, seafood, the Naval hiking, cycling, state government, political work, community serD,C., vice groups, and so on, and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules to both cities to attend plays and films, as well as for individual explorations, ATHLETICS The college an extensive intramural sports program that includes team co:mi:)et1t1,on in soccer, football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This and very popular program, for both men and women, is a of the college's extracurricular life. students abandon athletics when they enter college because find programs for only the select few, At St. John's, are able to rediscover the joy of amateur athletics in a welcoming setting, between intramural teams is but also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aiki.do, yoga, tai chi, dance, and aerostaff, and bics, Alumni, even parents Located at the confluence of the Chesapeake and the Severn River, ,~H""'"'~" is synonymous with ·water sports. The Boathouse, one of the loveliest in the mid-Atlantic serves as headquarters for an active cTew program, rowing and axe very �42 {ST. JOHN'S popular activities, and the college's more serious rowers compete in local regattas. The college has a fleet of sailboats, from r4-foot lasers to a 37-foot Heneschoff ketch, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6rn by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the of New Mexico in Albuquerque. Sixty miles to the south, Albuquexque provides the attractions and conveniences of a city of 500 ,ooo people. The campus of 250 acres lies in the southeast quadrant of the two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student centeT, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which serve as a smaller comof friendsvvithin the college. More '.than half the rooms are singles. The othe:ts are designed in suites of two or three each student with the of his own quarters and, at the time, close companionship with a . ..,."uvw student. The eight dorm suites five rooms. Students living dorms are responsible for all .v"'"'""1" in their rooms, bathroom, and ·''~N,,,UH.vu room. The director of residential students arrange to live with who share similar opinions about music, and so on in a dormitory STU.DENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine .Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's aTt which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The JWoon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given students the Collegium Musicum. Formed to stimulate musical activity on campus, the association members of the college with an to perform before small, receptive audiences. this students and faculty who insrruments or who sing can find teachers and fellow musicians with whom to The St. John's Chorus and the small chorus also give recitals. The numerous keyboard instruments, including two grand and a for student practice and Practice rooms are available in the Fine .A:rts Building. The St. John's Film students to a wide variety of classic and current films for the college every .,,., u ' " i;n students are attracted to the town of Santa Fe its crafts, music, theater, and visual arts. Others have participated schools, countion, or other local activities. buses near the campus, proto tuwn. Most students come to St. John's with definite interests outside the scope of the progTarn and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on concerns, and slide shows on axt on-campus activities, as are groups in such languages as Latin, German, and Hebrew. Thorne students support toward fulfillment of medical school meI months, or afteI COLLEGE} rock parties, and such :regular events as the Octoberfest the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Re<JJi1'J V!eekend occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a and athletic cu1rn1c1.>uv11 ATHLETICS Like the Santa Fe campus encourages all students to in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, two racquetball/squash courts, aw.ellweight room, men and women's locker rooms, and a large outdoor ment :room. The student outdoor programs office, the director's office, and a small outdoor resource located at the new. center. The college offers students, staff, and alumni a outdoor recreational Student interest usually determines which sports and outdoor programs are offered, There are organized tournaments for basketball, badminton, table-tenindoor and out·~··~"u,..,. There are also tennis, to swim and softball, and Ultimate Frisbee. The college also supports a Karate-Do program Jorge .A.:igla, 5th Don. Dependclasses are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater canoeing and dov,mhill and cross-country skiing, snow shoeing, and fishing. The Outdoor Programs office organizes extended river each fall and spring in the surrounding Southwest. The de Cristo Mountains {RESIDENCE & carnp1mg and hiking. Students can join the St. College Search and Rescue rream and learn back-country skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages a year. The athletic and outdoor program office students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and axe just a few of the items available for check-out, The does not participate in for"v~~""'''~ athletics and there are no scholarships awarded. The uu"'"''a"'" that the college places on the growth of students and faculand the absence athletic curricushould not be mistaken fo:r disdain of HUCOO,CV,<o STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no exist. Many tutors and students attend church or synagogue in town. It is customary for ext:racunicular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and the students need for their classes. It also maintains a stock of books related to all of the program, and books of more gener- �46 {ST. JOHN'S al interest. It is operated without profit. Both campuses maintain compute:r labo:ratories for student use, providing free access to wo:rd processing and Internet services, including e-maiL PC and Macintosh computers are available in the laboratories and in the library. As suppo:rts for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are to live in the college dormitories and to take thei:r meals in the college dining hall, unless they apply in writing to and obtain from either the assistant deans or directors of residential life to live off-ca_mpus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may he available for manied students durthe academic year. Such students should check with the appropriate Aclmissions Office about the availability of housing on campus or in the local community. Room is the of the assistant deans in conjunction with the directors of residential life. Retmning students have the privilege of drawing fo:r rooms before leave for the summer vacation. fo P~.UUl!JlJllo students are not ted to remain in residence during winter or spring vacation. In Santa Fe, students are not to remain in residence {RESIDENCE COLLEGE} during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining halL INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and communities, there is no separate office designated for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with :respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying and for internship opportunities • a.ssistance with resume-writing and other job-search skills • access to a national alumni career network 0 & • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's website SL John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT LIFE} 47 rules and regulations promulgated in the Student Handbook annually the college. SL John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons a:re flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE Health Center on each campus of health services for students. Counseling services are available on campus. These services free of charge or provided at low cost. OF RESIDENCE order and the well-being of each make necessary certain rules of governing the use of dormitorules have been decided upon Every entering student is of thern, and returning upperare reminded of them each falL is inseparable from the unal life. The building of a good requires the faculty to show for the individuality of each stustudents agree to abide by the o.u111unu:irrv The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and fm:niture that have been damaged normal wear and tear. damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 { SITE ANNAPOLIS PLAN} {SITE MARYLAND SANTA FE, PLAN} NEW 49 IVIEXICO COLLEGE CREEK SOCCER LOWER PLAYING FIELD FIELD BOATHOUSE e··· ~~~::;, 7 HEATING PLANT UPPER PLAYlf<G FIELD STUDEl~T ACTIVITIES CENTER l~~ TENNIS COURTS '""~\\\ '~ SUITES Ll '---------~ ~------------ COLLEGE AVENUE L---~ APARTMENTS \ �iii.¥ 1m; {ADMISSIONS} """'"'1!!1!iF'"''<lllhe standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and believe they can take pleasme in it. In writing their application many determine their own appropriateness as St. John's students; others · _eliminate themselves as applicants, decid.1ng that their interests and those of the e:allege do not coincide" Thus, for the select themselves" Some whether an applicant has preparation and ability to lete the St. John's progran1 satisfac. The Admissions Committee - five and the Director of Admissions on mpus - regards the application as a question from the applicant: "Do ink I am to profit from the of studies at St. John's?" previous education, their St. John's, and their with books. A number of are suggested. The essays to enable to give a c,wvv;>iu"- 51 full account of themselves. They can tell the committee much more than statistical records reveaL Next the committee considers the applicant's academic achievement and promise" Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St" John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scoreso The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or any other factors unrelated to the work of the college. The application asks a minimum of data. Need for financial assistance does not affect the committee's decisions on admission. St" John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 450 undergraduates" The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and Januaxy. Occasionally, there may be a class on only one campus. New students are enrolled only as freshmen; typically w3 to r5% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St" John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �52 {ST" {ADMISSION} graduate a year earlier than if they had postponed their entrance until the following fall" The January class is of particular interest to students who come to St" John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter Sto John's immediately after the first semester of their senior year of high schooL REQUIREMENTS FOR ADMISSION ost have a strong background in academic subjects" Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science" In addition to the tion essays and school xeport, each applicant must present of any work and two letters of reference, one from a teache:r. In exceptional cases, certain of these may be waived, or additional information may be SAT or ACT test scoxes are not normally students must have followed a pre-university course of and must submit the following documents: Io A Sto John's application form essayso :20 Two letters of reference, at least one of which must be from a teacher of an academic 30 An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (eogo "A" Levels, International Baccalaureate, and so on)o This must be accompanied by an explanation of the grading system used and an English translation of records in other languageso Lf· Test results from: ao The Student Assessment Test (SATr) or the American College Test (ACT). bo The Test of English as a Foreign Language (TOEFL), if the first rnooi-, '"'~'' c JOHN'S is committed to maintaining its low student/faculty ratio (8 to r)o In order to meet this commitment, the number of students in each freshman class is carefully controlled" Candidates for admission are advised that applicants who meet the suggested deadlines (see below) !ffe in a better position to secure places in the entering classes and consideration for financial assistance than those who for fall classes should be SL John's College's test code numbers for the Entrance Examination Board (SAT and TOEFL) are: = 5598; Santa Fe = 4737° The American College Test Santa Fe = 26L,c9 PROCEDURE John's College is one located on two campuses Although initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole" On inquiry, students receive a statement of the St" John's College program, an for admission and recommendation forms to be completed by schools and references Applications may be submitted as as the second semester of the eleventh grade, L who is not a graduate" Such students must be well from the college progxam and must either submit the results of a test (SAT, ACT, or PSAT) or a GED cextificate. A campus visit and interview are imp ortant in such caseso INTERNATIONAL STUDENTS St. John's is autho:rized under federal law to enroll foreign students" In order to be considered for admission, international 0 53 Because the college welcomes all serious there is no application feeo Students should submit their application to the Admissions Office on the campus they to attend" Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and the appropriate Admissions Office of their intentions as soon as iS 11 Ot £.ll.gHML TEST CODE NUMBERS COLLEGE] the greater their cuJ'""uuu of acceptance, applito enroll on either in the entering class, approved applicants must submit a deposit of $:i50 to the Admissions Office on the campus at which their applications were processed, together with a statement the campus they wish to attend, Once the deposit has been submitted, the campus preference may not be changed except as noted below" Deposits are nonrefundable, except as noted below, and are to first semester tuition and fees. Deposits are on a first-come, first-served basis until the available tions are filled" the fall classes fill so while there is time to consider offers of 2odmission from other institutions, the earlier a decision can be i·eachecl, the betteL classes fill the end of December. Students who submit the end of the first week of fall term) or December 3r term) have a significantly higher chance ,,V,JHo'v''° in the entering classes than those who submit deposits latero If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following r) the may be transferred to the other �54 campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptabk FINANCIAL {ST. {ADMISSION} Arn The college endeavors to meet the full demonstrated need of enrolling students financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is ex_hausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FA.FSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial P.~d Application with the Admissions Office as soon as possible. Students who their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of ~~,,,, ,,,,~ all the aid for which they tha_n those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Registrar's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I . All such transfers are subject to approval by the cleans of both campuses and will be restricted if a very large surplus in one direction or the other could pose for staffing, class sizes, or housing. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, 2r404.-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 875m-4599 (Phone: 505-984-6060 or 800-33r-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a World Wide Web site: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. CAMPUS VISIT I is best for those who ~re considermg attendmg St. John s to see the. college for themselves. It is nr•ob:aDJY wise to get first-hand advance knowledge of any college one be thinking of attending, but it is especially t JOHN'S wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important of the program, meets on Monday and Thursday evenings, student visitors normally on campus from Monday to or from Thursday to Friday. If arrangements make these time periimpossible, the visitor may telephone Admissions Office for special help. calendar in the front of the catalog be checked to make certain the planning to visit should tele(r-800-727-9238 for Annapolis or for Santa Fe) or write the .,,~'""'°"rn''" Office giving the dates (and they have selected. It is also for the Admissions Office to the approximate time of arrival. n the reservation is confirmed by hone or letter, the visitor will be told eminar reacling. If it is necessary to el the visit, the Admissions Office 1be notified as soon as possible. only expense for visitors is trnnson. Theyvvill be provided a room in 'tory and meals in the dining hall St. John's students dress ~lly for tutorials, but more formally ar and formal lecture. The semiadings usually can be located in COLLEGE} 55 inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located SL'Cty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES he college believes that qualified applicants should not be denied the opportunity to attend SL John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent within the limits of the college's resources. With very few exceptions, financial aid awards on the basis of need. are made A. The following underlie St. John's financial aid program: L The for education hes with 2 The income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or n,1rr-trm and will be offered to all students as a that combines one or more fOTlTJ.S of aid. 4- In with the that students should contribute to their edut:ational expenses, is, in most cases, the first component of a financial aid awaTd. At St. John's, consists of a and an educational loan. 5. Financial aid is not renewable; ratheT, students each year they wish to be considered for aid. 6. Students financial aid must meet the criteria for satisprog:ress in order to retain their award (see page 57). _,_.__ {ST. AID} 7. Financial aid awards a:re made in accordance with the provisions of Title IV of the Civil Rights Act of :r964. and Title IX of the Higher Education Act of 1980, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. C. Non-HS. citizens applying for financial aid should note the following: Applications are due by March I from enrolled students who aTe returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the Scholarship Service's form should be filed at the earliest date possible in accordance with theiT guidelines. Students whose financial aid credentials are received the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April L Students whose applications for financial aid are received after the deadline vvill not be denied consideration foT assistance, but the of funds cannot be guaranteed. 2, Financial aid for foreign students is limited and for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of cmrent tuition, room, and board. In addition to need-based loans and grants, students are eligible for on campus. They aTe also eligible to a:pply for summer employment at St. John's, but the availability of jobs cannot be Non-U.S. citizens should file the ForStudent Financial Aid with the Adrnissions Office as later than February 15. This form may be obtained from school counseling offices or from the St. John's Admissions Office. Ne requests for financial assistance wiJl be considered and no offers of financial atd will be made until aiter a student has beer. ad:raitted to the college. are the deadlines and notifi- M'TIJRNB:NG §TUDEl'ITS: K Funds for financial aid awards from the college are available from the sources listed below. JOHN'S GRANTS: Funds for St. John's grants are by the college from its own resources. St. John's grants do not need to be repaid. ST. This federal program is to financial assistance to those who need it to attend a institution. Pell Grants are mtended to be the first form of assistance in a financial aid and 1T1ay be combined with other forms of aid in order to meet a student's demonstrated financial need. for the Pell Grant and the amount awarded are determined on the basis of the financial resomces of the ccuu~~U>CH and the No Iepayment of this grant is required. FEDERAL PELL GRANT: federal verification information in order to be considered for institutional assistance. 4 of federnlly funded financial assistance must not be in default on any federal loans received at any mstitution and must not owe any refunds to the federal programs. 5- Students for and receiving financial aid from SL John's are required to Financial ft.id Office 57 after February :1:5 fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they aTe eligible than those applying eaTlie:r. 1. 2. As part of the for financial aid, parents and students must provide of their most recent Federal Income Tax Return and W-2 forms. COLLEGE} employment or other financial benefits for which they become eligible; any in their or their family's financial situation; and changes of name, marital status, and address. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: L must file the current Free Application for Federal Student Aid (FAFSA). In addition, SL John's students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtamed from either schools or the Financial Aid Office at SL John's. To have an of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis= 5598; Santa FAFSA: J\i111apolis=oo2092; Santa Fe=oo2093. JOHN'S of canchdates �58 {FEES & FINANCIAL FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,000 per year. FEDERAL WoRKSTUDYPROGRAMs: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. {ST. JOHN'S COLLEGE} Arn} FEDERAL STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. 200I-02 STUDENT BUDGET' Tt?.~.?1.1...... ...... ....... ................~.2.'.?.:.!.~?. ................... !l.??..IJ:1..~.~.?~.~············ .................. ~.:.?.?.?......................... Books ...................................................2-.?.?. ...........................• 200 Activities Fee Personal Expenses ...................................................... 800 Transportation , Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the eqll BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. The charges are due and payable in full by August I for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must made well in advance of the beginning each academic year, the college must ow in April which returning students register in September. A deposit of 0 on the fees for the following year is 59 therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. Each student is required to make a • I ' r �60 {FEES & FINANCIAL Arn} {FEES books are available in the college Veterans and Social Security qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made arrangements with the treasurmay charge interest on all at rates and on schedules to be determined and each year. osit of $200, called the Caution which is used as a last resort to recover student bills. This fee is U<C.~HHHH,~ of the freshman year. H unused, it is refunded when the student leaves the Each gradsenior must pay a Commencement Fee of at the beginmng of the second semester of the Unless otherwise the presents its bills with a copy to the parents. for late for each semester. The cost of books is about a year. Class of nrnny of the program FINANCIAL the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college A student may rescind the to withdraw by not returning Official Notice of Withdrawal to the Office or to the Graduate A student considering withdrawal to the end of the semester may initiate the withdrawal process the office of the intention to withdraw. OFFICIAL V!ITHDJRAWAL: fication to the students contact the Graduate Institute Office_ When a student notifies REFUND AMOUNT AMOUNT CHARGED I-5 90% IO% 6-IO 30% 15-21 11-15 16-20 cf the semester. A date earlier or ""'"""!-'~'~·"'may be used if the has documentation of the last day attended class or handed in an the stu-v1rill determine 60% 22-28 If a student the or Director Graduate Institute of the intention the date ofV1rithdrawal used VilTH:DRA'<l!AL: 20% 60% 80% and after NoRenmd The student's withdrawal date is established as outlined in Section I of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (week-ends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and which will be refunded_ The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount DETERMINATION OF DATE OF I-7 26 61 WITHDRAWAL 8-14 43 and after AID} REFUND POLICY INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/§p1·ing Sun1n11,e1c & mo% to the end percentage to the revised aid the student will receive, Fm a the first seven federal aid that had been awarded. B. A student who is tAµe11eu withdraw for academic or ·~·,~·~""'""'~ sons will receive no refund of tuition, room, and board. C. If the college determines that the circumstances leading to withdrawal are the student's control, the student ¥rill be for tuition, fee, �62 {FEES & FINANCIAL room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be :required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has :received Title IV Funds (federal financial aid) leaves the institution to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above The percentage of Title rV aid which is earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is {ST. Arn} computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for 14 of II2 days would have earned 12.5% of Title IV aid for the semester. In this example, 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incuned multiplied by the unearned aid percentage. Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: r. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 60 SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been :received for off~campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be :returned at the time of Vlrithdrawal but must be repaid in accordance with the terms of the loan. The Financfal Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations available in the Financial Aid Office, JOHN'S COLLEGE} 63 SATISFACTORY PROGRESS 0 of the Higher Education Act of :require that each post-secondary make available information the criteria for judging satisacademic progress. The criteria John's College regarding the deterof satisfactory progress for of federally funded (Title IV) i:L!~arn;ia1assistance are as follows: order to be making satisfactory tm1Hnre!>so at the end of a semester a stun:mst be permitted to enter the next ter and that next semester must not de the repetition of any work This granted by the consultation with a committee of student's tutors, the "Don Rag ittee The Don Rag Committee ,sa student's work in all parts of the m and approves its quality before ending to the dean that the stuermitted to enter the next semess assessment is conducted in the presence by all of his or her 0 " tutors in common. At the end of the sophomore year, the dean a_nd the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue, Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the Students are not eligible for financial assistance (federal o:r institutional) while they are repeating work" Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semesteL In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �- 64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. {ST. JOHN'S COLLEGE} AID} 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed. 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans an dependents that prior academic ere credentials from post-seconda schools will be evaluated, but pri credits are not applicable to t all-required degree program at the c lege. However, liberal arts credits p viously earned will be deducted fro the training time eligibility offered the Veterans Administration tot transferring student. 65 BIBLIOGRAPHY BooKs AsouT LIBERAL EDUCATION and CHARLES VAN to Read a Book, Simon and ADLER, MORTIMER]., DOREN: How and MILTON ;MAYER: The Revolution in Education, µuiversity of Chicago Press, r958. ';ADLER, MORTIMER]., UN, JACQUES: TheAmerican · ersity, Harper and Row, r970. her in America, Little, Brown and , DANIEL: The Reforming ofGeneral ation, Columbia University Press, OR, ARTHUR E.: Educational elands, The University of Illinois , Urbana, r953. The Restoration of ing, Knopf, r955. , ALLAN: Closing ofthe American Simon and Schuster, r987. , EvA T.H.: Paradoxes of · n in a Republic, University of Press, r979. , JEROME S.: The Process of · n, Harvard University Press, AN, SCOTT: Embers ofthe World, by Harris Wofford, Jr., Center for ~of Democratic Institutions, ·arbara,California,r970. >gues on Liberal Education, r979. ff; College Press, ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., r948. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., r967. and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, r978. GRANT, GERALD HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, r945. HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, r953. Education for Freedom, Louisiana State University Press, r943. The Higher Learning in America, Yale University Press, r936. The Learning Society, Praeger, rg68. No Friendly Voice, Greenwood, r936. University of Utopia, University of Chicago Press, r953. C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., r947. LEWIS, MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, r943. MEIKLEJOHN, ALExANDER: Education Between Two Worlds, Harper and Brothers, r942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. Johns Program, St. John's College Press, r983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., r944. �~-~~·-.~~~~~~~~~~~~~~~~~~~~~--~~~~ ·-~~~~~. . . .11111!!~ jfl¥H 66 { B0 AR D 0 F OFFICERS Chairman Gregory D. Curtis Pittsburgh, PA Vice Chairmen Ray Cave New York, NY vI sI T 0 R s AN D G0 v E R N 0 R David Ellis Vicksburg, MS Richard Morris Santa Fe, NM Susan Ferron, M.D. Minneapolis, MN s} Jam es G. Roche Baltimore, MD Jean FitzSimon Chicago, IL Pamela Saunders-Albin Santa Fe, NM Stephen Forman, M.D. San Marino, CA Frederica Saxon Baltimore, MD Thomas Geyer N. Branford, CT George Schoedinger III, M.D. St. Louis, MO Anna Greenberg Annapolis, MD Jeremy Shamos Denver, CO Stewart Greenfield Westport, CT Warren Spector New York, NY William E. Johnston, Jr. Chicago, IL Ambler, PA Leslie Jump Washington, DC Thomas Stern Palo Alto, CA Thmnas R. Krause Ojai, CA Paul E. Tierney, Jr. New York, NY Barbara Lauer Laramie, WY William Tilles Rockville, MD M. Brownell Anderson Washington, DC Barbara H. Leonard Oberlin, OH Jason Walsh New York, NY Richard E. Berkowitz Atlanta, GA Perry Lerner New York, NY Charles H. Watts II Boston, MA Robert Bienenfeld Long Beach, CA Robley Timmins Levy LaSelva Beach, CA Jill Wilkinson Austin, TX Sharon Bishop Reston, VA Clinton Dale Lively New York, NY Warren Winiarski Napa, CA Ray Cave New York, NY Harriett Page Long Baltimore, MD John D. Wirth Santa Fe, NM Jean Clarke Houston, TX Panl Martin Austin, TX K. Martin Worthy Pedro Martinez-Fraga Miami, FL Jonathan Zavin New York, NY Paula Maynes Santa Fe, NM Lee Zlotoff Santa Monica, CA Stephen Feinberg El Paso, TX Secretmy Sharon Bishop Reston, VA MEMBERS EMERITI Mortimer J. Adler Eleanor Tydings Ditzen David Dobreer, M.D. Robert A. Goldwin Charles A. Nelson Thomas B. Turner, M.D. MEMBERS EX OFFICIO The Governor of Maryland The Governor of New Mexico The President at Annapohs The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe JohnH. Dendahl Santa Fe, NM Charles M. Diker New York, NY Peter !VlcGhee Cambridge, JVIA Lenore Steiner Sea Island, GA ~ {FACULTY} :l ANNAPOLIS President CHlUSTOPHER B. NELSON BA, St. John's College, Santa Fe, 1970, St College, Annapolis, 1966-69; J.D., University of Utah College of Law, r973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, r979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, r979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-, Dean ofthe College in Annapolis lLIBVE"i FLAUl\IIEl'lflA_l<T , 1960, M,A., 1962, Ph.D., 1980, of Chicago; Woodrow Wilson Harvard University, 1960-61; Aeronautics and Space Fellow, 1963-65; Lecturer Political Science, Roosevelt University, Lecturer m Liberal Arts, University Chicago, 1965-66; Instructor in Wheaton College , 1966-68; Tutor, St. College, Annapolis, 1968-; Fellow, ;ilrst1.tUi:e for Sino-Soviet Studies, George shington University, 1981; T/Harvard Workshop on Nuclear :pons and Arms Control, Summer ; National Endowment for the anities Constitutional Fellow, NEH Planning Grant, 1986-87; Interpretive Research Grant, Visiting Professor, Department ational Studies, University of 1989; Lynde and Harry Bradley Grant, 1992-94; Dean, St. A.nnapohs, 1997-, 67 EvA T.lL BRANN B,A,, Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Ago:ra Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin TutoTShip, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, 'Whitman 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999· EDWARD MALCOLM WYATI B.A., 1953, M.A., 1956, University of Virginia; Fulbright Fellow at Universite de Nancy (France), 1953-54; Instructor, University of Virginia, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Assistant Dean, 1984-85, Director, Graduate Institute in Liberal Education, Annapolis, 1989-92, BEATE RUHM VON 0PPEN B.A., University of Birmingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, l939-Lf3; British Foreign Office, 1943-51; Royal Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of �{ST. ACULTY the Committee for the Study of War Documents of the American Historical Association, 1959-60; Tutor, Sc John's College, Annapolis, 1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History, Smith College, 1963-6,,;,, University of Massachusetts, 1964-65; Member, Institute for Advanced Princeton, 1968-69; Member, Center of International Studies, Princeton University, 1969-71; National Endowment for the Humanities Editing Grant, 1978-79. JOSEPH P. Co.HEN B.A., St. John's College, J\,nnapolis, J.D., University of Maryland Law School, 1976; of Philo University of Chicago, 1956-57, 1959-62; of Vienna Summer School, 1957; United States 1957-59; Lecturer in the Liberal Puts, College, University of Chicago, 1960-62; Tutor, St . John's College, Annapolis, 1962-; Fellow, Yale Law School, 1971-72,; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. GISELA BERNS HOWARD ZEIDERMA.N Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen University of Heidelberg, r963; Fellow Deutscher Akademischer Austauschdienst, Universic-y of Florence, Ph.D., Universic-y of Heidelberg, r964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen H, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, r966-67; Tutor, St. John's College, 1967-. Dartmouth College, r962-63; B.A., St. College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton Fellow, 1972; Tutor, St. John's Santa Fe, 1973-77, Annapolis, NICHOLAS IViJ.J:STIIBLUS B.S., Bates College, r962; Department of History of Science, r962-67, Assistant, 1962-66, University Fellow, 1966-67, Universic-y of Wisconsin; Tutor, St. John's College, HOWARDJ. Fl.SHER B.A., of Rochester, 1965; Technician, Harvard University Cyclotron 1965; Tutor, St. John's Lecturer Visiting Senior Linacre College, Oxford l9tb-83. DEBORAH §CHV/ARTZ R.ENAUil' , St. John's College, Annapolis, 1968; The Johns Hopkins University, 1971; Georgetown University, r974; Tutor, John's College, Annapolis, l97Lr-· TOIVPJSEND College, 1969; ALN, Jesuit 1967-; Fellow, Harvard, M.A. Harvard, 1970; Teacher, Free School, 1970-72; Universite de Paris, 1973; Ph.D. , J,D. Yale Law School, JOHN F. 1:7'1HITE B.A., St. John's College, "u""''-''""" IVI , The New School for Social Research, 1970; Alvin Johnson Fellow, r970-71; Tutor, St. John's College, Arrnapolis, r97r-. DAvm HANFORD STEPHENSON B.A., Columbia College, 1960; Ph.D,, Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. JOHN'S Scholar, 1961-62, M.A., Columbia r962; President's Fellow, r962-63; Fulbright, University of Munich, Berlin, r965, Instructor, New York University, Washington Square r965-68; Assistant Professor, r968, Columbia University, · Tutor, St, John's College, olis, National Endowment for the Fellow, National Fellows Assistant Professor of , University of Kansas, St. John's College, John's College, 1968; uate Student, The New School for 1975; Pennsylvania State 1973-74; Tutor, St. John's r975-. Peace, Stanford, California, Fordham 1974, PhD,, Philosophy, 1975, Southern M.A., COLLEGE} 69 Experimental Psychology, University of California, San Diego, r978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, r992-1995. ROBERT P, DRUECKER B.S., Marquette University, 1966; Woodrow Wilson Fellow, r966-67; Teaching Assistant, Department of Mathematics, Boston University, r972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M,A., Counseling, Loyola College, 1996; Tutor, St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-. MERA J. FLAUMENHAFT B .A., University of Chicago, 1967, Ph.D,, 1970, of Pennsylvania; 'lvoodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, r970-7r, Assistant Pxofessor of English, r971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, 1977-. PETER KALKAVAGE B.A., 1973, l\'LA, Pennsylvania State Instructor in Philo and the Humanities, Pennsylvania State University, r976-n; Tutor, St. John's College, Annapolis, r977-. MARILYN DOUVILLE YLIGUER.A B,S., University of 1975; M.S,, University of Michigan, r977; Associate Mathematician, r977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. �70 {ST. JOHN'S COLLEGE} {FACULTY} WILLIAM }ON LENKOWSKI MICHAEL G. DINK B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, 1976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-. HENRY H. HIGUERA B.A., Cornell University, 1974; M.A., :i:976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. }AMES HOWARD BEALL \VALTER STERLING .. A., St. John's College, 1965; M.A., ennsylvania State University, 1966; uctor, Pennsylvania State University 6-68; Ph.D. Candidate, The Catholic ·:versity of America, 1970-74; Editor of John's Review and Tutor, St. John's ege1983-. B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-; Assistant Dean, 1991-94. Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of· Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research. Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Researc Laboratory, Washington, D.C., 1983Tutor, St. John's College, Annapolis 1982-; Member of the Science an Engineering Advisory Board, Hig Frontier, Arlington, Virginia, 1991-. NANCY DUNNING BUCHENAUER ELIZABETH M. BLETTNER B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 196970; Tutor, St. John's College, Santa Fe, 1980-96; Annapolis, 1997-; Director of the Graduate Institute, Santa Fe, 1991-94. B.A., Stanford University, 1969; Gradua Study in English Literature, University Wisconsin, 1970-71; M.A. in Philosop Pennsylvania State University, 19 Instructor of Philosophy and Humani Pennsylvania State University, 1979 Richard M. Weaver Fellowship, 19 71 THOMAS MAY B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. }ONA'IHAN S. TuCK Ph.D. in Philosophy, Pennsylvania State University, 1985; Tutor, St. John's College, Annapolis, 1982-. , St. John's College, Annapolis, 1974; ., Harvard University, 1984; Tutor, hn's College, Annapolis, 1984-. L. KRONSBERG St. John's College, 1980; Tutor, St. s College, 1984-; Assistant Dean, Gonzaga University, 1977; M.A., in Philosophy, Boston College, Teaching Fellow, Boston College, 982; Instructor, Assumption 1981; Tutor, St. John's College, s, :i:984-. PAMELA KRAUS M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WILLIAM PASTILLE A.B. in Music, Brown University, 1976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R. HAIGNEY B.A., 1981, M.A., 1983, Ph.D., 1989, University of Virginia; Lecturer in English, Vanderbilt University, 1985-86; Instructor, Goucher College, 1987-89; Tutor, St. John's College, Annapolis, 1989-. ABRAHAM SCHOENER B.A., St. John's College, Annapolis, 1982; M.A., University of Toronto, 1984; Diploma, Inter-University Centre, Dubrovnik, 1985; Ph.D., University of Toronto, 1993; Tutor, St. John's College, 1989-. ADAM SCHULMAN 'or College of the New School for arch, 1966; M.A., 1971, Ph.D., uate Faculty of The New ·stant Professor of Philosophy, sity of New York at Geneseo, Graduate Faculty of The New 976-1980, University of 1980-1984; Tutor, St. John's apolis, 1984-. B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance �?2 {ST. {FACULTY} Languages and Literatures, I970, Ph.D., Ig82, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, I984-88; Research Associate of the Folklore Institute, Indiana University, Ig84-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, I990; Tutor, St. John's College, Annapolis, Ig89-. JOHN'S E.A., St. Francis College, r973; M.A., The Catholic University of America, r983; Ph.D., The Catholic University of America, r994. Dean of Students, St. Patrick's Academy, r98r-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, r986-91; Assistant Professor of Philosophy, Xavier University, r991-95; Tutor, St. John's College, Annapolis, 1995-. c. Burs B.A., Mount Holyoke College, I968; Graduate Study, New School for Social Research, r970-72; M.S., 1985, Ph.D., 1989, University of Delaware; St. John's College, .A.nnapolis, 1990-. JONATHAN N. BADGER JOANE. §ILVER B.A., State University of New York, College at Old I97I; M.A., St. John's College, Annapolis, r976; Ph.D., Graduate Theological Union, in Theology and The Arts, r993; Tutor, St. John's College, Annapolis, r974-77; Tutor, St. Mary's College, Integral Program, r977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer r985, r986, r987, r988; Tutor, St. John's College, Santa Fe, :r989-:r996; Annapolis, r997-. COIIDELLD. K. YEE B,A,, English, Pomona College, r977; M.J. Journalism, University of California, Berkeley, r980; M.A., Chinese, r98r, Ph.D., English, University of WisconsinMadison, r989; Associate Researcher, of Cartography ect, of Geography, University of Wisconsin-Madison, I988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, of Cartography of Geography, University of Wisconsin-Madison, Summers ofr990 and r99r. MARGARET ANNE K.mRY B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Junior Fellow, Massey College, University of Toronto, r983-85; Ph.D., Department of Germanic Languages and Literatures, University Toronto, r988; Fellow and University of King's College, 1987-89; Tutor, St. John's College, 1990-96, Prnnapolis, r997-. ,R '"'"'"'"' Goum ERG College, Annapolis, r977-79; Harvard College, l98r; l'v'LA,, 1983, .., r990, of Toronto; Lecturer in Political Science, 11nv"'-""'" of Toronto, r989-90; Visiting """"'~'·,l'"" Professor of Political Science, College, 1990-94; John M. Olin Fellow in History and Political College, l99L'f-95; Tutor, College, 1995-. EruKSAGENG I985, Ph.D., Princeton National Science Foundation Fellow, 1983-86; Mellon Fellow in Humanities, :r983-89; Fulbright 1987-88, Visiting Fellow in the Studies Unit, of r987-88; Rockefeller Fellow, Univernity Oklahoma, r989-90; Tutor, St. College, OAnnapolis, 1990-. Doctoral Candi.date 1990-, Catholic University of America; The Catholic University of 1987-r988; Instructor, r988-89; Tutor, St. nn:nai:ions. 1995-, M.A., .ANDRE BARBERA B.A. in Music, Wesleyan University, I974; Resident Fellow, Newberry Chicago, Ig78; Ph.D in Musicology, of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, Ig79-r982; Assistant ?3 GEORGE A. RUSSELL Professor of Music, University of Notre Dame, l982-I989; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, I989-r990; Tutor, St. John's College, Annapolis, rggo-. KATHLEEN COLLEGE} RADOSLAV DATCHEY Degree in University of r982; Assistant Professor of University of Sofia, 1982-83; Tutor, John's College, Annapolis,I992-. Certificate in Jewish Centre for St. Cross r993; Ph.D. ; Emory University, 1992-; Tutor, ~ ~'Jll""'"·Annapolis, r995-. B.S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, r99:r; Graduate Student, Music Composition, Duke University, l990-9r; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, r996; Tutor, St. John's College, Annapolis, 1996-. LIJUNGU B.A., History, Beijing University, China, l980-8tr; Researcher, The Institute of International Affairs, of Foreign Affairs, China, r984-87; l\ILA., International Affairs, The George \Washington University, r987-89; Ph.D., Political Theory, The George Washington University, r989-95; Professor, Department of Political Science, The George \Jl/ashington 1995; Tutor, St. John's College, .Annapolis, 1996-. LINDA °KERN-PERETS B .A., Religious Studies, Georgetovvn University, r984; junior year abroad, Oxford Universii>J, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, 1986; M.A., Religion, Harvard University, rg90; Ph.D., Religion, Harvard University, r996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, 1986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, SL"C awards between l987-r993; Research �74 {FACULTY} Fellow, Hebrew of Jerusalem, Ig90-9I; FulbTight Scholar, of Paris HI, r99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, r994; Tutor, St. John's College, Santa Fe, summer r995; Raoul Senior Rutgers 1996; Tutor, St. John's College, Annapolis, r997-. MICHAEL W. GRENKE RA., of Chicago, Ph.D., Boston College, r994; Lectmer,UniveTsity of New r993; Postdoctornl fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, r997-. MARKJ.LUTZ B.A., University of r980; of Toronto, r982; Ph.D., of Toronto, 1990; Assistant Professor, of Government, '""""~'·'"''"of Notre Dame, St. John's College, B.A., Pomona College, Ecole des Hautes Etudes en Sciences Sociales, Pans, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, NI.A., Princeton University, r990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher .A..kademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, r99L,c-97; Tutor, St. John's College, Annapolis, r997-. PAUL vV. LumVIG B .A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. PA.ALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; 1\1tor, St. John's College, Annapolis, r997-. JOHN'S Postdoctoral Teaching Fellowship, Uniof Notre Dame, 1983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, 19 88-90, Associate Professor, 1990-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, f'_ll.UUIN"u' r999-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, Fellow, visiting the of Medieval History, University Bologna, r993-94; Ph.D., Committee on Social Thought, University of r996; Program Coordinator Fundamentals: Issues and Texts, UniveTsity of Chicago, r994-97; Tutor, St. John's College, Annapolis r998-. DEVIN A . STAUFFER STEPHEN LARSEN {ST. B.A., Kenyon College, r992; Ph.D. Boston Tutor, St. John's College, .Annapolis, r998-. JEFF BLACK B.A., Trinity College, University of Toronto, 1993; Teaching Fellow, Boston College, r998-r999; Tutor, St. John's College, .Annapolis, r999-. JACQUELINE L PFllFFER B.A. University of Calgary, l99r; M.A., Duke University, r994; Ph.D., Duke University r997; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. College, 2000-. B.A, St. John's Annapolis, rg86; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Depru:tment of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal PJts, The University of Chicago, 1990-98; Tutor, St. John's College, Annapolis, r998-. CHIUSTOPHER NATHAN DUGAN B.A., College of William and Ig92; Earl Warren Political Theory Fellowship, r992-r994; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. SUSANK DANIEL Korn B.A., Philosophy, Washington University, St. Louis, 1973; M.A., Philosophy, Northern Illinois Universiry, r977; Ph.D., Philosophy, University of Notre Dame, r983; 75 SANTA FE President JmmE. BALKCOM A.B., cum laude, in Philosophy, Princeton University, r969; MBA, Graduate School of Business, of Chicago, 1973; General Manager, First Chicago Universiry Finance Corporation, 19731974; Assistant, CF Industries, l974-r975; Associate, Hewitt Associates, r975-r980; Principal and Vice President, Booz, Allen & Hamilton, Chicago, l982r986; Principal, Balkcom and Company, Evanston, r986-1988; Principal, Sibson & Company, Ig88-2000; Adjunct Professor of Economics, Graduate School of Business, University of Chicago, r9992000; M.A. in Liberal Arts, St. John's College, Santa Fe, 2000; President, St. John's College, Santa Fe, 2000- Interim Dean ofthe College in Santa Fe TJMOTIJY Po MILJLER ·Mi\.J:U(W, Sil'OO:TI ftli!IRTHANAYAGAl'II P. DAVID COLLEGE} Mathematics, Texas Christian Uni1976; M.A, 1978, Doctoral Study Mathematics, 1979-8r, The University at Austin; Lecturer in MathematConcordia Lutheran College, r978-79; Marshall Fellow in Mathematics, Lecturer in Mathematics, Kansas University; B.D St. Andrews UniversiRichaTd M. Weave1 Fellow, r984- A.B., Harvard University, r94.8; B.Mus., r949, M.Mus., r95r, Yale University; D. Mus., Indiana University, 1957; Instructor in Music and Freshman Studies, Lawrence College, I9Sr-53; Fulbright Scholar, Hamburg, Germany, r955-56; Assistant and Associate Professor of Music, Agnes Scott College, r975-6r; Director of Music, University of Richmond, r96r-66; Piano Chairman and Member of the Graduate Faculty, College-Conservatory of Music, University of Cincinnati, r965-67; Tutor, SL John's College, Santa Fe, r967-; Assistant Dean, 1984-88; Graduate Institute Director, r988-9r; Tutor Emeritus, 1995-; Interim Dean, 2000-or. JOHNS, STEADMAN B.S., Philosophy, University ofWisconsin, r959; Instructor in Radio Repair,United States Army, r954-56; Assistant in Philosophy, r959-61, Teaching Fellow, �76 {ST. {FACULTY} I96I-62, Cornell University; Tutor, SL John's College, Annapolis, r962-67, Santa Fe, r967-; Assistant Dean, r970-72. DON B. COOK A.B., Occidental College, r958; Ph.D., University of California at Davis, I965; Woodrow Wilson Honorary Fellow, r959; National Science Foundation Fellow, r959-6I; 1\1tor, St. John's College, Santa Fe, I965-72; Teacher, Santa Fe Prepatory School, Ig72-73; Tutor, r973-; Assistant Dean, r98r-82, r990-96. ELLIOTIT, SKINNER B.A., University of Colorado, r96r; M.A., Princeton University, r963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, r964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, Ig70; Tutor, St. John's College, Sante Fe, I965-. E. RAY DAVIS, JR. UniversityofWisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and Philosophy of Science, University of Indiana, I965; N.D.E.A. Fellowship, ofindiana, r962-65; Ph.D., University of California, Riverside, I98o; Tutor, St. John's College, Santa Fe, r966-, Assistant Dean, r977-8r. L'Ecole Biblique et Archeologique Fram;aise de Jerusalem, 1964-66; Assistant Professor, Theology, St. College, r967-69; Tutor, St. John's College, Santa Fe, r969-, Assistant Dean, r976-77, r982-84. PHIUP LECUYER B.A., Colorado College, 1966; Merton College, Oxford University, r969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes 1966-69; Danforth Graduate 1966-72; Woodrow Wilson Fellow (honorary), r966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutm, St. John's College, Santa Fe, r972-. DAVID EDWARD §TARR B.A., Gordon College, 1962; M.A., 1966, Ph.D., r972, Boston University; Graduate Assistant in Philosophy, Boston University, l963-6Lf; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor 111 Philosophy, University of Rhode Island, r966-71; Tutor, St. John's College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. w...LPH §WENTZELL B.S., New l'VIexico Highlands 1963; Instructor, Computer Programming, New Mexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe, 1966-. GLENN A. FREITAS B.A., Classical Languages, St. Mary's College, California, r957; Th.L., Universite Laval, Quebec, 1964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, 1966; Vfa._N LU CHENE B .A., Arizona State University, r969; M.A., r97r, Ph.D., 1973, University Notre Dame; Teaching Department of English, Notre l97r-73; Tutor, St. John's College, Fe, r973-, Director of l979-8r, Director of The Graduate' Institute in Liberal Education, Ta•o:.;--oc,,• Dea_n, l991-r996. JOHN'S B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, l97Lt-82; Santa Fe, 1982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88. GEORGIA S. KN!G.IIT B.S , Philosophy, r970, M.A., English, r972, Teaching Fellow, University of Utah, Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, r988-90. Yale University, r963; M.A., of Georgia, 1965; Ph.D., of California at Santa Cruz, University of California at Santa 1967-68; Defense Language California, 1968-69; University, l97r-73; , University of Georgia, Teaching Assistant, University of at Santa Cruz, r967-7r; Tutor, College, Santa Fe, r974-. $ARETI:i S. ENGEL Pomona College, 1967; M. Phil., Ph.D., Philosophy, 1973, Teaching "stant, 1969, Yale University; Teacher, mer College, l97r-73; Assistant sor of Philosophy, California State siDJ at Humboldt, 1973-75; Tutor, College., Santa Fe, r975-. §TEPHEN K John's College, r97r; M.A., ofl'forth Carolina, 1975; M.A., I996, Catholic University of Tutor, St. John's College, Santa Director of the Graduate ein Liberal Education, 1985-88. •'' ·'~'-'-"'" CAREY College, Annapolis, r963-65; of North Carolina, r967; COLLEGE} 77 M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-, Dean, r986-199r, r996-2000. CHARW'ITE GRAYMARTm B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, r972-73; Ph.D., Classics and Comparative Studies, Boston University, r979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, r978-79; Assistant Professor, University of Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PETER DRAGAN PESIC A.B., Harvard 1969; M.S., 1970, Ph.D., I975, Stanford Danforth Graduate Fellow, I969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; :Musician-in-Residence, 1984-. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, 1980-; Dliector of The Graduate Institute, r994-97. JANET A, DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, r979-80; French Government Fellowship, 1978-79; �-- ------------·~-~---------------------- 78 {FACULTY} Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's 1982-85; Santa Fe, 1985-. STEPHEN FRED Elli CK HOUSER RA., St. John's College, Santa Fe, 1979; San Francisco of Music, 1980-82; M.A., University of 1989; Ph.D., University President's Fellow, University r987-90; Tutor, St. John's College, Santa Fe, r983-. and Religion, of New Mexico, 1975; M.A., Philosophy and Theology, Graduate Theological Union, r978; Ph.D., Philosophy, University of Oklahoma, Tutor, St. John's College, Santa Fe, 1983-. {ST. of San Francisco, r981-r985; Pxivate '-'"'"t'"-"'1cc Seminar, Saint California, 1982-1985; Instructor, San Francisco 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do JOHN'S DE\IJD LAVvP..ENCE LEVINE John's Ph.D. r975, The Pennsylvania 1 ~'"~'- 0 '·"·" \Voodrow \)\Tilson Fellow 1967-68; NDEA Fellow (Honorary) TA''~-""" University Graduate Fellow, The State r969-70; Research, Centre JORGE H. PUC.LA LINDA WIENER B.S., Universir-y of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of · Trilobites, 1979; Ph"D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard r982-1985; Entomology Associate, Museum of Comparative Zoology, Harvartl University, 1982-1985; Agribusiness Consultant, Arthur D. Little, Cambridge, MA, 1984-85; Tutor,. John's College, Santa Fe, 1985-. Tutor, St. John's Fe, 1988-. BASIA C, MILLER s. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Hall, Cambridge Fellowship, 1988-89; Ph.D. Candidate in Classics, University of Colorado-Boulder; Instructor in Latin, University of New Mexico-Los Alamos, Summer r985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Taiwan, r998; Tutor, St. John's College, Santa Fe, 1989-. B.A., Park College, 1960; Woodrow· V!ilson Fellow; Danforth Fellow; 1962, Ph.D., r969, Philosophy, Yale University; Shimer College 1965-67., 1975-77; Cornell College, l968-r970; University of 1/Visconsin-Madison, I970-73; Tutor, St. John's College, Santa Fe, 1985-. Universidad N acional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974.; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, l979-r980; Assistant Medical Examiner, Coroner's Office, and County of San Francisco, 1980-1981; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City Clerk to Cecil E. Poole, Ninth Circuit Court of CA, l983-8Lh WILJLIAM RO.BERT RICHARDSON A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-. 79 B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, of Chicago, 1985-87; Instructor, Northern Illinois University, r987-88; Tutor, St. John's College, Santa Fe, A_,,ssistant Dean, 1997-. JoHNE CORNEJLJL B.A., r975, M.A., 1977, McGill Universir-y; Ph.D., University of Chicago, l98r; McConnell Fellow, 1975-77; Fishbein Fellow, r977-1980; Searle Fellow, l980-8r; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, of Science, University of Georgia, r984-r985; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, of Chicago, 1990. FRANKN. PAGANO COLLEGE} College, Annapolis, 1977; Law School, Cambridge, ""'''u1.,wve . Pillsbury, Madison CA, 1980-83; KfilSHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., 1985; Wissenschaftlicher �Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, r982-86; Academic Exchange, University of New Mexico, Albuquerque, r985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, r989; Tutor, St. John's College, Santa Fe, r989-. BRUCE M. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, r995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, r990-. JAl\llES P. {ST. {FACULTY} 80 Forum'f B.A., St. John's College, Santa Fe, r980; M.S., Vegetable , University of California-Davis, r986; M.A., Political Science, University of California-Davis, rg86; Tutor, St. John's College, Santa Fe, r990-. FRANK R. HUNT St. John's College, Annapolis, r97r-73; Cornell University, r973-74; B.A., New York 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of r985-86; Editor, Princeton University Press, Ig87-89; Tt.1tOI, St. John's College, Santa Fe, Iggo-. JAME§ COHN B.A., Dartmouth College, Ig81; Fulbright Scholar, Germany r981-82; Ph.D. Committee on Social Thought, University of Chicago, Iggo; Tutor, St. John's College Ig91-. JOHN'S COLLEGE} 81 CHAIILESN, FASANARO VICTORIA Mmu. CLAUDIA A. HONEYWELL B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, r980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, r986; Professor, Center for Philosophy and Religion, Colorado, r990; Tutor, St. John's College, Santa Fe, 1991-. B.A. m English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, I986-1988; M.A., M. Phil. in Philosophy, Yale University, 1 990; Ford Foundation Dissertation Fellow, r990-1991; Ph.D. in Philosophy, Yale University, r992; Philosophy Albuquerque TV-I Community College, 1991-1992; Tutor, St. John's College, Santa Fe, 1992-. Il.A., University of Chicago, r986; Account Executive, A..rnerican Bankcard Services, Woodland Hills, CA, 1987-1988; M.A., 1991, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, I990; Mochlos Archaeological Excavation, Crete, l99I; Visiting Assistant Professor of Classics, Cornell College, l993-r994; Tutor, St. John's College, 1994-. Josm1AL. KATl:ls B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, N·ew York City, l98r; Collegium Phaenome" nologicum, Perugia, I987; M.A., Ig88, Ph.D., Iggr, Comparative Literature, State Universicy of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, I99I; Tu.tor, St. John's College, Santa Fe, r991-. MICHA.EL DAVID RAWN B.S., Mathematics, Polytechnic Institute, I974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New 1979-80; Graduate Study in Mathematics, Clarkson University, I983-86; Ph.D. Mathematics, Indian Institute Technology, Kharagpur, r99I; University of New Orleans, Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-8'1.i Visiting Assistant Professor, St. University, r983-86; Assistant Pr,ofe:sS<Jr;\ Manchester College, r988-92; Tutor, John's College, 1993-. Yale University, 1975; M.A., of Chicago, 1978; M.A., Jni1ren;1tvofCincinnati, 1981; Ph.D., The University, I986; Visiting University of Southern 1986-88; Assistant Professor, State University, Coordinator and W!AREN 0RM§ETH COHN B.A., I987, Humanities/Modern Thought and Literature, Stanford University; M.A. r993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, r995-. CALEB THOivlPSON B.A., Philosophy, Clark University, M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, r993-94; Postdoctoral Fellow, SUNY at Buffalo, r994-96; Hourani Lecturer, SUNY at Buffalo, r99.-:;,-95; Tutor, St. John's College, Santa Fe, r996-. MICHAELD, BYBEE B.A., Philosophy, r972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, l972-7"f; M.A., Ph.D., Philosophy, r976, r98r, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984.-90,Senior Instructor of English, 1990-95, Universicy of Oregon; Assistant Professor of Rhetoric, San Diego State University, r995-96; Tutor, St. John's College, Santa Fe, Ig96-. �82 {ST. {FACULTY} Jum:m: I. ADAM B.A, Ig86, M.A., Ig89, Political Science, University of Alberta; Ph.D., Igg6, Political Science, Boston College; 'I'utor, SL John's Santa Fe, ft-.BRAHMII ANDERSON A.R, Harvard College, Ig75; Harvard-Ens Fellowship, Ecole Normale Paris, r975-76; Preceptor in Humanities, Columbia College, Ig80-83; German Academic Exchange Fellowship, Munich, r983-85; Ph.D. in Philosophy, Columbia r986; Assistant Professor, Philosophy, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, r987-96; Instituto de Filosoficas, UN.AM, Mexico City, r996-97; Tutor, St. John's College, Santa Fe, r997-. JACQUES AiwoINE DuvmsIN RA., rg8o, St. John's College, Annapolis; M.A., r984, Ph.D., r992, The Catholic University of America, of California, Irvine, r987-9r; Knights of Columbus Fellow, r98r-84; Tutor, St. John's College, Santa Fe, r997-. BRENDON LASELL B.S., California Institute of Technology, r990; M.S., r99r, Ph.D. r994, University of Chicago; Lecturer in Mathematics, University of r992-93; Member, Institute for Advanced Study, r994-95; Instructor in Mathematics, Princeton University, r995-97; Tutor, St. John's College, Santa Fe, r9970 MATI'HEW K, DAVI§ B.A., St. John's College, A_nnapolis, Ig82; M.A. in Philosophy, Dalhousie University, r98Lf; Ph.D, Candidate in Philosophy and University of r985Ph,D, in Political Science, Boston College, r995; Killam Fellow, 1983-84; Earhart Fellow, l990-9r; Bradley Fellow, r993-96; Bradley Fellow, University of JOHN'S COLLEGE} 83 Toronto, r996-98; Projects Editor, Books in Canada, r997-98; Tutor, St. John's College, Santa Fe, r998-. English and American Literature, Brandeis University, r99r-97; Tutor, St, Santa Fe, r998-. PETER L. GILBERT JULIE REHM.EYER B.A., St" John's College, Annapolis, r98I; RA. (M.A.), Theology, Oxford University, r985; Ph.D., Church History, The Catholic University of America, r995; Translator for Ancient Christian Commentary of Holy Scripture, r995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngj:illja e K:rishtit», Durres, Albania, Ig95-98; Tutor, St, John's College, Santa Fe, r998-. B.A., Mathematics, Wellesley College, r994; M.S., Mathematics, Massachusetts Institute of Technology, 1997; Tutor, St. John's College, Santa Fe, r998-. B.A., Connecticut r992; A.M. Boston College, r995; Ph"L., Katholieke Universiteit Leuven, r996; Scholar in Boston College, r997-98; PlLD., Philosophy, Katholieke Universiteit Leuven, r999; Tutor, St. John's College, Santa Fe, 1999-, WILLIAM: MBA GEORGE LANE MARK ROLLINS A.B. Princeton University, r977; M.A., Ph.D. in Philosophy, University of California, Berkeley, rg86, r991; Teaching Fellow in Philosophy, University of California, r978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, r984-86, r987, r99r92, and r995-97; Associate Research Professor, Instituto de lnvestigaciones Filosoficas, UNAM, Mexico City, r988-9r; Assistant Professor of Philosophy, American University in Bulgaria, r992-95; Senior Analyst, education and family support Abt Associates, Cambridge, r997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., r998; Tutor, St. John's College, Santa Fe, r998-. GINO THOMAS B.S. in Physics, California Institute Technology, r989; M.A", 1992, M. r995, PhD. in Astronomy, Columbia University, r997; Tutor, SL John's College, Santa Fe, r998-. JENNJIFER L. 0TSUKI B.A., Reed College, r983; M.A, r98(:lr Ph.D., r99r in English Literature,' University of California at Irvine Assistant Professor, Department o A"B., Cornell University, r986; PhoD., University of California at Berkeley, 1992; ·Researcher, Santa Fe 1992; Instructor of Chemistry and Physics, Phillips 1992-94; Visiting Professor of Chemistry, Bard College, Associate, Bard Institute and Thinking, 1995-; Assistant Coordinator of Professor of Liberal School of the .···t;RE1GOJIIY l!) BAYER St. John's College, Annapolis, mversn:v of Toronto, r98r; Ph.D., of Texas at r995; Assistant Professor, Southern University, r995-96, College of and Mary, r996-97, College of ~xh,rwcn,. 1997-98; NEH Fellow, Institute Advanced Study, Princeton, r998-99; St John's College, Santa Fe, r999-. Comm Physics, North Texas State College, Ph.D., Physics, University of North r967; Postdoctoral, University ba, 1967-68; Assistant Professor, Professor, Professor of Physics, of Texas at Arlington, r969- 7g; ent and independent work, r9 79 _ St. John's College, Santa Fe, JUAN CARLOS FLOJ'l.E§ B.A., Reed College, r976; M.A., r978, Ph.D I989, University of Chicago Divinity School; Research University of Chicago, 1986-89; Adjunct Instructor in Philosophy, Elmhurst College, 1983-89; Lecturer in Theology, Loyola University of Chicago, r987-88; Visiting Lecturer, Religious Studies and General Honors Program, of New Mexico, r989-98; Instructor in Philosophy, TVI Community College, r99r-99; Special Part-time Tutor, St. John's Santa Fe, Ig98-99; Tutor, St. John's College, Santa Fe, r999-. 0 , n B.A., B.S", Fordham University, r990; Loyola Fellow, Fordham 199092; M A., Fordham University, r992; Teaching Fellow, Fordham University, r992-94; Instructor, Niarist Ig95, Tutor, Rose Hill College, r996-98; Instructor, University of South 1999; Tutor, St. John's College, Santa Fe, 1999-; PhoD., Fordham University, 2000. 0 EDWMWA. WALPIN' B.A., Political Science, Middlebury College, r987; M.A., English, Middlebury College, 1989; M.A., Political Science, Duke University, r992; Ph.D., Political Science, Duke University, r998; Tutor, St. John's College, Santa Fe, r999-" �84 {ST. {FACULTY} MICHAELE. WOLFE B.A., 1994, St. John's College, Santa Fe; Dupont Fellowship, 199L;-95, President's Fellowship, University of Virginia, 199497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, 1997-1999; Tutor, St. John's College, Santa Fe, 1999-. DAVID CARL B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, of California at Davis, ::moo; Lecturer in Philosophy, California State San Bernardino, 199r-1993; English Instructor, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, l993-r995; Poet in Residence, Shakespeare and Bookstore, Paris, France, 1998; Litei:ature Instructor, UC Davis, 1995-2000; Tutor, St. College, Santa Fe, 2000-. IVIICHAEL GOLLlIBER B .A., Liberal Arts, Sarah Lawrence College, 1998; M.A. , Philosophy, State University of New York at Brook, 1991; Ph.D., Philosophy, Tulane UniveTSity, Instructor of Southwestern University, 1996-1998; Assistant Professor of Philosophy, Xavier University of Louisiana, Ig98-2000; Tutor, St. John's , .111"e""· Santa Fe, 2000-. JOHN'S COLLEGE} 85 OFFICERS, AssocIATES AND STAFF PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto ANNAPOLIS SANTA FE President Christopher B. Nelson President John E. Balkcom TUTORS EMERITI AND Interim Dean Timothy Miller RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Vice Presidentfor College Advancement J<'ffrey A. r:~easurer FredH. Billups, Jr. Curtis A. Wilson Charles G. Bell Thomas King Simpson Director ofthe Graduate Institute David L. Levine Assistant Dean Basia Miller Stuart Boyd William A. Darkey Thomas McDonald Director ofAdmissions Lawrence ff Clendenin Louis Kurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harns, Jr. Director ofAlumni and Parent Activities Tahrnina Shalizi Director ofAthletics and Outdoor Programs Mark St. John Director ofPlacement Margaret E. Odell Director ofFinancial Aid Michael Rodxiguez Robert Williamson Benjamin Milner Chaninah l'!Iaschler Robert D. Sacks Librarian Inga Waite Laurence Berns Samual S. Kutler George Doskow Director ofPublic Relations Laura}. Registrar Kenneth T. Howarth HONORARY FELLOWS JESSE p K_RAAI RAY CAVE B.A. Great Books, Shimer College, r994; M.A . ., Philosophy, of Jena, Research Assistant, of Bielefeld, 1997-1999; Ph.D., Philosophy, of Hedelberg, 2001; International Chess Master; Tutor, St. John's College, Santa Fe, 2000-. B.A., St. John's College, Armo1uu'llb, -'"' STEPHEN FEINBERG B.B.A., UniversityofTexas, Treasurer Bryan E. Valentine Director ofthe Graduate Institute Michael G. Dink Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Vice Presidentfor College Advancement Robert A. Glick ""1,.u.1L-"' Family Nurse Practitioner Kim Bear Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �86 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2000 AND JANUARY 2001 Annapolis States Represented Annapolis Santa Fe Santa Fe 2 2 Foreign Countries 34 36 .Alaska I I Canada Arizona I 4 England I IJ 32 Germany I Colorado Connecticut I 9 Delaware I Florida 3 5 Georgia Illinois I I I 7 Indiana 3 2 California 2 2 ta either carn_pus of The Number of Students Fall 2000 I Louisiana I2S January 2.00I Kansas Kentucky I40 20 34 Men 84 83 Women 76 76 6 2 IS 37 I?-SI J:6-40 Early Entrance <if lG.rn1s I Maine Maryland Massachusetts Michigan I Range of Ages Veterans 3 20 4 Public 3 2 Independent Parochial 2 IVIissouri I Nebraska 2 One I II3 II3 LtO 33 7 I3 John's 2 Receiving Financial Aid New Hampshire I New Jersey New Mexico 6 I 2 I8 IO 9 fol>% Rank in Class* First Fifth First Tenth Second Tenth 603 H% 26% 3 I Second Fifth 28% Ohio 3 2 9% Oklahoma 2 4 Third Fifth Fourth Fifth Oregon Pennsylvania 3 7 Last Fifth 0% Rhode Island South Carolina IO 2 I National Merit Honors 2% 52 I 2 3 I Texas 4 I3 Utah I I2 9 3 Finalists 9 I4 9 9 20 I7 2 4 8 Virginia Washington West Virginia -Wisconsin Wyoming Semi-Finalists Commended Students I 2 38 Scholars Tennessee Vermont school I Kind of School Attended 7 Minnesota New York North Carolina Previously Attended College I I whom rank-in-class is not available. i-\_dn12ssions Office � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2001-2002 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2001-2002 Date A point or period of time associated with an event in the lifecycle of the resource 2001-2002 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2001-2002 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4b0b126bd10bea34db710d89d2eb288e.pdf d27245348a0719cde714590a4f4ccd62 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM .'I S!JOHN'S College ANNAPOLIS • SANTA FE ., ANNAPOLIS, MARYLAND 21404 4ro-263-237r SANTA FE, NEW MEXICO 87505 505-984-6000. Founded as King William's School, I696; chaiteredas St. John's College, I784; accredited by the Maiyland State Department of Education, by the Middle States Association of Colleges and Secondaiy Schools, and by the North Central Association of Colleges and Secondaiy Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regaid to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR {COLLEGE 2002-2003} CALENDAR 2002-2003} ANNAPOLIS SANTA FE 2002-2003 ............................................................................................. ................................................................................................................................................ ........................................................................................................................... August 27 Freshman Registr~ti~~··· .......................................... ····· ·· · August 20 Upperclass Registration August 2r Freshman Registration and Convocation August 22 Classes Begin with Seminars October n - I4 Long Weekend 2002-2003 ....................................................................................................................................................................................................................... ........................................................................................................ ..................................................................................................................................... ............................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................... November 27- December r December r3 - January 5 Winter Vacation January6 Second Semester Registration January 8 January Freshman Registration ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................... January 3r - February 3 August29 A~~~t ~9· Spring Vacation Mayg End of Second Semester Mayn Commencement ........... ········· ............. Convocation ······"J~~i;;· ~<l·s~~~~ il~·g;:~t;:~ti~~- . ................................. ......................................... ·s~pt~;b~;·~ ···········································································c;~a~~!~""i~~ti~!~·"ii~·g;:~·~················ .......................................................................... ...................................................................................................... October r8 - 20 Long Weekend November 28 - December r Thanksgiving Recess ......................................................................................................................................................... December rg End of First Sem~~t~;········································································· , ............................................................................................................................................ December 20 - January rg Winter Vac~ti~~······················································································ Long Weekend February 28 - March r6 Undergraduate Cl~~-~~~--B~gi~-~th··5~;~;;;~··· ..... . August 29 End of First Semester ............................................................................................................................................................................................................................................... ······················································ ........................................................................................................................................................ Thanksgiving Recess Decemberr2 Au~;t·~3··················································································5;ph~;-~;·~··R~gi·~;;~tl~~········· ............................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... i~~;y·~~·················································································5~~;~a:·5·~~~~:r~;··R:~gi;tr·~ri~~··································· January 27 .. ..... j~~-~y·F~~~h;~"I{~-gi~tr~ti;~············································· Marchr5-30 Spring Vacation May23 End of Second Semester May24 ...................................................,......................................................................................................................................................................... . ............ . ............................................................................................. Commencement ................................................................................................................................................................................................................ SUMMER 2003 Mayrg January Freshman Second Semester Begins Juner6 Graduate Institute Summer Session Begins July25 January Freshman Second Semester Ends August7 Graduate Institute Summer Session Ends ............................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................... ..................................................................................................................................................................................................... ....................................... . ......................................................................................................................................................................................................................................... SUMMER 2003 ...................................................................................................................................... June24 January Freshman Second Semester Begi~~·············· ................................................................................................................................................................................................................................... June 23 A:~~~t 7. ............................................... Graduate Institute Summer Session Begins J~~;;ry F;~~h~·~·5·~~~~d. ·5~~~-~t~~-Ji~a.;·················· A:~~;t·~5······ ·········································································c;~a~~t~ i~~ti~1~·5~;~;·5·~·~;i~~-1i~a;········ �{TABLE 6 THE 8 IO n 16 20 22 THE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 55 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL Aro 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 85 Officers, Associates, and Staff 86 Profile: 2001-2002 Freshman Classes �{ST. JOHN'S COLLEGE} 6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing .to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. AB much as possible, the ~c:~al.instruction in all classes and laboratories is made to depend on the activity and nntJ.atJ.ve of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. I' �{ST. 8 {THE THE SEMINAR T JOHN'S COLLEGE} 9 CURRICULUM} ..................................................................................................................- he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each semmar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is temp ere d by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the 111.'gument. If they do so, however, they can ~ct no special consideration. Reason is the only recognized authority. Consequentlf• all opinions must be defended with reaAn, and any single opinion can prevail .l!llllY by general consent. The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �10 {THE THE PRECEPTORIAL F {ST. CURRICULUM} or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. He~.~~~~.~.r..:..~.e.~7:.~.Cl..7:.~.!..i.'!!.~ ...................................... Design and Expression in the Visual Arts ................................................................................................................... !?Y.~~:. .0.!.S.~~S. ..... ......................... ··············· ................ Saussure: Course in General Linguistics ................................................................................................................... Readings in Lao Tsu and Confucius ................................................................................................................... Aristotl~_:_J'f!e.i.Cl.?..~!..8.~C.8. ........................................ Darwin: Natural Selection ................................................................................ ······························· Plato: R.~l!.1:':.?.Z.~C... ....... ... ....................................... . Sartre: Being and Nothingness ................................................................................................... Galileo: Dialogues on the Tw°. ..C:..~~ef...JY..°.~Z.~.~!..8..t.e."!:.8.. ?.~.~:.~I.>.~~:.: . ~~1.~~~~-~-~1.~Y.~. T.S. Eliot: Selected Poetry ~.?.~.~~-~~. ~!.1:1:~~~1................................ Kant.:__ <:_~~~'!.1:':..e.. °.f.!.1!.~ff.'!!.~7:..t. .......... Hobbes: Leviathan ........................................................................................... ~11.~~-~1.1.:.:_.C:..i.7... °.!..<??.~. . . . . . . . . . . . . . . . . . . . . . . . .. Austen: Selected Novels Faraday: Experimental Researches in . . .~Z.e.:tr..i.:~7...~1:.~.11!°:~7:.~t!5.."!: . . . . . . . . . . .. Ethical Problems in Medicine ................................................................................................................... ~~~~~-~~~-:. .~.i.Z.¥5..~i..?!..~~~.!.<i:..°..ls.. ...... JOHN'S THE TUTORIALS T he semiiiar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. As '~unt:ry is separated from country by the 'er oflanguage, so profession is sepad from profession by technical jargon. arily, the language tutorial attempts :remedy this condition by training in the COLLEGE} 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read.- Racine's Phaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathe_matics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {ST. JOHN'S COLLEGE} CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomywith a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature 15 of the geometric art as a whole. Seniors also study Einstein's special theory ofrelativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso'sLes Demoiselles d'Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, ansl poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the 'diatonic system, a study of the ratios of fuusical intervals, and a consideration of :tflelody, counterpoint, and harmony. None !:If these are done apart from the sounding l1:ality of good music. The inventions of h, the songs of Schubert, the masses of estrina, the operas of Mozart, and the trumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �................................... ..... --------------~----- 16 {THE CURRICULUM} THE LABORATORY T hree hundred years ago, algebra and the ar~s of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is sup- ----~~~~~~~~~----------------------------.i '' {ST. JOHN'S COLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies :from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems :from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a full and :free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles ~f theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called laboratory section consists of fourto sixteen students working under 'dance of a tutor, with the help of advanced students serving as assisSections meet two or three times a • A laboratory session may be used position and discussion of theory, erimentation, or for both, as the of the work requires. Occasionally, oratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory an.d in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry ~.ll:r.>.Y~~............................................................................... Topics in physics: mechanics, optics, heat, electricity, magnetism 4.!.1.1.!'.1l~..................................... ........................ weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology 10 {ST. JOHN'S CURRICULUM} calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutoAs the tools of the calculus become 'tl!"\'ailable, the emphasis shifts from a ,~ect, qualitative description of force, ;~cceleration, work, energy, and potential fields to their reformulation in terms of 'ii:rivative and integral; at the same time, ~e physical concepts serve to illustrate · ~~ mathematical ideas. The concepts of ~echanics are to be used to formulate native theories of light - corpuscular nrus. COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {TH.E THE FORMAL LECTURE T {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The fliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall COLLEGE} 21 "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kuder The Fine Arts Quartet "Minds and Brains: Men and Machines" Mortimer J. Adler "James Madison and the Bill of Rights" Robert Goldwin "Visualizing Infinitesimals" BarryMazur "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "The Parable of Don Quixote" Joe Sachs "The Tears of Odysseus" Cary Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation inPlato'sPhaedrus" "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Telling Lies" Eva Brann "Mimesis and the End of Art" John Sallis "'What Good and What Harm Can Psychiatry Do?" J'olfgang Lederer "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla .~.'Botticelli's Prima Vera: Anatomy of a ::Masterpiece" ' Paul Barolsky �22 {T H ,E C {ST. JOHN'S COLLEGE} U R R I C U L U M } ST. JOHN'S LIST OF GREAT BOOKS T he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continnities and their discontinnities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated by an asterisk. 23 FRESHMAN YEAR *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: "'Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: lliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature ofThings "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: "Virgil: "Plutarch: "Epictetus: "'Tacitus: Ptolemy: "'Plotinus: .. Angustine: "St. Anselm: '"Aquinas: "Dante: "Chaucer: "Des Prez: *Machiavelli: Copernicus: *Luther: . "Rabelais: alestrina: Montaigne: lete: "The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentzles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Missa Papae Marcelli Essays "Introduction to the Analytical Art" �24 *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE Novum Organum *Richard II, *Henry IY, *Henry V, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other r6th- and r71h-century poets Geometry, *Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: *Rousseau: *Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: {ST. JOHN'S COLLEGE} CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middlemarch Theologico-Political Treatise Second Treatise ofGovernment Phaedre Principia Mathematica Epitome IV *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prefudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, A.tnpere,Faraday,Maxw-ell 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Kierkegaard: *Wagner: *Marx: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of A.tnerica, *Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The German Ideology Brothers Karamazov "Dostoevski: War and Peace .. Tolstoy: The Adventures ofHuckleberry Finn *Twain: Selected stories *O'Connor: Psychology, Briefer Course *William James: Birth of Tragedy, Thus Spake Zarathustra, *Nietzsche: Beyond Good and Evil "Freud: Genera/Introduction to Psychoanalysis Valery: Poems Booker T. Washington: Selected writings DuBois: TheSoulsofBlackFolk *Heidegger: What is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Selected papers Einstein: Millikan: The Electron Heart ofDarkness •comad: The Bear "'Faulkner: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Essays by: Davisson, Schrodinger, Bohr, de Broglie, Driesch, 0rsted, A.tnpere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy . ·."These authors or works are read in seminar. . .The others are distributed among the tutorials and laboratory. �26 {THE {T CURRICULUM} Literature History and Social Science Mathematics andNatural Science Music ................................................................................................................................................................................................................................................... Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Herodotus Aristotle Lucretius Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Sophomore Virgil Dante Year Chaucer Rabelais Shakespeare Donne Marvell Junior Year Epictetus Plotinus The Bible Augustine Anselm Aqninas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Cervantes Descartes Locke Milton Swift Racine Pascal Hobbes Spinoza Locke Leibniz Hume Kant Rousseau La Fontaine }.Austen La Rochefoucauld G.Eliot Moliere Senior Year Aristotle Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kalka W.Stevens T. S. Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W.James Heidegger Plato Adam Smith Hamilton, Jay, Madison Documents from American political history Hegel Marx Documents from American politicalhistory Tocqueville Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Jay, Madison Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Palestrina Bach Ptolemy Apollonius Copernicus Descartes Pascal Viete Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Faraday Lobachevski Rutherford Minkowski Davisson Driesch de Broglie Ac A D E M. I THE TUTORS CLASSIFICATION OF AUTHORS, AccORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Philosophy and Theology H E Mozart Beethoven Schubert Stravinsky Haydn Des Prez Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mozart Mendel Wagner J. J. Thomson Bohr Millikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&Monod A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class -it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. 3,'he help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will on the students to try to help themes. In order that conversations at St. John's '11 not be limited to what fits neatly side a single discipline, it is essential t St. John's tutors re-educate thems to acquire increased understanding ose parts of the program that are outtheir field of post-graduate training. example, tutors with advanced ees in mathematics would prepare c 0 R D E R } 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage ofthis for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC P T THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately rno,ooo volumes. The library building, renovated in r996, provides comfortable study spaces as well as computer terminals with access to the catalogue, other JOHN'S SCHEDULES THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six: elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those anl).ual meetings. {ST. ORDER} library databases, and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in r990. The library now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The library also provides public terminals for accessing electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the program. Annapolis has the Bray Collection, dating from r696 and known as the "first public library in America," as well as the Prettyman Collection of signed and inscribed books. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the w~eks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the ' implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 29 COLLEGE} Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six: hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY 9:00 - 10:10 A.M. TUESDAY Language WEDNESDAY Language Mathematics :r:oo- 3:40 P.M. THURSDAY Laboratory Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics '.ilSAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY Mathematics Language Language Laboratory Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC THE ALGEBRA EXAMINATION ESSAYS AND EXAMINATIONS .......................... ······························································ ······················~ EssAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. {ST. JOHN'S COLLEGE} ORDER} Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on :request. The tutor's comprehensive judgment of a student is :reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a ·~emester, freshmen, sophomores, and 'Juniors meet with their tutors in the don . The tutors report to one of the semileaders on the students' work during semester; the students are then invitrespond to their tutors' reports and ent on their own work. Advice may requested and given; difficulties may aired; but grades are not reported or ssed. the junior year, conferences replace of the don rags. In conferences, stu:report on their own work, and then tors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2r.93 are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.83 are in communications or the arts; • r7.33 are in business or business-related occupations; {ST. JOHN'S ORDER} • 9. 73 work in the field oflaw, with most in private practice or the judiciary; • 9.43 work in computers/sciences/mathematics; • 6.93 work in the health professions, mainly as physicians; • 6.63 work in social services, including counseling, psychology, social work, and the ministry. • 9-43 choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 753 of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 303 of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. }OHN's DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. COLLEGE} 33 I THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are orga.ni:zed into five segments: Literature, Poliand Society, Philosophy and TheoloMathematics and Natural Science, and "story. Students must complete four of ese five segments to earn the Master of ts in Liberal Arts degree (thirty-six ester credit hours). These segments en together constitute a closely inteted program of study. asses are small and based on discusof classic texts, but differ in signifiways. The heart of the curriculum is seminar in which fourteen to twentystudents engage in a discussion initiby a tutor's question about the dreading. In the tutorial, a slightly group of students (twelve to sixuses more intensively on smaller ents, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 THE LIBERAL ARTS CURRICULUM** ................................................................................................................................................................................................................................................. DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS T ...................................................· .......................................................... LITERATURE SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs PRECEPT 0 RI AL (examples) PRECEPT 0 RIAL (examples) Montesquieu: The Spirito/the Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR TUTORIAL Chaucer: Canterbury Tales in Middle English• Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RI AL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov SEMINAR Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories• Thucydides: Peloponnesian War* Livy: Early History ofRome• Polybius: Histories• Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution• TUTORIAL Euclid: Elements• Lobachevski: The Theory of Parallels* PRECEPTORIAL (examples) POLITICS AND SOCIETY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics• Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan• Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory a/Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica • Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics• Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science* Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy ofthe History of Mankind* Hegel: Philosophy ofHistory• Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea ofHistory• Strauss: Political Philosophy and History• PRECEPTORIAL (examples) Tolstoy: WarandPeace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism •*Readings may differ slightly between the two campuses • Selections ~ he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to trans- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. ·Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �..................................--------------------""-'!.....----~~~~~~--,-~----------------------------.~ 37 36 THE EASTERN CLASSICS CURRICULUM ................................................................................................................................................................................................................................................... FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius* Tao Te Ching• T'ang Poetry Mencius* SANSKRIT TUTORIAL Bhagavad-Gita• Nagarjuna• Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dogen, Shobogenzo Basho, The Narrow Road to the Deep North !Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloud Messenger) Rig Veda Brihad-Aranyaka Upanishad Katha Upanishad Ishvara Krishna, Samkhya Karika Kapila, Samkhya Pravachana Sutra• Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refutation ofInference), and Prabodha-candrodaya (Rise ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarkabhasa (Exposition ofReasoning) Jaimini, Mimamsa Sutra Kumarila Bhatta, Slokavartika Kanada, Vaisesika Su tra• Manavadharmasastra (Institutes ofManu) Kautilya, Artha-sastra KamaSutra• Bhagavad-Gita Abhinavagupta, Dhvanyaloka* Mahatanhasankhaya Sutta Mahaparinibbana Sutta PRECEPT 0 RIAL (examples) Mahabharata The Pali Nikayas (Discourses of the Buddha)• Shankara Wu Ch' eng-en, Journey to the West SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine ofthe Mean Chuang Tzu, Inner Chapters MoTzu• Mencius• Ssu-ma Ch'ien, Records ofthe Grand Historian• HanFei Tzu• Asvaghosha, Buddhacarita (Acts of the Buddha) The LotuS Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra andHeart Sutra Hsiin Tzu• Nagarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, Madhyantavibhagabhasya, (Commentary on the Separation ofthe Middle from the Extremes) Badarayana, Vedanta Sutras with commentary by Shankara Ramanuja Madhva Chu Hsi, Learning ofthe Sage Wang Yang-ming, Instructions for Practical Living PRECEPT 0 RIAL (examples) Early Buddhist texts Pre-Confucian texts Ts'ao Hsiieh-Chin, Story ofthe Stone Ssu-ma Ch'ien, Records ofthe Grand Historian PRECEPT 0 RIAL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction •selections FoR ADDITIONAL INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2I404-2800 4I0-626-254I giadm@sjca.edu www.sjca.edu Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmiss@mail.sjcsf.edu www.sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all ofthis directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and lighthearted recreation ~e necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS .................................................................................................................. ·"'.···s ~ ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 'people is occupied principally with the i!)iOVernment of the state and of Anne Arundel County; with the training of • ~idshipmen at the United States Naval ~ademy; with the fish, crab, and oyster ~dustry; and with the sailing and recre•· nal activities of the Chesapeake Bay. The campus of thirty-six acres lies in 'tbe historic district, adjoining College Creek, one block from the State House d across the street from the Naval Acady yard. The fifteen buildings include -century historic homes (now classs, offices, and a dormitory), rgthVictorian structures, and 2oth-cenbuildings designed to complement er ones. There are six student <lorries, offering single and double s. .he community of students has gov.d itself since r945 with elected offid delegates representing each dorand the off-campus constituency. dent Polity representatives, called te Council, meet once a week requests from students for funds, ind students of their responsibili- sT u D E N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole . Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's . Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts . A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 { .S T . J0 H N.' S e-mail, printing out papers written on personal computers, and exploring the World Wide Web. Individual computer stations also are available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- C 0 L L E G E } cial winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in roost cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges fre. quent parties in the Great Hall, featuring .waltzes and big-band swing music. These ~arties include the Halloween Masked ~all, Mid-Winter Ball, Croquet Waltz, ring Cotillion, and Commencement tz. Rock parties are held regularly in Coffee Shop by members of the junior who also organize Reality Weekend, stival in late spring. Reality begins student skits and parodies, and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �42 {ST. }OHN.'S popular activities, and the college's more serious rowers compete in local regattas. The college has a small fleet of sailboats, from lasers to a 24-foot Bristol sloop, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-eqnipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I ..................................................................................................................- n the early Ig6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of Ig64 in New Mexico's capital, founded in I6IO by Spanish colon.ists. Its population of 65,000 people is occupied principallywith the government of the state and of Santa Fe County; with cultural pursnits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health ()ffice are also located in these buildings. Each of the I6 dormitory units on the campus houses from I2 to I8 stuts, and the eight dorm suites, which ouse five people, serve as a smaller comunityoffriends within the college. More half the rooms are singles. The othare designed in suites of two or three ms to provide each student with the acy of his own quarters and, at the e time, close companionship with a ow student. The eight dorm suites five private rooms. Students living se dorms are responsible for all "ng in their rooms, bathroom, and mon room. The director of residential helps students arrange to live with s who share similar opinions about · g, music, and so on in a dormitory :ents in Santa Fe find it effective to ut problems and ideas on an indibasis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JoHN.'s contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to or perform. The St. John's Chorus and the small chorus also give recitals. The numerous keyboard instruments, including two grand pianos and a for student practice and performance. Practice moms are available in the Fine Arts Building. The St. John's Film organized by students to provide a wide of classic and current films for the college every Saturday night. students are attracted to the town of Santa Fe its crafts, music, theater, and visual arts. Others have in tutoring in schools, counseling, working on local church restoration, or other local activities. City buses stop near the campus, proto town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracunicular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on concexns, and slide shows on art are on-campus activities, as are study groups in such languages as Latin, German, and Hebrew, Thome Fellowships give students support toward fulfillment of medical school during summer months, a leave from the college, or after graduation, COLLEGE} As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe campus encourages all students to participate in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, two racquetball/squash courts, a wellequipped weight room, men and women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor xesource library are also located at the new center. The college offers students, faculty, and alumni a variety of sports and outdoor recreational Student interest usually determines which sports and outdoor programs are offered. There are organized tournaments for basketball, volleyball, badminton, table-tennis, racquetball, squash, indoor and outdoor soccer, and There are also opportunities to swim and tennis, softball, and Ultimate Frisbee. The college also supports a Karate-Do program led Jorge Aigla, 6th Dan. ing on student interest, extracurricular classes are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater canoeing and rafting, downhill and cross-country skiing, snow shoeing, and The Outdoor Programs office organizes extended river trips each fall and spxing in the surrounding Southwest. The neighboring de Cristo Mountains provide hundreds of square miles of forest and wilderness for {RESIDENCE & camping and hiking. Students can join the St, College Search and Rescue Team and learn back-country skills such as map and compass navigation, G.P.A. wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal athletics and there are no athletic scholarships awarded. The that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not he mistaken for disdain of athletic endeavors. Despite the rigors of STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to play individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of r784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer eF_ist. Many tutors and students attend church or synagogue in town. his customary for extracurricular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books :related to all of the program, and books of more gen er- �{RESIDENCE 46 {ST. JoHN·'s al interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. AB supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors of residential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence & STUDENT LIFE} 47 COLLEGE} during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni · • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's website St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES An employment service, under the supervision of the Placement Office, offers off-campus jobs. Primarily, it provides part-time employment for students during the academic year, but it also can aid students looking for full-time or part:time summer employment in the local community. .A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are ·\also available on campus. These services .a:re free of charge or provided at low cost. RULES OF RESIDENCE ~ocial order and the well-being of each dent make necessary certain rules of ·dence governing the use of dormito. These rules have been decided upon the deans in consultation with students d faculty. Every entering student is armed of them, and returning uppersmen are reminded of them each fall. e rules differ in certain details on the campuses, though in general they folthe same pattern. he academic and intellectual life of community is inseparable from the unal life. The building of a good unity requires the faculty to show ct for the individuality of each stuAll students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furni·ture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss .of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE {SITE PLAN} ANNAPOLIS, SANTA MARYLAND FE, PLAN} NEW 49 MEXICO COLLEGE CREEK LOWER PLAYING FIELD SOCCER FIELD BOATHOUSE ............. TENNIS COURTS JV~ STUDENT ... ························· ............ ACTIVITIES CENTER UPPER PLAYING FIELD TENNIS COURTS IGLEHART HALL (GYMNASIUM) I COLLEGE AVENUE t:i w a: ti w a: "' w "' z "' 0 S1 �{ADMISSIONS} he standards by which applicants are selected for St. John's a:re and prospective students find it challenging to write the essays that constitute an to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; will of serious conversation in which learn to consider the thoughts of others as well as their own; and of active parin their own education. Education at St. John's is a common Each student has a considerable effect on the life and learning of the com1'/[o st who consider St. John's examine themselves before so that when do, they are saying to themselves and to the that in the life of that their interests and those of the college do not coincide. Thus, for the most part, select themselves. Some are of course, but a wide variety of students is accepted each year. The pmpose of the admission process is to determine whether an applicant has the necessary preparation and to complete the St. John's program satisfacThe Admissions Committee - five tutors and the Director of Admissions on campus - regards the application as a from the applicant: "Do you think I am ready to profit from the tlJ:C)!ffam of studies at St. John's?" In the essays, applicants are asked to their previous education, their .n:a><"''' for choosing St. John's, and their with books. A number of topics are suggested. The essays """'!0:11eu to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particuthose of teachers, are carefully read for indications that the has the maturity, self-discipline, abilir;, energ-y, and initiative to succeed in the St. John's program. St. John's attaches little tance to test sco:res, and no applicant is or ,·ejected because of such scores. The committee's decisions are not influenced the race, religion, sex, age, color, physical handicaps or national or ethnic of an or any other factors unrelated to the v1ork of the college. The application asks a minimum of personal data . Need for financial assistance does not affect the committee's decisions on admission. SL John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about fr50 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided betvveen men and women. Classes enter in late August and Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; typically rn3 to 15% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �52 {ST. {ADMISSION} graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A" Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATr) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), ifthe applicant's first language is not English. TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = r732; Santa Fe = 2649 PROCEDURE S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. i JOHN'S Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for .. admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to . enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting i .•documents are received, the application is ~viewed by the Admissions Committee. i;rhe applicant is notified of the commit~e's decision in about two weeks. Acceptstudents have the option to enroll on er campus. ;f,,itte applications for both fall and J anuclasses will be considered, but appliare advised that the earlier their are completed, the greater their ces of securing positions in the enterclass on the campus of their choice. notification of acceptance, appli;have the option to enroll on either s. In order to secure a place in the COLLEGE} 53 entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other �54 {ST. {ADMISSION} campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to emoll in a subsequent class, as noted above. · lNTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Registrar's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. STUDENT RIGHT TO KNOW AcT In compliance with this act, the Office of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2I404-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, u6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505-984-6060 or 800-33I-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a World Wide Web site: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. JOHN'S CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, it member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports progiam. Since the seminar, the most important part of the progiarn, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tues®'y or from Thursday to Friday. If travel ~:rangements make these time periods impossible, the visitor may telephone the !dmissions Office for special help. The ·~endar in the front of the catalog should checked to make certain the college will in session during the time of the visit. Those planning to visit should teleone (I-800-727-9238 for Annapolis or o-33I-5232 for Santa Fe) or write the ·ssions Office giving the dates (and :r;nates) they have selected. It is also ssary for the Admissions Office to the approximate time of arrival. the reservation is confirmed by one or letter, the visitor will be told inar reading. If it is necessary to l the visit, the Admissions Office d be notified as soon as possible. e only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. I. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). {ST. JOHN'S COLLEGE} AID} 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. C. Non-U.S. citizens applying for financial aid should note the following: Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. I. Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. !!.. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. I. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, 57 ' Following are the deadlines and notifi. cation dates for financial aid: F:tmsHMAN CANDIDATES: Although the · college has no deadline for receipt of 'financial aid applications, candidates admission who are in need of finan'al assistance should indicate that ed as soon as possible. The FAFSA the College Scholarship Service's OFILE form should be filed at the .Iiest date possible in accordance · their published guidelines. Appliahould note also that the earlier aid application is received, the he chance that their financial be fully met. Candidates for on applying for financial aid RETURNING STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. ST. JOHN'S GRANTS: FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. �{ST. JOHN'S 58 The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is Willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,foi.5 for the freshman year, $g,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL STAFFORD LOAN: FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WORK STUDY PROGRAMS: FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,ooo for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. FEDERAL PLUS LOAN: 2002-03 STUDENT BUDGET' Tuition $27,2ro ····························································································· ~?.?..1:11..~.~.?.~.~ ................................ ?.~.~7.?. ......................... . ~.?.?.~~........................................................ ~.!?............................... . Activities Fee 200 ~~r..5.?.:1~.~~1:1.~.~.8. ...................... 7.?..?................................ . !..r.~.5.:P..?.r..~~~?.1.1...............................:C.?..?..~}?.?.:. .?.?..?.~.. , Fees are subject to change without notice. , The allowance for transportation varies with the distance between the student's home and the college. BILLING AND DEPOSITS B ,.,, ............................................................................................................... illing fo~ tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. The charges are due and payable in full by August r for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must COLLEGE} 59 know in April which returning students will register in September. A deposit of $goo on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the �60 {FEES FINANCIAL & {FEES AID} ment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY student must make a new deposit to secure a place in a subsequent class. Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a pay- DETERMINATION OF DATE OF WITHDRAWAL A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the appropriate office of the intention to withdraw. Undergraduate students provide this notification to the Registrar's Office and graduate students contact the Graduate Institute Office. When a student notifies the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this OFFICIAL WITHDRAWAL: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Spring Summer REFUND AMOUNT l-S 903 I03 8-14 6-IO 803 203 15-21 n-15 603 403 22-28 16-20 403 603 29-42 21-25 26 and after FINANCIAL point the student has officially indicated the intent to withdraw and the day the Official Notice or'Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college personnel. A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been $ubmitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. 203 803 No Refund I003 Ain} 61 institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive rn% of nonfederal aid that had been awarded. If a student does not notify the Registrar or Director of the Graduate Institute of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the ''.fnidpoint of the semester. A date earlier or 'later than the midpoint may be used if the college has documentation of the last day student attended class or handed in an signment. If a student withdraws use of circumstances beyond the stut's control, the college will determine date of withdrawal. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board. If a student withdraws prior to the end the semester, a refund of tuition will be de according to the Institutional und Schedule. The student's withal date is established as outlined in initial section of the Refund Policy. next step in determination of the C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Docu- tJNOFFICIAL WITHDRAWAL: AMOUNT CHARGED l-7 43andafter & �62 {FEES & FINANCIAL mentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately g weeks of a I6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title IV aid which is earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the AID} student. For example, a student enrolled for I4 of n2 days would have earned I2.5% of Title IV aid for the semester. In this example, 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federai regulations specify the order in which unearned funds are to be returned to aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6.SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations are available in the Financial Aid Office. {ST. JOHN'S COLLEGE} 63 RITERIA FOR JUDGING SATISFACTORY PROGRESS Provisions of the Higher Education Act of ;r980 require that each post-secondary b:istitution make available information concerning the criteria for judging satis~11.ctory academic progress. The criteria for St. John's College regarding the deterination of satisfactory progress for cipients of federally funded (Title IV) ancial assistance are as follows: In order to be making satisfactory gress, at the end of a semester a stut must be permitted to enter the next ester and that next semester must not lude the repetition of any work. This mission is normally granted by the in consultation with a committee of the student's tutors, the "Don Rag mittee." The Don Rag Committee sses a student's work in all parts of the am and approves its quality before mending to the dean that the stube permitted to enter the next semeshis assessment is conducted in the ent's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �{FEES 64 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. {ST. JOHN'S COLLEGE} AID} 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. 65 BIBLIOGRAPHY .................................................................................................................. _ BooKs ABOUT LIBERAL EDUCATION and CHARLES VAN DoREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON :MAYER: The Revolution in Education, University of Chicago Press, 1958. ADLER, MORTIMER J., BARZUN, JACQUES: The American University, Harper and Row, 1970. TeacherinAmerica, Little, Brown and Co.,1945. Bll:LL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. .BEsTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· JlLOOM, ALLAN: Closing ofthe American · d, Simon and Schuster, 1987. l[ANN, EvA T.H.: Paradoxes of 'ducation in a Republic, University of ago Press, 1979· , JEROME S.: The Process of ation, Harvard University Press, Embers ofthe World, d by Harris Wofford, Jr., Center for Study of Democratic Institutions, a Barbara, California, 1970. AN, SCOTT: , WILLIAM (EDITOR ET AL): Dialogues on Liberal Education, John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARvAIID COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEwls, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John$ Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �66 { B0 A R D 0 F OFFICERS Chairman Gregory D. Curtis Pittsburgh, PA Vice Chairmen Ray Cave New York, NY Stephen Feinberg El Paso, TX Secretary Sharon Bishop Reston,VA MEMBERS EMERITI Eleanor Tydings Ditzen David Dobreer, M.D. Robert A. Goldwin Charles A. Nels on JohnE. Robson ThomasB. Turner,M.D. MEMBERS HONORARY J. BurchenalAult Thomas Carnes Allan Hoffman MEMBERS EX OFFICIO vI s I T 0 R s AN D G0 v ER N 0 R s} Jean FitzSimon Hoffman Estates, IL Paula Maynes SantaFe,NM ANNAPOLIS Harvey Flaumenhaft Dean, Annapolis Campus Peter McGhee Cambridge, MA President Stephen Forman, M.D. San Marino, CA Richard Morris Santa Fe, NM Thomas Geyer New York, NY Christopher B. Nelson President, Annapolis Campus, Chair ofthe Management Committee Elizabeth Gemmill Conshohocken, PA Parris N. Glendening Governor ofMaryland Annapolis, MD Anna Greenberg Annapolis, MD Stewart Greenfield Westport, CT Cheryl Foote Groenendyke Tulsa, OK Keith M. Harrison Concord, NH Mikael Salovaara Bernardsville, NJ Pamela Saunders-Albin SantaFe,NM George Schoedinger III, M.D. St. Louis, MO Jeremy Shamos Denver, CO Warren Spector New York, NY Gary Johnson Governor ofNew Mexico SantaFe,NM Thomas Stern Palo Alto, CA William E. Johnston, Jr. Chicago, IL William Tilles Rockville, MD Leslie Jump Washington, DC MichaelE. Uremovich Santa Fe, NM M. Brownell Anderson Washington, DC Thomas R. Krause Ojai, CA Jason Walsh New York, NY John E. Balkcom President, Santa Fe Campus Barbara Lauer Laramie, WY William B. Warren New York, NY Robert Bienenfeld Long Beach, CA Perry Lerner New York, NY Jill Wilkinson Austin, TX Jean Clarke Houston, TX David Levine Dean, Santa Fe Campus Warren Winiarski Napa, CA JillZ. Cooper Washington, D.C. RobleyTimminsLevy LaSelvaBeach, CA Jonathan Zavin New York, NY Charles M. Diker New York, NY Clinton Dale Lively New York, NY Lee David Zlotoff Santa Monica, CA Glenda Eoyang President, Alumni Association Circle Pines, MN Paul Martin Austin, TX Pedro Martinez-Fraga Miami, FL CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, r970, St. John's College, Annapolis, r966-69; J .D., University of Utah College of Law, r973, Admitted to the Bar, State of Illinois, r973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, r973-78 and Partner, r979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, r979-9r and President, r987-9r, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, r98r-87, Aurora University Management Center, Illinois; President, St. John's College, r99r-. Dean ofthe College in Annapolis HARVEY FLAUMENHAFT Lenore Steiner Ambler, PA The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe The President of the Alumni Association Ron Fielding Rochester, NY {FACULTY} B.A., r960, M.A., r962, Ph.D., r980, University of Chicago; Woodrow Wilson Fellow, Harvard University, r960-6r; National Aeronautics and Space Administration Fellow, r963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, r965-66; Instructor in Government, Wheaton College (Massachusetts), r966-68; Tutor, St. John's College, Annapolis, r968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, r98r; MIT I Harvard Workshop on Nuclear Weapons and Arms Control, Summer r983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH 'Planning Grant, 1986-87; NEH Interpretive Research Grant, r987-89; Visiting Professor, Department of Educational Studies, University of Delaware, r989; Lynde and Harry Bradley Foundation :Grant, r992-94; Dean, St. John's College, Annapolis, r997-. 67 EvA T.H. BRANN B.A., Brooklyn College, r950; M.A., r95r, Ph.D. r956, Yale University; Fellow of the American Numismatic Society, Summer, r952; Fellow of the American School of Classical Studies at Athens, r952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, r956-57; Member, Institute for Advanced Study, Princeton, r958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, r975-77; Tutor, St. John's College, Annapolis, r957-, Addison K Mullikin Tutorship, r97r-; Fellow, Woodrow Wilson International Center for Scholars, r976-77; Arnold Visiting Professor, Whitman College, r978-79; Visiting Scholar in Honors Education, University of Delaware, r984-86; Fellow of the National Endowment for the Humanities, r987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, r988-96; Dean, St. John's College, Annapolis, r990-97; Doctor of Humane Letters, Whitman College, r995; Doctor of Letters, Middlebury College, r999. BEATE RUHMVON 0PPEN B.A., University of Birmingham, England, r939; Art Librarian, Barber Institute ofFine Arts, University of Birmingham, r939-43; British Foreign Office, r943-5r; Royal Institute of International Affairs, r952-56; Research Staff, Nuffield College, Oxford, r956-58; Microfilming Project of the Committee for the Study ofWar Documents of the American Historical Association, r959-60; Tutor, St. John's College, Annapolis, r960-63 (Leave of absence, r963-65), r97r-; Visiting Lecturer in History, Smith College, r963-64, University of Massachusetts, r964-65; Member, Institute for Advanced Study, Princeton, r968-69; Member, Center of International Studies, Princeton University, r969-7r; �68 {ST. JOHN'S COLLEGE} {FACULTY} National Endowment for the Humanities Translating and Editing Grant, Ig78-79. JOSEPH P. COHEN B.A., St. John's College, Annapolis, Ig56; J.D., University of Maryland Law School, Ig76; Department of Philosophy, University of Chicago, Ig56-57, Ig59-62; University of Vienna Summer School, Ig57; United States Army, Ig57-59; Lecturer in the Liberal Arts, University College, University of Chicago, Ig60-62; Tutor, St. John's College, Annapolis, Ig62-; Visiting Fellow, Yale Law School, Ig7I-72; Summer Fellow, Council for Philosophical Studies, Ig77; NEH Summer Fellow Ig78, Ig84; Visiting Scholar, Oxford University, Ig78-79. DAVID HANFORD STEPHENSON B.A., Columbia College, Ig58; Columbia University, Ig6o; Ph.D., University of Maryland, Ig88; Tutor, St. John's College, Annapolis, Ig63-. HOWARD J. FISHER B.A., University of Rochester, Ig65; Technician, Harvard University Cyclotron Laboratory, Ig64-65; Tutor, St. John's College, Annapolis, Ig65-; Visiting Lecturer in Physics, Western New England College, Ig8o; Visiting Senior Member, Linacre College, Oxford University, Ig82-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, Ig59; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, Ig59-63; Staatsexamen I, University of Heidelberg, Ig63; Fellow Deutscher Akademischer Austauschdienst, University of Florence, Ig63-64; Ph.D., University of Heidelberg, Ig64; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, Ig64-65; Staatsexamen II, University of Heidelberg, Ig6 5; Instructor in Classics and Philosophy, Rosary College, Ig66-67; Tutor, St. John's College, Annapolis, Ig67-. NICHOLAS MAISTRELLIS B.S., Bates College, Ig62; Department of History of Science, Ig62-67, Teaching Assistant, Ig62-66, University Fellow, Ig66-67, University of Wisconsin; Tutor, St. John's College, Annapolis, Ig67-. JOHN F. WHITE B.A., St. John's College, Annapolis, Ig65; M.A., The New School for Social Research, Ig70; Alvin Johnson Fellow, Ig70-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, Ig62-63; B.A., St. John's College, Annapolis, Ig67; M.A., Princeton University, Ig72; Princeton National Fellow, Ig72; Tutor, St. John's College, Santa Fe, Ig73-n, Annapolis, Ig78-. DEBORAH SCHWARTZ RENAUT B.A., St. John's College, Annapolis, Ig68; M.A., The Johns Hopkins University, Ig7I; M.S., Georgetown University, Ig74; Tutor, St. John's College, Annapolis, Ig74-. DAVID L. TOWNSEND B.A., Loyola College, Ig69; ALN, Jesuit Honor Society, Ig67-; Fellow, Harvard, Ig69-74; M.A. Harvard, Ig70; Teacher, Cambridge Free School, Ig70-72; Diplome, Universite de Paris, Ig73; Ph.D. Harvard, Ig76; J.D. Yale Law School, Ig8I, Bar Association Ig8I-; Tutor, St. John's College Santa Fe, Ig74-, Annapolis, Ig84-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2000-. MICHAEL COMENETZ B.A., The Johns Hopkins University, Ig65; M.A., Ig67, Ph.D., Ig72, Brandeis University; Assistant Professor of Mathematics, University of Kansas, Ig72-75; Tutor, St. John's College, Annapolis, Ig75-. JOE SACHS B.A., St. John's College, Annapolis, Ig68; Graduate Student, The New School for Social Research, New York, I97I-73; M.A., Pennsylvania State University, Ig75; Teaching Assistant, Pennsylvania State University, Ig73-74; Tutor, St. John's College, Annapolis, Ig75-. ;JOHNVERDI :S.S., Psychology, Fordham University, ;i:972; M.A., Ig74, Ph.D., Philosophy, Ig75, :University of Southern California; M.A., Cognitive Psychology, University of t:;alifornia, San Diego, Ig78; Tutor, St. 'lohn's College, Santa Fe, Ig75-85; ~nnapolis, Ig85-; Assistant Dean, ;;988-gI; Director, Graduate Institute in iberal Education, Ig92-95; N.E.H. Chair Modern Thought, Ig97-99. S., Marquette University, Ig66; oodrow Wilson Fellow, Ig66-67; ching Assistant, Department of ematics, Boston University, Ig72-76; ., Boston University, Ig74; Fulbright American Scandanavian Foundation ow, Norway, Ig76; M.A., Counseling, ola College, Igg6; Tutor, St. John's ege, Annapolis, Ig77-; Counselor and apist, Igg6-. J. FLAUMENHAFr ., University of Chicago, Ig66; M.A., 7, Ph.D., Ig70, University of sylvania; Woodrow Wilson Fellow, 6-67; University of Pennsylvania dation Fellow, Ig66-70; Instructor in ish, Ig70-7I, Assistant Professor of ish, I97I-76, Anne Arundel unity College; National Endowment e Humanities Summer Stipend, Ig77; St. John's College, Annapolis, Ig77-. KALKAVAGE r973, M.A., Ig76, Ph.D., Ig83, lvania State University; Instructor ilosophy and the Humanities, lvania State University, Ig76-77; , St. John's College, Annapolis, Ig77-. 69 MARILYN DOUVILLE HIGUERA B.S., University of Michigan, Ig75; M.S., University of Michigan, Ig77; Associate Mathematician, Ig77-79, The Johns Hopkins University Applied Phnics Laboratory; Tutor, St. John's College, Annapolis, Ig79-. JON LENKOWSKI B.A., Marquette University, Ig65; M.A., Philosophy, The New School for Social Research, Ig70; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, Ig68-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, Ig76-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, Ig77-79; Tutor, St. John's Coilege, Annapolis, Ig79-. THOMAS MAY B.A., Loyola College, I97I; M.A., Fordham University, Ig75; Assistant Professor, Loyola College, Ig74-79; Visiting Lecturer, Goucher College, Ig76-78; Tutor, St. John's College, Annapolis, Ig79-; Director, Graduate Institute in Liberal Education, Annapolis, Ig86-89, Ig95-I998. JONATHANS. TucK B.A., Columbia University, Ig69; B. Phil., Oxford University, Ig7I; M.A., University of California, Berkeley, Ig72; Graduate Study in English, Berkeley, Ig7I-78; Woodrow Wilson Fellow, Ig69-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, Ig69-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching Assistant and Associate, Department of English, Berkeley, Ig73-78; Tutor, St. John's College, Annapolis, Ig79-; Assistant Dean, IggI-94. NANCY DUNNING BUCHENAUER B.A., History, Ig67, M.A., Ancient History, Cornell University, Ig69; Ph.D., Classics, Brown University, Ig8o; Ford �70 {ST. {FACULTY} Foundation Fellow, Ig66-68; University Fellow in Classics, Brown University, Ig6970; Tutor, St. John's College, Santa Fe, Ig80-96; Annapolis, Ig97-; Director of the Graduate Institute, SantaFe, I99I-94· MICHAEL G. DINK Harvard University, Ig70-72; B.A., St. John's College, Annapolis, Ig75; M.A., Ig78, Ph.D., Ig86, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, Ig78-80; Tutor, St. John's College, Santa Fe, Ig80-84, Annapolis, Ig84-. Director, Graduate Institute in Liberal Education, Annapolis, Ig98-. JAMES HOWAIID BEALL Active duty, U.S. Air Force, Ig63-67; B.A., Physics, University of Colorado, Ig72; M.S., Physics, Ig75, & Ph.D., Physics, Ig79, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, Ig75-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., Ig78-79; Project Scientist, BKD, Arlington, Virginia, Ig79-8I; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., Ig8I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., Ig83-; Tutor, St. John's College, Annapolis, Ig82-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, I99I-. ELIZABETH M. BLETI'NER B.A., Stanford University, Ig69; Graduate Study in English Literature, University of Wisconsin, Ig70-7I; M.A. in Philosophy, Pennsylvania State University, Ig78; Instructor of Philosophy and Humanities, Pennsylvania State University, Ig79-80; Richard M. Weaver Fellowship, Ig8I; Ph.D. in Philosophy, Pennsylvania State University, Ig85; Tutor, St. John's College, Annapolis, Ig82-. HENRYH. HIGUERA B.A., Cornell University, Ig74; M.A., Ig76, Ph.D., Ig83, University of Toronto; Instructor in Political Science, Dickinson College, Ig8I-82; Tutor, St. John's College, Annapolis, Ig82-. WALTER STERLING B.A., St. John's College, Ig65; M.A., Pennsylvania State University, Ig66; Instructor, Pennsylvania State University Ig66-68; Ph.D. Candidate, The Catholic University of America, Ig70-74; Editor of St. John's Review and Tutor, St. John's College Ig83-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, Ig74; Ph.D., Harvard University, Ig84; Tutor, St. John's College, Annapolis, Ig84-. ANITA L. KRONSBERG B.A., St. John's College, Ig8o; Tutor, St. John's College, Ig84-; Assistant Dean, Ig98-. PATRICIAM. LOCKE B.A., Gonzaga University, Ig77; M.A., Ph.D. in Philosophy, Boston College, Ig84; Teaching Fellow, Boston College, Ig78-82; Instructor, Assumption College, Ig8I; Tutor, St. John's College, Annapolis, I984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, Ig66; M.A., I97I, Ph.D., Ig73, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, Ig72-76; Graduate Faculty of The New School, Ig76-80, University of Oklahoma, Ig80-84; Tutor, St. John's College, Annapolis, Ig84-. JOHN'S NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, Ig64; M.D., New York University, Ig68; M.A., St. John's College Graduate Institute, Ig8I; Neurological Residency Training, Mt. Sinai Hospital, Ig73; Board Certification from the American Board of Psychiatry and Neurology, Ig76; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, Ig74-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, Ig76-; Chairman, Professional Advisory Committee of the . National Multiple Sclerosis Society, Ig8694; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, Ig85-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, Ig85-94. PAMELA KRAUS M.A., Ig73; Ph.D., Ig8o, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, !1:973-74; Lecturer, The Catholic 'µniversity of America, Ig75-80; Assistant . j.trofessor of Philosophy, The Catholic ":versity of America, Ig80-85; American llowships Program Panel, American ciation of University Women, Ig85; r, St. John's College, Ig85-. . in Music, Brown University, Ig76; . in Musicology, Cornell University, ; Ph.D. in Musicology, Cornell sity, Ig85; Visiting Faculty, School usic, University of Wisconsin at dison, Ig85-86; Tutor, St. John's ege, Annapolis, Ig86-. ., Ig8r, M.A., Ig83, Ph.D., Ig89, ersity of Virginia; Lecturer in , Vanderbilt University, Ig85-86; ctor, Goucher College, Ig87-89; COLLEGE} 71 Tutor, St. John's College, Annapolis, Ig89-. A.BRAHAM SCHOENER B.A., St. John's College, Annapolis, Ig82; M.A., UniversityofToronto, Ig84; Diploma, Inter-University Centre, Dubrovnik, Ig85; Ph.D., University of Toronto, Ig93; Tutor, St. John's College, Ig89-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, Ig8o; B.A., Physics and Philosophy, Oxford University, Ig82; M.A., History of Science, Harvard University, Ig85; Ph.D., History of Science, Harvard University, Ig89; Tutor, St. John's College, Ig89-. JUDITH L.A. SEEGER B.A., Harvard University, Ig66; Cornell University, Ig67-68; M.A. in Romance Languages and Literatures, Ig70, Ph.D., Ig82, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, Ig84-88; Research Associate of the Folklore Institute, Indiana University, Ig84-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, Iggo; Tutor, St. John's College, Annapolis, Ig89-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, Ig7I; M.A., St. John's College, Annapolis, Ig76; Ph.D., Graduate Theological Union, in Theology and The Arts, Ig93; Tutor, St. John's College, Annapolis, Ig74-77; Tutor, St. Mary's College, Integral Program, Ig77-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer Ig85, Ig86, Ig87, Ig88; Tutor, St. John's College, Santa Fe, Ig89-96; Annapolis, Ig97-. K. YEE B.A., English, Pomona College, Ig77; M.J. Journalism, University of California, CORDELL D. �72 {ST. JOHN'S COLLEGE} {FACULTY} Berkeley, r980; M.A., Chinese, r98r, Ph.D., English, University ofWisconsinMadison, r989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, r988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers oh990 and r99r. ERIKSAGENG B.A., University of Alaska, r983; M.A., r985, Ph.D., r989, Princeton University; National Science Foundation Fellow, r983-86; Mellon Fellow in the Humanities, r983-89; Fulbright Fellow, r987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, r987-88; Rockefeller Fellow, University of Oklahoma, r989-90; Tutor, St. John's College, Annapolis, r990-. ANDRE BARBERA R.ADOSLAV DATCHEV B.A. in Music, Wesleyan University, r974; Resident Fellow, Newberry Library, Chicago, r978; Ph.D. in Musicology, University of North Carolina, r980; Visiting Assistant Professor of Music, Cornell University, r979-82; Assistant Professor of Music, University of Notre Dame, r982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-90; Tutor, St. John's College, Annapolis, r990-. Degree in Philosophy, University of Sofia, r982; Assistant Professor of Philosophy, University of Sofia, r982-83; Tutor, St. John's College, Annapolis,r992-. KATHLEENC. BLrrs B.A., Mount Holyoke College, r968; Graduate Study, New School for Social Research, r970-72; M.S., r985, Ph.D., r989, University of Delaware; Tutor, St. John's College, Annapolis, r990-. MARGARET ANNE KIRBY B.A., University of King's College, r977; M.A., Department of Classics, Dalhousie University, r979; Commonwealth Scholar, Hertford College, Oxford University, r980-82; M.Litt., Faculty of Modern Languages, Oxford University, r982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, r982; Junior Fellow, Massey College, University of Toronto, r983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, r988; Fellow and Tutor, University of King's College, r987-89; Tutor, St. John's College, Santa Fe, r990-96, Annapolis, r997-. CARL PAGE B.A., University of Auckland, New Zealand, r980; MA (Hons), University of Auckland, r982; Ph.D., Pennsylvania State University, r987; Assistant Professor of Philosophy, Emory University, r987-94; Tutor, St. John's College, Annapolis, r994-. WILLIAMT. BRAITHWAITE B.A., Virginia Military Institute, r96r; J.D., Washington & Lee University, r964; U.S. Army, r968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, r973-80; Associate Professor of Law, Loyola University, Chicago, r980-95; Tutor, St. John's College, Annapolis, r995-. ROBERT GoLDBERG St. John's College, Annapolis, r977-79; B.A., Harvard College, r98r; M.A., r983, Ph.D., r990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, r989-90; Visiting Assistant Professor of Political Science, Kenyon College, r990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, r994-95; Tutor, St. John's College, Annapolis, r995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, r982; M.A., r986, Doctoral Candidate r990-, The Catholic University of America; Lecturer, The Catholic University of America, r987-88; Instructor, Marquette University, r988-89; Tutor, St. John's College, Annapolis, r995-. EMILY H. BROOKER LANGSTON :B.A., Emory University, r987; M.A., University of Chicago, r988; Jacob K. Javitz Fellow, r989-93; Certificate in Jewish Studies, The Oxford Centre for :Postgraduate Hebrew Studies, St. Cross College, Oxford University, r993; Ph.D. didate, Emory University, r992-; Tutor, John's College, Annapolis, r995-. RGE A. RUSSELL ., St. Francis College, r973; M.A., The holic University of America, r983; .D., The Catholic University of erica, r994. Dean of Students, St. trick's Academy, r98r-86; Teacher, den Hall, r986-9r; Adjunct Lecturer, bertus Magnus, r986-9r; Assistant ofessor of Philosophy, Xavier iversity, r99r-95; Tutor, St. John's , Annapolis, r995-. XHANN.BADGER , Mathematics, University of South lina, 1987; M.A., Liberal Studies, Carolina State University, 1991; ate Student, Music Composition, University, 1990-91; Earhart Fellow, ; Ph.D., Political Philosophy, ham University, 1996; Tutor, St. s College, Annapolis, 1996-. History, Beijing University, China, 1l4; Researcher, The Institute of ·onal Affairs, Ministry of Foreign China, 1984-87; M.A., InterAffairs, The George Washington ity, 1987-89; Ph.D., Political The George Washington , 1989-95; Adjunct Professor, ent of Political Science, The 73 George Washington University, 1995; Tutor, St. John's College, Annapolis, r996-. LINDA K.ERN-PERETS B.A., Religious Studies, Georgetown University, 1984; junior year abroad, Oxford University, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, 1990; Ph.D., Religion, Harvard University, 1996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, 1986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, six awards between r987-93; Research Fellow, Hebrew University of Jerusalem, 1990-91; Fulbright Scholar, University of Paris III, l99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, 1994; Tutor, St. John's College, Santa Fe, summer 1995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, r996; Tutor, St. John's College, Annapolis, 1997-. MICHAEL W. GRENKE B.A., University of Chicago, r988; Ph.D., Boston College, r994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, r997-. STEPHEN LARsEN B.A., Pomona College, 1986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, 1986-87; M.A., Princeton University, 1990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, r994-97; Tutor, St. John's College, Annapolis, r997-. �74 {ST. {FACULTY} PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. SusANR. PAALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School ~f Medicine, r997; Tutor, St. John's College, Annapolis, r997-. Chicago, r990-98; Tutor, St. John's College, Annapolis, r998-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory Fellowship, r992-94; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. DANIEL KOLB MAR.KJ.LUTZ B.A., University of Chicago, r980; M.A., University of Toronto, r982; Ph.D., University of Toronto, r990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, r998-. B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois University, r977; Ph.D., Philosophy, University of Notre Dame, r983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, r988-90, Associate Professor, r990-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. JOSEPH C. MACFARLAND JEFF BLACK B.A., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, r993-94; Ph.D., Committee on Social Thought, University of Chicago, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, r994-97; Tutor, St. John's College, Annapolis r998-. JOHN'S lege, r988-89; Ph.D., Systemic Theology, Cambridge University, r993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, r993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, Annapolis, 2000-. B.A., Trinity College, University of Toronto, r993; Teaching Fellow, Boston College, r998-r999; Tutor, St. John's College, Annapolis, r999-. DEVIN A. STAUFFER B.A., Kenyon College, r992; Ph.D. Boston College, r998; Tutor, St. John's College, Annapolis, r998-. AMIRTHANAYAGAM P. DAVID B.A., St. John's College, Annapolis, r986; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Department of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of JACQUELINE L. PFEFFER B.A. (Hon.), University of Calgary, r99r; M.A., Duke University, r994; Ph.D., Duke University r997; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. John's College, 2000-. MARK w. SINNETT B.S., Mathematics, Texas Christian University, r976; M.A., r978, Doctoral Study in Mathematics, r979-8r, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U.G. Marshall Fellow in Mathematics, r98r-83, Lecturer in Mathematics, r98384, Kansas University; B.D. (Hons.), Theology, St. Andrews University, r988; Richard M. Weaver Fellow, r984-85; Lecturer in Mathematics, San Jacinto Col- JoHNTOMARCHIO B.A., Columbia College, Columbia University, r984; M.A., r993, Ph.D., r996; Lecturer, School of Philosophy, Catholic 'university of America, r996; National Fulbright Research Fellow, Rome, r994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, r996-98; Assistant Professor, Department of Philosophy, Villanova University, r998-2om; 'l\ltor, St. John's College, Annapolis, 2om-. COLLEGE} 75 r969, Ph.D. r975, The Pennsylvania State University; Woodrow Wilson Fellow r967-68; NDEA Fellow (Honorary) r967-70; University Graduate Fellow, The Pennsylvania State University r969-70; Independent Research, Centre Universitaire International, Paris, r970; Language Study, Goethe lnstitut, West Germany r970-7r; Instructor in Philosophy, University of Maryland, West Germany, r97r; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, r968-69, r97r-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, r975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, r980-88; Fellowship Research Grant, Earhart Foundation, r984-85; Tutor, St. John's College, Santa Fe, r986, r988-, Assistant Dean, r996-97, Director of the Graduate Institute, r997-2000; Dean, St. John's College, Santa Fe, 2om-. JoHNS. STEADMAN , cum laude, in Philosophy, Princeton sity, r969; MBA, Graduate School usiness, University of Chicago, r973; eral Manager, First Chicago sity Finance Corporation, r973-74; ry Assistant, CF Industries, r974sociate, Hewitt Associates, r975-80; 'pal and Vice President, Booz, Allen & ilton, Chicago, r982-86; Principal, om and Company, Evanston, r986-88; 'pal, Sibson & Company, r988-2000; Professor of Economics, Graduate of Business, University of Chicago, 11000; M.A. in Liberal Arts, St. College, Santa Fe, 11000; President, 's College, Santa Fe, 2000- of Pennsylvania, r9611; A.B. St. ollege, Annapolis, r967; M.A. B.S., Philosophy, UniversityofWisconsin, r959; Instructor in Radio Repair,United States Army, r954-56; Assistant in Philosophy, r959-6r, Teaching Fellow, r96r-62, Cornell University; Tutor, St. John's College, Annapolis, r962-67, Santa Fe, r967-; Assistant Dean, r970-72. DoNB.CooK A.B., Occidental College, r958; Ph.D., University of California at Davis, r965; Woodrow Wilson Honorary Fellow, r959; National Science Foundation Fellow, r959-6I; Tutor, St. John's College, Santa Fe, r965-72; Teacher, Santa Fe Prepatory School, r972-73; Tutor, r973-; Assistant Dean, r98r-82, r990-96. ELLIOTT T. SKINNER B.A., University of Colorado, r96r; M.A., Princeton University, r963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, �..... ~~~~~~~~~~---,..~------------------------------------! f: 76 ,,I {ST. {FACULTY} JOHN'S New Mexico, r97r-72; Tutor, St. John's College, Santa Fe, r972-. California at Santa Cruz, r967-7r; Tutor, St. John's College, Santa Fe, r974-. DAVID EDWARD STARR ELIZABETH S. ENGEL E. RAY DAVIS, JR. UniversityofWisconsin, r953-55; B.A., St. John's College, r962; M.A., History and Philosophy of Science, University of Indiana, r965; N.D.E.A. Fellowship, University of Indiana, r962-65; Ph.D., University of California, Riverside, rg8o; Tutor, St. John's College, Santa Fe, rg66-, Assistant Dean, r977-8r. B.A., Gordon College, r962; M.A., rg66, Ph.D., r972, Boston University; Graduate Assistant in Philosophy, Boston University, r963-64; Teaching Intern, Boston University College of Basic Studies, r964-66; Instructor in Philosophy, University of Rhode Island, r966-7r; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, r982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. B.A., Pomona College, r967; M. Phil., r97r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, r97r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. RALPH SWENTZELL STEPHEN R. B.S., New Mexico Highlands University, r963; Instructor, Computer Programming, New Mexico Highlands University, r965-66; Tutor, St. John's College, Santa Fe, rg66-. B.A., Arizona State University, r969; M.A., r97I, Ph.D., r973, University of Notre Dame; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, r979-8r, Director of The Graduate Institute in Liberal Education, r982-85; Dean, r99r-r996. Woodrow Wilson Fellowship, Princeton University, r964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, r970; Tutor, St. John's College, Sante Fe, r965-. GLENN A. FREITAS B.A., Classical Languages, St. Mary's College, California, r957; Th.L., Universite Laval, Quebec, r964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, rg66; L'Ecole Biblique et Archeologique Frani;aise de Jerusalem, r964-66; Assistant Professor, Theology, St. Mary's College, r967-69; Tutor, St. John's College, Santa Fe, r969-, Assistant Dean, r976-n, r982-84. PHILIP LECUYER B.A., Colorado College, rg66; Merton College, Oxford University, r969; Studies in Biology, University of New Mexico, r970-72; Boettcher Scholar, r962-66; Perkins Scholar, r963-66; Rhodes Scholar, r966-69; Danforth Graduate Fellow, r966-72; Woodrow Wilson Fellow (honorary), rg66; Tutor, English Literature, Summer Humanities Institute, Colorado College, rg68; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of vAN LUCHENE DAVID BOLOTIN B.A., Cornell University, rg66; Ph.D., New York University, r974; Lecturer in Classics, Yale University, r97r-73; Tutor, St. John's College, Annapolis, r974-82; Santa Fe, r982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, rg86, r987-88. LYNDA LAMSON MYERS B.A., St. John's College, r97r; M.A., University of North Carolina, r975; M.A., xggr, Ph.D., r996, Catholic University of , America; Tutor, St. John's College, Santa Fe, r977-; Director of the Graduate Institute in Liberal Education, r985-88. ANmONY JAMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; ·M.A., r973, Ph.D. r998, Graduate Faculty, \l'b.e New School for Social Research; U.S. fMnine Corps, r967-69; Graduate Study in sic, University of North Carolina, g; Part-time Instructor in Philosophy, Carolina University, r974-78; -time Instructor in Philosophy, North olina Wesleyan College, r976-78; or, St. John's College, Annapolis, -83, Santa Fe, r984-, Dean, r986-9r, COLLEGE} 77 Danforth Graduate Fellow, r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, rg8o-; Musician-in-Residence, r984-. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, r975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, rg8o-; Director of The Graduate Institute, r994-97. ]ANET A. DOUGHERTY B.A., Yale College, r974; M.A., Ph.D., Harvard University, rg8o; Teaching Fellow in Government at Harvard College, r976-78, r979-80; French Government Fellowship, r978-79; Assistant Professor of Political Science, Stonehill College, r980-82; Tutor, St. John's College, Annapolis, r982-85; Santa Fe, r985-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, r979; San Francisco Conservatory of Music, r980-82; M.A., University of Virginia, r989; Ph.D., University of Virginia, rggo; President's Fellow, University of Virginia, r987-90; Tutor, St. John's College, Santa Fe, r983-. GEORGIA S. KNIGHT B.S., Philosophy, r970, M.A., English, r972, Teaching Fellow, University of Utah, r970-74; Tutor, St. John's College, Santa Fe, r974-; Assistant Dean, r988-90. KENT H. TAYLOR B.A., Yale University, r963; M.A., University of Georgia, r965; Ph.D., University of California at Santa Cruz, r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, r968-69; Heidelberg University, r97r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of KATHARINE S. MULFORD , University of Colorado, r972; r Akadernischer Austauschdienst stipendium, University of Freiburg, $Ph.D., Classics and Comparative · s, Boston University, r979; bing Fellow, Boston University, ·78; Visiting Lecturer, Colorado , r978-79; Assistant Professor, "ty of Colorado, Spring, rg8o; St. John's College, Santa Fe, rg8o-. :hs1c lb.rvard University, r969; M.S., l'h:D., r975, Stanford University; B.U.S., Philosophy and Religion, University of New Mexico, r975; M.A., Philosophy and Theology, Graduate Theological Union, r978; Ph.D., Philosophy, University of Oklahoma, r983; Tutor, St. John's College, Santa Fe, r983-. FRANKN. PAGANO A.B., Cornell University, r969; Ph.D., Boston College, rg8r; Assistant Professor of Political Science, r975-8r, Director of the Division of Liberal Learning, r980-83, Associate Professor of Political Science, r98r-83, University of New England; �78 {ST. {FACULTY} Tutor, St. John's College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-. 1970-73; Tutor, St. John's College, Santa Fe, 1985-. JORGE H. AIGLA LINDA WIENER Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-. B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. JoHNF. CORNELL B.A., 1975, M.A., 1977. McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. ROBERT RICHARDSON B.A., Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-70; University of Wisconsin-Madison, THOMAS SCALLY B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. GRANT H. FRANKS B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. BASIA C. MILLER B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., JOHN'S University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-. WILLIAM s. KERR JitS., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, iversity of Illinois-Urbana, 1976; uate Study in Economics, University lj)f Chicago, 1976-77; University of t!nlorado Graduate Fellowship, 1983-87, .A., Classics, University of rado-Boulder, 1985; Graduate Study ncient Philosophy, Trinity Hall, bridge University, 1987-88; Reynolds owship, 1988-89; Instructor in Latin, ersity of New Mexico-Los Alamos, mer 1985; Visiting Assistant fessor, University of Coloradolder, Summer 1990; Certificate, ese Language Education Program, ence University, Shalu, Taiwan, 1998; , St. John's College, Santa Fe, 1989-. ANVENKATESH , English, Magdalene College, ridge University, 1982; M.A., tab., 1985; Wissenschaftlicher beiter (on Shakespeare), English rtment, University of Muenster, Germany, 1982-86; Academic ge, University of New Mexico, erque, 1985-86; Lecturer in British American Literature, ESL iculum-Developer, Shanxi Uni' Taiyuan, People's Republic of , 1986-89; Lecturer in Film sis, North China Film and asting Institute, 1989; Tutor, St. College, Santa Fe, 1989-. COLLEGE} 79 BRUCE M. PERRY B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. JAMES P. FORKIN B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California-Davis, 1986; M.A., Political Science, University of California-Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. FRANKR. HUNT St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. JAMES COHN B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College 1991-. CHARLES N. FASANARO B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; �80 {ST. JOHN'S COLLEGE} {FACULTY} Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. JosHUAL. KAT:i;;s B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID R.AWN B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, lnstitut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John's College, Santa Fe, 1992-. BARRY E. GoLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, The Pennsylvania State University, 1988-92; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE REAIIARD B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA A. HONEYWELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John's College, 1994-. MAREN ORMSETH COHN B.A., 1987, Humanities/Modern Thought and Literature, Stanford University; M.A. 1993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, 1995-. CALEB THOMPSON B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. •. MICHAEL D. BYBEE iLA., Philosophy, 1972, B.A., M.A., nglish, 1972, 1975, Idaho State University; educational therapist, Cateway Mental Health Center, Pocatello, . o, 1972-74; M.A., Ph.D., Philosophy, , 1981, University of Hawaii; Assistant fessor of Philosophy, Idaho State ersity, 1982-84; Instructor of English, 4-90,Senior Instructor of English, -95, University of Oregon; Adjunct · ant Professor of Rhetoric, San o State University, 1995-96; Tutor, St. 's College, Santa Fe, 1996-. 1986, M.A., 1989, Political Science, ersity of Alberta; Ph.D., 1996, Science, Boston College; Tutor, 's College, Santa Fe, 1996-. ANDERSON Harvard College, 1975; Harvard-Ens ip, Ecole Normale Superieure, '915-76; Preceptor in Humanities, bia College, 1980-83; German .·c Exchange Fellowship, Munich, h.D. in Philosophy, Columbia , 1986; Assistant Professor, , University of Dallas, 1986-87; Professor, Philosophy, o!New Mexico, 1987-96; Investigaciones Filosoficas, City, 1996-97; Tutor, St. , SantaFe,1997-. 81 JACQUES ANTOINE DuvmsIN B.A., 1980, St. John's College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America, University of California, Irvine, 1987-91; Knights of Columbus Fellow, 1981-84; Tutor, St. John's College, Santa Fe, 1997-. BRENDON LAsELL B. S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 1997-. MA'ITHEWK. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 198587; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John's College, Santa Fe, 1998-. PETER L. GILBERT B.A., St. John's College, Annapolis, 1981; B.A. (M.A.), Theology, Oxford University, 1985; Ph.D., Church History, The Catholic University of America, 1995; Translator for Ancient Christian Commentary of Holy Scripture, 1995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngjallja e Krishtit», Durres, Albania, 1995-98; Tutor, St. John's College, Santa Fe, 1998-. MARK ROLLINS A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, �82 {FACULTY} Harvard University, I984-86, I987, I99I92, and I995-97; Associate Research Professor, lnstituto de Investigaciones Filosoficas, UNAM, Me:xico City, I988-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, I997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I998; Tutor, St. John's College, Santa Fe, I998-. GINO THOMAS B.S. in Physics, California Institute of Technology, I989; M.A., I992, M. Phil., I99S, PhD. in Astronomy, Columbia University, I997; Tutor, St. John's College, Santa Fe, I998-. JENNIFER L. 0TSUKI B.A., Reed College, I983; M.A., I986. Ph.D., I99I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, I99I-97; Tutor, St. John's College, Santa Fe, I998-. JULIE REHMEYER B.A., Mathematics, Wellesley College, I994; M.S., Mathematics, Massachusetts Institute of Technology, I997; Tutor, St. John's College, Santa Fe, I998-. WILLIAM ALBA A.B., Cornell University, I986; Ph.D., University of California at Berkeley, I992; Researcher, Santa Fe Institute, I992; Instructor of Chemistry and Physics, Phillips Academy, I992-94; Visiting Professor of Chemistry, Bard College, I994-95; Faculty Associate, Bard Institute for Writing and Thinking, I99S-; Assistant Professor of Liberal Arts, Coordinator of Mathematics and Science, School of the Art Institute of Chicago, I995-99; Tutor, St. John's College, Santa Fe, I999-· ....----------------------------------------------------------------""lllii1 {ST. 83 JOHN'S GREGORYD. BAYER RICHARD A. MCCOMBS, II B.A., St. John's College, Annapolis, I978; M.A., University of Toronto, I98I; Ph.D., University of Texas at Austin, I99S; Visiting Assistant Professor, Southern Methodist University, I99S-96, College of William and Mary, I996-97, College of Wooster, I997-98; NEH Fellow, Institute for Advanced Study, Princeton, I998-99; Tutor, St. John's College, Santa Fe, I999-. B.A., B.S., Fordham University, I990; Loyola Fellow, Fordham University, I99092; M.A., Fordham University, I992; Teaching Fellow, Fordham University, I992-94; Instructor, Marist College, I995, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, I999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. JAMES H. COOKE :EDwARDA. WALPIN B.A., Political Science, Middlebury College, I987; M.A., English, Middlebury Hege (Bread Loaf School of English), 89; M.A., Political Science, Duke ;versity, I992; Ph.D., Political Science, uke University, I998; National ndowment for the Humanities 'ssertation Grant, I993-94; Exchange How and Instructor, Ins ti tut fiir litische Wissenschaft, Friedrickexander Universitiit, Erlangen, any, I994-95; Fellow, Instructor, Project Coordinator, Kenan Ethics gram, Duke University, I997-98; nsultant, PBS Frontline, I998-99; r, St. John's College, Santa Fe, I999-· B.A., Physics, North Texas State College, I962; Ph.D., Physics, University of North Carolina, I967; Postdoctoral, University of Manitoba, I967-68; Assistant Professor, Associate Professor, Professor of Physics, University of Texas at Arlington, I969-79; Retirement and independent work, I979I998; Tutor, St. John's College, Santa Fe, I999-· JUAN CARLOS FLORES B.A., Connecticut College, I992; A.M. Philosophy, Boston College, I99S; Ph.L., Philosophy, Katholieke Universiteit Leuven, I996; Visiting Scholar in Theology, Boston College, I997-98; Ph.D., Philosophy, Katholieke Universiteit Leuven, I999; Tutor, St.. John's College, Santa Fe, I999-· GEORGE LANE B.A., Reed College, I976; M.A., I978, Ph.D., I989, University of Chicago Divinity School; Research Assistant; University of Chicago, I986-89; Adjunct Instructor in Philosophy, Elmhurst College, I983-89; Lecturer in Theology, Loyola University of Chicago, I987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, I989-98; Instructor in Philosophy, Albuquerque TVI Community College, I99I-99; Special Part-time Tutor, St. John's College, Santa Fe, I998-99; Tutor, St. John's College, Santa Fe, I999-· , 1994, St. John's College, Santa Fe; nt Fellowship, I994-95, President's 'p, University of Virginia, I994.A., History of Religions, University ginia, I997; Assistant Director of 'ons, St. John's College, Santa Fe, ; Tutor, St. John's College, Santa Philosophy, Pomona College, I990; •Philosophy, Claremont Graduate · 1, I99I; Ph.D., Comparative ure, University of California at 2000; Lecturer in Philosophy, nia State University San · o, 199I-93; English Instructor, , Germany, I992; Philosophy 'on Instructor, Diablo Valley COLLEGE} College, I993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, I998; Comparative Literature Instructor, UC Davis, I99S2000; Tutor, St. John's College, Santa Fe, 2000-. MICHAEL GoLLUBER B.A., Liberal Arts, Sarah Lawrence College, I988; M.A. , Philosophy, State University of New York at Stony Brook, I99I; Ph.D., Philosophy, Tulane University, I998; Instructor of Philosophy, Southwestern University, I996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, I998-2000; Tutor, St. John's College, Santa Fe, 2000-. JESSEPKRAAI B.A. Great Books, Shimer College, I994; M.A., Philosophy, University of Jena, I996; Research Assistant, University of Bielefeld, I997-99; Ph.D., Philosophy, University of Hedelberg, 200I; International Chess Master; Tutor, St. John's College, Santa Fe, 2000-. JoHNF. GIBSON B.A., St. John's College, Santa Fe, I988; Graduate Research Assistant, Complex Systems, Los Alamos National Laboratory, I988-9I; Co-founder, Prediction Company, I99I-92; Graduate studies, Department of Theoretical and Applied Mechanics, Cornell University, I992-I996; Staff Scientist, Beam Technologies, I996-I998; Computer Systems Administrator, Computational Flid Dynamics Laboratory, Mechanical and Aerospace Engineering, I999; Independent research, 2000-oI; Tutor, St. John's College, Santa Fe, 2om-. PATRICIAM. GREER B.A., College of Notre Dame of Maryland, I966; M.A., Writing Seminars, Johns Hopkins University, I967; Teaching Fellow, University of Southern California, I968-69; M.A., St. John's College, �84 {FACULTY} Annapolis, Ig95; Ph.D., History of Religions, University of Virginia, .2002; Dupont Writing Fellowship, .2000-0I; Adjunct Instructor, History of Asian Religions, University of Virginia, Iggg; Visting Lecturer, Sanskrit Epics, Sweet Briar College, Iggg; Tutor, St. John's College, Santa Fe, .200I-. Ew:EN llARru:SON B.A., Ecology, Behavior Evolution, University of California, San Diego, Iggo; M.S., Biology, Ig95, Ph.D. (anticipated) .2002, University of Michigan; Graduate Student Instructor, University of Michigan, Ig93-2000; Lecturer, Eastern Michigan University, Igg8; Graduate Teaching Consultant, University of Michigan, .2000-0I; Tutor, St. John's College, .200I-. JAY SMITH B.A., St. John's College, Ig77; M.A., Philosophy, Marquette University, I979; Ph.D., Philosophy, Fordham University, .2002; Environmental Protection Agency, Ig86-89; Environmental Consultant, Iggo-2000; Tutor, St. John's College, Santa Fe, .200I-. LISE VAN BOXEL B.A., The University of Toronto, Ig92; M.A., Boston College, A.B.D., The University of Toronto; Tutor, St. John's College, Santa Fe, .200I-. {ST. JOHN'S COLLEGE} 85 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto SANTA FE President John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Timothy P. Miller HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, I94 STEPHEN FEINBERG B.B.A., University of Texas, Austin, Ig6 Dean David Levine e Presidentfor College Advancement eyA. Bishop Treasurer Bryan E. Valentine Director ofthe Graduate Institute FrankN. Pagano ctor ofthe Graduate Institute Pastille Assistant Dean Basia Miller Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics and Outdoor Programs Mark St. John Director ofPlacement Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Librarian Inga Waite Director ofPublic Relations Laura J. Mulry Registrar Gene Carson Family Nurse Practitioner Linda Budd Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �86 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2001 AND JANUARY 2002 ................................................................................................................................................................................................................................................... Annapolis States Represented Santa Fe 37 35 Alaska Annapolis Foreign Countries 5 Arizona California 2 I Canada 9 22 2 II 2 Connecticut I I Florida 2 Georgia Hawaii 3 3 3 I 3 Iowa Kansas Uganda Panama Russia Fal1200I January 2002 Men Women 7 4 Early Entrance 3 Previously Attended College 2 Kentucky I Range of Ages Louisiana I Maine Maryland I4 I 7 I Veterans I Massachusetts Michigan Minnesota 4 Missouri I I Kind of School Attended Public Independent 3 Homeschooled 2 New Hampshire 3 Receiving Financial Aid 4 2 2 7 First Tenth New York 9 2 North Carolina Ohio 3 7 I Second Tenth Second Fifth 3 I2 Rhode Island 3 4 I South Carolina Tennessee Texas 4 3 I II2 2I I35 22 77 56 8I 76 4 4 33 33 I7-3I I I 9I II7 38 32 8 IO 4 I 3 I First Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students Utah Vermont I I 3 IS 3 64% iJ4% 30% 25% 83 45 36 5 3 9 8 7 II 23 r5 3 3 District of Columbia Colleg~ at either ()fthe addresses below to obtain replacen;ient formi:;:. :idmissio~@sjCa:edu 4 I If any of these fo;t'nis axe missing. contact St; Jphn's I-Boo.:_7a,7".gSlJIJ . 3% 0% I Wyoming • One (I) secon{J.aj:y schQol · . i;eport form Adnris$ions Office St. John'sCollege P.O.JJ~2.aoo · Annapolis~ Mf12'1'.4o4; F~: 4p:~!r'(9:di ' 2 Wisconsin + Two (2.) letter of reference forms 59% 2 Virginia Washington West Virginia • One (I} application, diJ;ections, mid covel' sheet I6-50 Rank in Class• New Jersey New Mexico Oregon Pennsylvania Enclosed is a complete application packet for undergraduate admissi,ons to either c3.n1,p11S of St. John's College. The packet consists of:. 2 Montana Oklahoma 2 Number of Students I Idaho Illinois 2 Netherlands Colorado Delaware Santa Fe I I • Not included in this table are 85 students fOll: whom rank-in-class is not available. � STATEMENT OF THE ST. JOHN'S PROGRAM .'I S!JOHN'S College ANNAPOLIS • SANTA FE ., ANNAPOLIS, MARYLAND 21404 4ro-263-237r SANTA FE, NEW MEXICO 87505 505-984-6000. Founded as King William's School, I696; chaiteredas St. John's College, I784; accredited by the Maiyland State Department of Education, by the Middle States Association of Colleges and Secondaiy Schools, and by the North Central Association of Colleges and Secondaiy Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regaid to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR {COLLEGE 2002-2003} CALENDAR 2002-2003} ANNAPOLIS SANTA FE 2002-2003 ............................................................................................. ................................................................................................................................................ ........................................................................................................................... August 27 Freshman Registr~ti~~··· .......................................... ····· ·· · August 20 Upperclass Registration August 2r Freshman Registration and Convocation August 22 Classes Begin with Seminars October n - I4 Long Weekend 2002-2003 ....................................................................................................................................................................................................................... ........................................................................................................ ..................................................................................................................................... ............................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................... November 27- December r December r3 - January 5 Winter Vacation January6 Second Semester Registration January 8 January Freshman Registration ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................... January 3r - February 3 August29 A~~~t ~9· Spring Vacation Mayg End of Second Semester Mayn Commencement ........... ········· ............. Convocation ······"J~~i;;· ~<l·s~~~~ il~·g;:~t;:~ti~~- . ................................. ......................................... ·s~pt~;b~;·~ ···········································································c;~a~~!~""i~~ti~!~·"ii~·g;:~·~················ .......................................................................... ...................................................................................................... October r8 - 20 Long Weekend November 28 - December r Thanksgiving Recess ......................................................................................................................................................... December rg End of First Sem~~t~;········································································· , ............................................................................................................................................ December 20 - January rg Winter Vac~ti~~······················································································ Long Weekend February 28 - March r6 Undergraduate Cl~~-~~~--B~gi~-~th··5~;~;;;~··· ..... . August 29 End of First Semester ............................................................................................................................................................................................................................................... ······················································ ........................................................................................................................................................ Thanksgiving Recess Decemberr2 Au~;t·~3··················································································5;ph~;-~;·~··R~gi·~;;~tl~~········· ............................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................... i~~;y·~~·················································································5~~;~a:·5·~~~~:r~;··R:~gi;tr·~ri~~··································· January 27 .. ..... j~~-~y·F~~~h;~"I{~-gi~tr~ti;~············································· Marchr5-30 Spring Vacation May23 End of Second Semester May24 ...................................................,......................................................................................................................................................................... . ............ . ............................................................................................. Commencement ................................................................................................................................................................................................................ SUMMER 2003 Mayrg January Freshman Second Semester Begins Juner6 Graduate Institute Summer Session Begins July25 January Freshman Second Semester Ends August7 Graduate Institute Summer Session Ends ............................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................... ..................................................................................................................................................................................................... ....................................... . ......................................................................................................................................................................................................................................... SUMMER 2003 ...................................................................................................................................... June24 January Freshman Second Semester Begi~~·············· ................................................................................................................................................................................................................................... June 23 A:~~~t 7. ............................................... Graduate Institute Summer Session Begins J~~;;ry F;~~h~·~·5·~~~~d. ·5~~~-~t~~-Ji~a.;·················· A:~~;t·~5······ ·········································································c;~a~~t~ i~~ti~1~·5~;~;·5·~·~;i~~-1i~a;········ �{TABLE 6 THE 8 IO n 16 20 22 THE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 55 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL Aro 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 85 Officers, Associates, and Staff 86 Profile: 2001-2002 Freshman Classes �{ST. JOHN'S COLLEGE} 6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing .to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. AB much as possible, the ~c:~al.instruction in all classes and laboratories is made to depend on the activity and nntJ.atJ.ve of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. I' �{ST. 8 {THE THE SEMINAR T JOHN'S COLLEGE} 9 CURRICULUM} ..................................................................................................................- he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each semmar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is temp ere d by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a definite and positive stand and enter directly into the 111.'gument. If they do so, however, they can ~ct no special consideration. Reason is the only recognized authority. Consequentlf• all opinions must be defended with reaAn, and any single opinion can prevail .l!llllY by general consent. The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �10 {THE THE PRECEPTORIAL F {ST. CURRICULUM} or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of sixteen to twenty preceptorials on books or subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed by the writing of papers, which may be read in draft to the preceptorial and criticized by the other members. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. He~.~~~~.~.r..:..~.e.~7:.~.Cl..7:.~.!..i.'!!.~ ...................................... Design and Expression in the Visual Arts ................................................................................................................... !?Y.~~:. .0.!.S.~~S. ..... ......................... ··············· ................ Saussure: Course in General Linguistics ................................................................................................................... Readings in Lao Tsu and Confucius ................................................................................................................... Aristotl~_:_J'f!e.i.Cl.?..~!..8.~C.8. ........................................ Darwin: Natural Selection ................................................................................ ······························· Plato: R.~l!.1:':.?.Z.~C... ....... ... ....................................... . Sartre: Being and Nothingness ................................................................................................... Galileo: Dialogues on the Tw°. ..C:..~~ef...JY..°.~Z.~.~!..8..t.e."!:.8.. ?.~.~:.~I.>.~~:.: . ~~1.~~~~-~-~1.~Y.~. T.S. Eliot: Selected Poetry ~.?.~.~~-~~. ~!.1:1:~~~1................................ Kant.:__ <:_~~~'!.1:':..e.. °.f.!.1!.~ff.'!!.~7:..t. .......... Hobbes: Leviathan ........................................................................................... ~11.~~-~1.1.:.:_.C:..i.7... °.!..<??.~. . . . . . . . . . . . . . . . . . . . . . . . .. Austen: Selected Novels Faraday: Experimental Researches in . . .~Z.e.:tr..i.:~7...~1:.~.11!°:~7:.~t!5.."!: . . . . . . . . . . .. Ethical Problems in Medicine ................................................................................................................... ~~~~~-~~~-:. .~.i.Z.¥5..~i..?!..~~~.!.<i:..°..ls.. ...... JOHN'S THE TUTORIALS T he semiiiar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. As '~unt:ry is separated from country by the 'er oflanguage, so profession is sepad from profession by technical jargon. arily, the language tutorial attempts :remedy this condition by training in the COLLEGE} 11 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read.- Racine's Phaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathe_matics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE {ST. JOHN'S COLLEGE} CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomywith a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature 15 of the geometric art as a whole. Seniors also study Einstein's special theory ofrelativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso'sLes Demoiselles d'Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, ansl poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the 'diatonic system, a study of the ratios of fuusical intervals, and a consideration of :tflelody, counterpoint, and harmony. None !:If these are done apart from the sounding l1:ality of good music. The inventions of h, the songs of Schubert, the masses of estrina, the operas of Mozart, and the trumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �................................... ..... --------------~----- 16 {THE CURRICULUM} THE LABORATORY T hree hundred years ago, algebra and the ar~s of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is sup- ----~~~~~~~~~----------------------------.i '' {ST. JOHN'S COLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies :from the humanities, as if they were distinct and autonomous domains of learning. There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems :from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a full and :free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles ~f theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called laboratory section consists of fourto sixteen students working under 'dance of a tutor, with the help of advanced students serving as assisSections meet two or three times a • A laboratory session may be used position and discussion of theory, erimentation, or for both, as the of the work requires. Occasionally, oratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory an.d in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18 {THE LABORATORY TOPICS THE FIRST YEAR The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry ~.ll:r.>.Y~~............................................................................... Topics in physics: mechanics, optics, heat, electricity, magnetism 4.!.1.1.!'.1l~..................................... ........................ weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology 10 {ST. JOHN'S CURRICULUM} calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutoAs the tools of the calculus become 'tl!"\'ailable, the emphasis shifts from a ,~ect, qualitative description of force, ;~cceleration, work, energy, and potential fields to their reformulation in terms of 'ii:rivative and integral; at the same time, ~e physical concepts serve to illustrate · ~~ mathematical ideas. The concepts of ~echanics are to be used to formulate native theories of light - corpuscular nrus. COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. Following the course of thought in Schrodinger's What is Life?, the senior laboratory then turns or returns to biologic al topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by T. H. Morgan and his associates. The results of laboratory studies of bacteria populations are considered from the standpoint of their evolutionary significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental papers leading to present-day molecular biology - for instance by Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {TH.E THE FORMAL LECTURE T {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S LECTURES AND CONCERTS The following list provides some examples of lectures and concerts given on one or the other campus in recent years: "The fliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall COLLEGE} 21 "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kuder The Fine Arts Quartet "Minds and Brains: Men and Machines" Mortimer J. Adler "James Madison and the Bill of Rights" Robert Goldwin "Visualizing Infinitesimals" BarryMazur "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "The Parable of Don Quixote" Joe Sachs "The Tears of Odysseus" Cary Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation inPlato'sPhaedrus" "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F. Bart Stanford String Quartet "Citizenship in a Mass Democracy" Mark Hatfield "Telling Lies" Eva Brann "Mimesis and the End of Art" John Sallis "'What Good and What Harm Can Psychiatry Do?" J'olfgang Lederer "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla .~.'Botticelli's Prima Vera: Anatomy of a ::Masterpiece" ' Paul Barolsky �22 {T H ,E C {ST. JOHN'S COLLEGE} U R R I C U L U M } ST. JOHN'S LIST OF GREAT BOOKS T he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continnities and their discontinnities. The list of books that constitute the core of the St. John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated by an asterisk. 23 FRESHMAN YEAR *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: "'Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: lliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature ofThings "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: "Virgil: "Plutarch: "Epictetus: "'Tacitus: Ptolemy: "'Plotinus: .. Angustine: "St. Anselm: '"Aquinas: "Dante: "Chaucer: "Des Prez: *Machiavelli: Copernicus: *Luther: . "Rabelais: alestrina: Montaigne: lete: "The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger" Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentzles Divine Comedy Canterbury Tales Mass The Prince, Discourses On the Revolutions ofthe Spheres The Freedom ofa Christian Gargantua and Pantagruel Missa Papae Marcelli Essays "Introduction to the Analytical Art" �24 *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE Novum Organum *Richard II, *Henry IY, *Henry V, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other r6th- and r71h-century poets Geometry, *Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: *Rousseau: *Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: {ST. JOHN'S COLLEGE} CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middlemarch Theologico-Political Treatise Second Treatise ofGovernment Phaedre Principia Mathematica Epitome IV *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prefudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, A.tnpere,Faraday,Maxw-ell 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Kierkegaard: *Wagner: *Marx: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of A.tnerica, *Supreme Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The German Ideology Brothers Karamazov "Dostoevski: War and Peace .. Tolstoy: The Adventures ofHuckleberry Finn *Twain: Selected stories *O'Connor: Psychology, Briefer Course *William James: Birth of Tragedy, Thus Spake Zarathustra, *Nietzsche: Beyond Good and Evil "Freud: Genera/Introduction to Psychoanalysis Valery: Poems Booker T. Washington: Selected writings DuBois: TheSoulsofBlackFolk *Heidegger: What is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Selected papers Einstein: Millikan: The Electron Heart ofDarkness •comad: The Bear "'Faulkner: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems by: Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Essays by: Davisson, Schrodinger, Bohr, de Broglie, Driesch, 0rsted, A.tnpere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy . ·."These authors or works are read in seminar. . .The others are distributed among the tutorials and laboratory. �26 {THE {T CURRICULUM} Literature History and Social Science Mathematics andNatural Science Music ................................................................................................................................................................................................................................................... Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Herodotus Aristotle Lucretius Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Sophomore Virgil Dante Year Chaucer Rabelais Shakespeare Donne Marvell Junior Year Epictetus Plotinus The Bible Augustine Anselm Aqninas Luther Montaigne Bacon Plutarch Tacitus Machiavelli Cervantes Descartes Locke Milton Swift Racine Pascal Hobbes Spinoza Locke Leibniz Hume Kant Rousseau La Fontaine }.Austen La Rochefoucauld G.Eliot Moliere Senior Year Aristotle Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kalka W.Stevens T. S. Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W.James Heidegger Plato Adam Smith Hamilton, Jay, Madison Documents from American political history Hegel Marx Documents from American politicalhistory Tocqueville Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Jay, Madison Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Palestrina Bach Ptolemy Apollonius Copernicus Descartes Pascal Viete Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Faraday Lobachevski Rutherford Minkowski Davisson Driesch de Broglie Ac A D E M. I THE TUTORS CLASSIFICATION OF AUTHORS, AccORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Philosophy and Theology H E Mozart Beethoven Schubert Stravinsky Haydn Des Prez Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mozart Mendel Wagner J. J. Thomson Bohr Millikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&Monod A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class -it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. 3,'he help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will on the students to try to help themes. In order that conversations at St. John's '11 not be limited to what fits neatly side a single discipline, it is essential t St. John's tutors re-educate thems to acquire increased understanding ose parts of the program that are outtheir field of post-graduate training. example, tutors with advanced ees in mathematics would prepare c 0 R D E R } 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage ofthis for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC P T THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately rno,ooo volumes. The library building, renovated in r996, provides comfortable study spaces as well as computer terminals with access to the catalogue, other JOHN'S SCHEDULES THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six: elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those anl).ual meetings. {ST. ORDER} library databases, and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in r990. The library now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The library also provides public terminals for accessing electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the program. Annapolis has the Bray Collection, dating from r696 and known as the "first public library in America," as well as the Prettyman Collection of signed and inscribed books. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the w~eks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the ' implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 29 COLLEGE} Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six: hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY 9:00 - 10:10 A.M. TUESDAY Language WEDNESDAY Language Mathematics :r:oo- 3:40 P.M. THURSDAY Laboratory Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics '.ilSAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY Mathematics Language Language Laboratory Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC THE ALGEBRA EXAMINATION ESSAYS AND EXAMINATIONS .......................... ······························································ ······················~ EssAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. {ST. JOHN'S COLLEGE} ORDER} Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on :request. The tutor's comprehensive judgment of a student is :reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a ·~emester, freshmen, sophomores, and 'Juniors meet with their tutors in the don . The tutors report to one of the semileaders on the students' work during semester; the students are then invitrespond to their tutors' reports and ent on their own work. Advice may requested and given; difficulties may aired; but grades are not reported or ssed. the junior year, conferences replace of the don rags. In conferences, stu:report on their own work, and then tors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-two semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2r.93 are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.83 are in communications or the arts; • r7.33 are in business or business-related occupations; {ST. JOHN'S ORDER} • 9. 73 work in the field oflaw, with most in private practice or the judiciary; • 9.43 work in computers/sciences/mathematics; • 6.93 work in the health professions, mainly as physicians; • 6.63 work in social services, including counseling, psychology, social work, and the ministry. • 9-43 choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 753 of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 303 of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. }OHN's DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. COLLEGE} 33 I THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are orga.ni:zed into five segments: Literature, Poliand Society, Philosophy and TheoloMathematics and Natural Science, and "story. Students must complete four of ese five segments to earn the Master of ts in Liberal Arts degree (thirty-six ester credit hours). These segments en together constitute a closely inteted program of study. asses are small and based on discusof classic texts, but differ in signifiways. The heart of the curriculum is seminar in which fourteen to twentystudents engage in a discussion initiby a tutor's question about the dreading. In the tutorial, a slightly group of students (twelve to sixuses more intensively on smaller ents, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 THE LIBERAL ARTS CURRICULUM** ................................................................................................................................................................................................................................................. DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS T ...................................................· .......................................................... LITERATURE SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs PRECEPT 0 RI AL (examples) PRECEPT 0 RIAL (examples) Montesquieu: The Spirito/the Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR TUTORIAL Chaucer: Canterbury Tales in Middle English• Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RI AL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov SEMINAR Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories• Thucydides: Peloponnesian War* Livy: Early History ofRome• Polybius: Histories• Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution• TUTORIAL Euclid: Elements• Lobachevski: The Theory of Parallels* PRECEPTORIAL (examples) POLITICS AND SOCIETY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics• Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan• Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory a/Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica • Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics• Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science* Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy ofthe History of Mankind* Hegel: Philosophy ofHistory• Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea ofHistory• Strauss: Political Philosophy and History• PRECEPTORIAL (examples) Tolstoy: WarandPeace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism •*Readings may differ slightly between the two campuses • Selections ~ he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to trans- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. ·Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �..................................--------------------""-'!.....----~~~~~~--,-~----------------------------.~ 37 36 THE EASTERN CLASSICS CURRICULUM ................................................................................................................................................................................................................................................... FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius* Tao Te Ching• T'ang Poetry Mencius* SANSKRIT TUTORIAL Bhagavad-Gita• Nagarjuna• Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dogen, Shobogenzo Basho, The Narrow Road to the Deep North !Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Kalidasa, Shakuntala, Kumarasambhava and Meghaduta (Cloud Messenger) Rig Veda Brihad-Aranyaka Upanishad Katha Upanishad Ishvara Krishna, Samkhya Karika Kapila, Samkhya Pravachana Sutra• Patanjali, Yoga Sutra Readings on Carvaka from the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refutation ofInference), and Prabodha-candrodaya (Rise ofthe Moon ofIntellect) Jayadeva, Gitagovinda Kesava Misra, Tarkabhasa (Exposition ofReasoning) Jaimini, Mimamsa Sutra Kumarila Bhatta, Slokavartika Kanada, Vaisesika Su tra• Manavadharmasastra (Institutes ofManu) Kautilya, Artha-sastra KamaSutra• Bhagavad-Gita Abhinavagupta, Dhvanyaloka* Mahatanhasankhaya Sutta Mahaparinibbana Sutta PRECEPT 0 RIAL (examples) Mahabharata The Pali Nikayas (Discourses of the Buddha)• Shankara Wu Ch' eng-en, Journey to the West SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine ofthe Mean Chuang Tzu, Inner Chapters MoTzu• Mencius• Ssu-ma Ch'ien, Records ofthe Grand Historian• HanFei Tzu• Asvaghosha, Buddhacarita (Acts of the Buddha) The LotuS Sutra Dhammapada Vimalakirtinirdesasutra Diamond Sutra andHeart Sutra Hsiin Tzu• Nagarjuna, Madhyamika-shastra and Vigrahavyavartani Vasubandhu, Madhyantavibhagabhasya, (Commentary on the Separation ofthe Middle from the Extremes) Badarayana, Vedanta Sutras with commentary by Shankara Ramanuja Madhva Chu Hsi, Learning ofthe Sage Wang Yang-ming, Instructions for Practical Living PRECEPT 0 RIAL (examples) Early Buddhist texts Pre-Confucian texts Ts'ao Hsiieh-Chin, Story ofthe Stone Ssu-ma Ch'ien, Records ofthe Grand Historian PRECEPT 0 RIAL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction •selections FoR ADDITIONAL INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2I404-2800 4I0-626-254I giadm@sjca.edu www.sjca.edu Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmiss@mail.sjcsf.edu www.sjcsf.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all ofthis directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and lighthearted recreation ~e necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Student Polity. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS .................................................................................................................. ·"'.···s ~ ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 50,000 'people is occupied principally with the i!)iOVernment of the state and of Anne Arundel County; with the training of • ~idshipmen at the United States Naval ~ademy; with the fish, crab, and oyster ~dustry; and with the sailing and recre•· nal activities of the Chesapeake Bay. The campus of thirty-six acres lies in 'tbe historic district, adjoining College Creek, one block from the State House d across the street from the Naval Acady yard. The fifteen buildings include -century historic homes (now classs, offices, and a dormitory), rgthVictorian structures, and 2oth-cenbuildings designed to complement er ones. There are six student <lorries, offering single and double s. .he community of students has gov.d itself since r945 with elected offid delegates representing each dorand the off-campus constituency. dent Polity representatives, called te Council, meet once a week requests from students for funds, ind students of their responsibili- sT u D E N T L I F E } 39 ties to the college community, and to express student opinion on common problems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole . Controversy ranges from petty to vital; essays, reviews, and news are also included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The Reporter and The St. John's Review, the two official publications of St. John's . Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts . A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by �40 { .S T . J0 H N.' S e-mail, printing out papers written on personal computers, and exploring the World Wide Web. Individual computer stations also are available in the library. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There is also a spe- C 0 L L E G E } cial winter film series on Wednesday nights. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The Small Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, {RESIDENCE & provide places to develop specific skills. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in roost cases. Parties, an important part of community life where students and tutors meet informally, come in several varieties. The St. John's Waltz Committee arranges fre. quent parties in the Great Hall, featuring .waltzes and big-band swing music. These ~arties include the Halloween Masked ~all, Mid-Winter Ball, Croquet Waltz, ring Cotillion, and Commencement tz. Rock parties are held regularly in Coffee Shop by members of the junior who also organize Reality Weekend, stival in late spring. Reality begins student skits and parodies, and then STUDENT LIFE} 41 provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, volleyball, lacrosse, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, and aerobics. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very �42 {ST. }OHN.'S popular activities, and the college's more serious rowers compete in local regattas. The college has a small fleet of sailboats, from lasers to a 24-foot Bristol sloop, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-eqnipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I ..................................................................................................................- n the early Ig6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of Ig64 in New Mexico's capital, founded in I6IO by Spanish colon.ists. Its population of 65,000 people is occupied principallywith the government of the state and of Santa Fe County; with cultural pursnits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health ()ffice are also located in these buildings. Each of the I6 dormitory units on the campus houses from I2 to I8 stuts, and the eight dorm suites, which ouse five people, serve as a smaller comunityoffriends within the college. More half the rooms are singles. The othare designed in suites of two or three ms to provide each student with the acy of his own quarters and, at the e time, close companionship with a ow student. The eight dorm suites five private rooms. Students living se dorms are responsible for all "ng in their rooms, bathroom, and mon room. The director of residential helps students arrange to live with s who share similar opinions about · g, music, and so on in a dormitory :ents in Santa Fe find it effective to ut problems and ideas on an indibasis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JoHN.'s contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to or perform. The St. John's Chorus and the small chorus also give recitals. The numerous keyboard instruments, including two grand pianos and a for student practice and performance. Practice moms are available in the Fine Arts Building. The St. John's Film organized by students to provide a wide of classic and current films for the college every Saturday night. students are attracted to the town of Santa Fe its crafts, music, theater, and visual arts. Others have in tutoring in schools, counseling, working on local church restoration, or other local activities. City buses stop near the campus, proto town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracunicular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on concexns, and slide shows on art are on-campus activities, as are study groups in such languages as Latin, German, and Hebrew, Thome Fellowships give students support toward fulfillment of medical school during summer months, a leave from the college, or after graduation, COLLEGE} As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe campus encourages all students to participate in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, two racquetball/squash courts, a wellequipped weight room, men and women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor xesource library are also located at the new center. The college offers students, faculty, and alumni a variety of sports and outdoor recreational Student interest usually determines which sports and outdoor programs are offered. There are organized tournaments for basketball, volleyball, badminton, table-tennis, racquetball, squash, indoor and outdoor soccer, and There are also opportunities to swim and tennis, softball, and Ultimate Frisbee. The college also supports a Karate-Do program led Jorge Aigla, 6th Dan. ing on student interest, extracurricular classes are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater canoeing and rafting, downhill and cross-country skiing, snow shoeing, and The Outdoor Programs office organizes extended river trips each fall and spxing in the surrounding Southwest. The neighboring de Cristo Mountains provide hundreds of square miles of forest and wilderness for {RESIDENCE & camping and hiking. Students can join the St, College Search and Rescue Team and learn back-country skills such as map and compass navigation, G.P.A. wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal athletics and there are no athletic scholarships awarded. The that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not he mistaken for disdain of athletic endeavors. Despite the rigors of STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to play individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of r784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer eF_ist. Many tutors and students attend church or synagogue in town. his customary for extracurricular Bible classes to be conducted by tutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books :related to all of the program, and books of more gen er- �{RESIDENCE 46 {ST. JoHN·'s al interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories and in the library. AB supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. Unmarried students are required to live in the college dormitories and to take their meals in the college dining hall, unless they apply in writing to and obtain permission from either the assistant deans or directors of residential life to live off-campus. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students are not permitted to remain in residence & STUDENT LIFE} 47 COLLEGE} during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Placement Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni · • information and referrals on current career and job opportunities • community service opportunities • job postings on the St. John's website St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES An employment service, under the supervision of the Placement Office, offers off-campus jobs. Primarily, it provides part-time employment for students during the academic year, but it also can aid students looking for full-time or part:time summer employment in the local community. .A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are ·\also available on campus. These services .a:re free of charge or provided at low cost. RULES OF RESIDENCE ~ocial order and the well-being of each dent make necessary certain rules of ·dence governing the use of dormito. These rules have been decided upon the deans in consultation with students d faculty. Every entering student is armed of them, and returning uppersmen are reminded of them each fall. e rules differ in certain details on the campuses, though in general they folthe same pattern. he academic and intellectual life of community is inseparable from the unal life. The building of a good unity requires the faculty to show ct for the individuality of each stuAll students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furni·ture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss .of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE {SITE PLAN} ANNAPOLIS, SANTA MARYLAND FE, PLAN} NEW 49 MEXICO COLLEGE CREEK LOWER PLAYING FIELD SOCCER FIELD BOATHOUSE ............. TENNIS COURTS JV~ STUDENT ... ························· ............ ACTIVITIES CENTER UPPER PLAYING FIELD TENNIS COURTS IGLEHART HALL (GYMNASIUM) I COLLEGE AVENUE t:i w a: ti w a: "' w "' z "' 0 S1 �{ADMISSIONS} he standards by which applicants are selected for St. John's a:re and prospective students find it challenging to write the essays that constitute an to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; will of serious conversation in which learn to consider the thoughts of others as well as their own; and of active parin their own education. Education at St. John's is a common Each student has a considerable effect on the life and learning of the com1'/[o st who consider St. John's examine themselves before so that when do, they are saying to themselves and to the that in the life of that their interests and those of the college do not coincide. Thus, for the most part, select themselves. Some are of course, but a wide variety of students is accepted each year. The pmpose of the admission process is to determine whether an applicant has the necessary preparation and to complete the St. John's program satisfacThe Admissions Committee - five tutors and the Director of Admissions on campus - regards the application as a from the applicant: "Do you think I am ready to profit from the tlJ:C)!ffam of studies at St. John's?" In the essays, applicants are asked to their previous education, their .n:a><"''' for choosing St. John's, and their with books. A number of topics are suggested. The essays """'!0:11eu to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particuthose of teachers, are carefully read for indications that the has the maturity, self-discipline, abilir;, energ-y, and initiative to succeed in the St. John's program. St. John's attaches little tance to test sco:res, and no applicant is or ,·ejected because of such scores. The committee's decisions are not influenced the race, religion, sex, age, color, physical handicaps or national or ethnic of an or any other factors unrelated to the v1ork of the college. The application asks a minimum of personal data . Need for financial assistance does not affect the committee's decisions on admission. SL John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about fr50 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided betvveen men and women. Classes enter in late August and Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; typically rn3 to 15% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �52 {ST. {ADMISSION} graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A" Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATr) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), ifthe applicant's first language is not English. TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = r732; Santa Fe = 2649 PROCEDURE S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. i JOHN'S Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for .. admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to . enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting i .•documents are received, the application is ~viewed by the Admissions Committee. i;rhe applicant is notified of the commit~e's decision in about two weeks. Acceptstudents have the option to enroll on er campus. ;f,,itte applications for both fall and J anuclasses will be considered, but appliare advised that the earlier their are completed, the greater their ces of securing positions in the enterclass on the campus of their choice. notification of acceptance, appli;have the option to enroll on either s. In order to secure a place in the COLLEGE} 53 entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the middle of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 3r (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other �54 {ST. {ADMISSION} campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to emoll in a subsequent class, as noted above. · lNTERCAMPUS TRANSFER Once enrolled on either campus, students may transfer to the other at the beginning of any academic year, provided their records are in good standing and they notify the Registrar's Office of their intentions by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All such transfers are subject to approval by the deans of both campuses and will be restricted if a very large surplus in one direction or the other could pose problems for staffing, class sizes, or housing. STUDENT RIGHT TO KNOW AcT In compliance with this act, the Office of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2I404-2800 (Phone: 4rn-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, u6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505-984-6060 or 800-33I-5232; E-mail: admissions@ mail.sjcsf.edu). Each campus maintains a World Wide Web site: Annapolis = http://www.sjca.edu and Santa Fe= http://www.sjcsf.edu. JOHN'S CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, it member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports progiam. Since the seminar, the most important part of the progiarn, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tues®'y or from Thursday to Friday. If travel ~:rangements make these time periods impossible, the visitor may telephone the !dmissions Office for special help. The ·~endar in the front of the catalog should checked to make certain the college will in session during the time of the visit. Those planning to visit should teleone (I-800-727-9238 for Annapolis or o-33I-5232 for Santa Fe) or write the ·ssions Office giving the dates (and :r;nates) they have selected. It is also ssary for the Admissions Office to the approximate time of arrival. the reservation is confirmed by one or letter, the visitor will be told inar reading. If it is necessary to l the visit, the Admissions Office d be notified as soon as possible. e only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Campbell Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Busservice from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. With very few exceptions, financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. I. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is, in most cases, the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). {ST. JOHN'S COLLEGE} AID} 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens and permanent residents applying for financial aid is as follows: Applicants must file the current Free Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from either secondary schools or the Financial Aid Office at St. John's. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. C. Non-U.S. citizens applying for financial aid should note the following: Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. I. Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. !!.. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. I. 2. As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, 57 ' Following are the deadlines and notifi. cation dates for financial aid: F:tmsHMAN CANDIDATES: Although the · college has no deadline for receipt of 'financial aid applications, candidates admission who are in need of finan'al assistance should indicate that ed as soon as possible. The FAFSA the College Scholarship Service's OFILE form should be filed at the .Iiest date possible in accordance · their published guidelines. Appliahould note also that the earlier aid application is received, the he chance that their financial be fully met. Candidates for on applying for financial aid RETURNING STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. ST. JOHN'S GRANTS: FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. �{ST. JOHN'S 58 The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is Willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,foi.5 for the freshman year, $g,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL STAFFORD LOAN: FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WORK STUDY PROGRAMS: FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,ooo for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. FEDERAL PLUS LOAN: 2002-03 STUDENT BUDGET' Tuition $27,2ro ····························································································· ~?.?..1:11..~.~.?.~.~ ................................ ?.~.~7.?. ......................... . ~.?.?.~~........................................................ ~.!?............................... . Activities Fee 200 ~~r..5.?.:1~.~~1:1.~.~.8. ...................... 7.?..?................................ . !..r.~.5.:P..?.r..~~~?.1.1...............................:C.?..?..~}?.?.:. .?.?..?.~.. , Fees are subject to change without notice. , The allowance for transportation varies with the distance between the student's home and the college. BILLING AND DEPOSITS B ,.,, ............................................................................................................... illing fo~ tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. The charges are due and payable in full by August r for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must COLLEGE} 59 know in April which returning students will register in September. A deposit of $goo on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the �60 {FEES FINANCIAL & {FEES AID} ment schedule of tuition and fees corresponding to the schedule on which they receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the treasurer. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY student must make a new deposit to secure a place in a subsequent class. Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $60 at the beginning of the second semester of the senior year. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a pay- DETERMINATION OF DATE OF WITHDRAWAL A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the appropriate office of the intention to withdraw. Undergraduate students provide this notification to the Registrar's Office and graduate students contact the Graduate Institute Office. When a student notifies the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this OFFICIAL WITHDRAWAL: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Spring Summer REFUND AMOUNT l-S 903 I03 8-14 6-IO 803 203 15-21 n-15 603 403 22-28 16-20 403 603 29-42 21-25 26 and after FINANCIAL point the student has officially indicated the intent to withdraw and the day the Official Notice or'Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college personnel. A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been $ubmitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. 203 803 No Refund I003 Ain} 61 institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive rn% of nonfederal aid that had been awarded. If a student does not notify the Registrar or Director of the Graduate Institute of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the ''.fnidpoint of the semester. A date earlier or 'later than the midpoint may be used if the college has documentation of the last day student attended class or handed in an signment. If a student withdraws use of circumstances beyond the stut's control, the college will determine date of withdrawal. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board. If a student withdraws prior to the end the semester, a refund of tuition will be de according to the Institutional und Schedule. The student's withal date is established as outlined in initial section of the Refund Policy. next step in determination of the C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Docu- tJNOFFICIAL WITHDRAWAL: AMOUNT CHARGED l-7 43andafter & �62 {FEES & FINANCIAL mentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately g weeks of a I6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title IV aid which is earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the AID} student. For example, a student enrolled for I4 of n2 days would have earned I2.5% of Title IV aid for the semester. In this example, 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federai regulations specify the order in which unearned funds are to be returned to aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6.SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations are available in the Financial Aid Office. {ST. JOHN'S COLLEGE} 63 RITERIA FOR JUDGING SATISFACTORY PROGRESS Provisions of the Higher Education Act of ;r980 require that each post-secondary b:istitution make available information concerning the criteria for judging satis~11.ctory academic progress. The criteria for St. John's College regarding the deterination of satisfactory progress for cipients of federally funded (Title IV) ancial assistance are as follows: In order to be making satisfactory gress, at the end of a semester a stut must be permitted to enter the next ester and that next semester must not lude the repetition of any work. This mission is normally granted by the in consultation with a committee of the student's tutors, the "Don Rag mittee." The Don Rag Committee sses a student's work in all parts of the am and approves its quality before mending to the dean that the stube permitted to enter the next semeshis assessment is conducted in the ent's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �{FEES 64 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. I. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. {ST. JOHN'S COLLEGE} AID} 2. Minimum acceptable grades of a C average are expected. If a student falls below this average and/ or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the VA. A third semester of certification may not be granted for VA. benefits without approval of a VA. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on VA. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. 65 BIBLIOGRAPHY .................................................................................................................. _ BooKs ABOUT LIBERAL EDUCATION and CHARLES VAN DoREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER J., and MILTON :MAYER: The Revolution in Education, University of Chicago Press, 1958. ADLER, MORTIMER J., BARZUN, JACQUES: The American University, Harper and Row, 1970. TeacherinAmerica, Little, Brown and Co.,1945. Bll:LL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. .BEsTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· JlLOOM, ALLAN: Closing ofthe American · d, Simon and Schuster, 1987. l[ANN, EvA T.H.: Paradoxes of 'ducation in a Republic, University of ago Press, 1979· , JEROME S.: The Process of ation, Harvard University Press, Embers ofthe World, d by Harris Wofford, Jr., Center for Study of Democratic Institutions, a Barbara, California, 1970. AN, SCOTT: , WILLIAM (EDITOR ET AL): Dialogues on Liberal Education, John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARvAIID COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEwls, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John$ Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �66 { B0 A R D 0 F OFFICERS Chairman Gregory D. Curtis Pittsburgh, PA Vice Chairmen Ray Cave New York, NY Stephen Feinberg El Paso, TX Secretary Sharon Bishop Reston,VA MEMBERS EMERITI Eleanor Tydings Ditzen David Dobreer, M.D. Robert A. Goldwin Charles A. Nels on JohnE. Robson ThomasB. Turner,M.D. MEMBERS HONORARY J. BurchenalAult Thomas Carnes Allan Hoffman MEMBERS EX OFFICIO vI s I T 0 R s AN D G0 v ER N 0 R s} Jean FitzSimon Hoffman Estates, IL Paula Maynes SantaFe,NM ANNAPOLIS Harvey Flaumenhaft Dean, Annapolis Campus Peter McGhee Cambridge, MA President Stephen Forman, M.D. San Marino, CA Richard Morris Santa Fe, NM Thomas Geyer New York, NY Christopher B. Nelson President, Annapolis Campus, Chair ofthe Management Committee Elizabeth Gemmill Conshohocken, PA Parris N. Glendening Governor ofMaryland Annapolis, MD Anna Greenberg Annapolis, MD Stewart Greenfield Westport, CT Cheryl Foote Groenendyke Tulsa, OK Keith M. Harrison Concord, NH Mikael Salovaara Bernardsville, NJ Pamela Saunders-Albin SantaFe,NM George Schoedinger III, M.D. St. Louis, MO Jeremy Shamos Denver, CO Warren Spector New York, NY Gary Johnson Governor ofNew Mexico SantaFe,NM Thomas Stern Palo Alto, CA William E. Johnston, Jr. Chicago, IL William Tilles Rockville, MD Leslie Jump Washington, DC MichaelE. Uremovich Santa Fe, NM M. Brownell Anderson Washington, DC Thomas R. Krause Ojai, CA Jason Walsh New York, NY John E. Balkcom President, Santa Fe Campus Barbara Lauer Laramie, WY William B. Warren New York, NY Robert Bienenfeld Long Beach, CA Perry Lerner New York, NY Jill Wilkinson Austin, TX Jean Clarke Houston, TX David Levine Dean, Santa Fe Campus Warren Winiarski Napa, CA JillZ. Cooper Washington, D.C. RobleyTimminsLevy LaSelvaBeach, CA Jonathan Zavin New York, NY Charles M. Diker New York, NY Clinton Dale Lively New York, NY Lee David Zlotoff Santa Monica, CA Glenda Eoyang President, Alumni Association Circle Pines, MN Paul Martin Austin, TX Pedro Martinez-Fraga Miami, FL CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, r970, St. John's College, Annapolis, r966-69; J .D., University of Utah College of Law, r973, Admitted to the Bar, State of Illinois, r973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, r973-78 and Partner, r979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, r979-9r and President, r987-9r, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, r98r-87, Aurora University Management Center, Illinois; President, St. John's College, r99r-. Dean ofthe College in Annapolis HARVEY FLAUMENHAFT Lenore Steiner Ambler, PA The Governor of Maryland The Governor of New Mexico The President at Annapolis The President at Santa Fe The Dean at Annapolis The Dean at Santa Fe The President of the Alumni Association Ron Fielding Rochester, NY {FACULTY} B.A., r960, M.A., r962, Ph.D., r980, University of Chicago; Woodrow Wilson Fellow, Harvard University, r960-6r; National Aeronautics and Space Administration Fellow, r963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, r965-66; Instructor in Government, Wheaton College (Massachusetts), r966-68; Tutor, St. John's College, Annapolis, r968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, r98r; MIT I Harvard Workshop on Nuclear Weapons and Arms Control, Summer r983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH 'Planning Grant, 1986-87; NEH Interpretive Research Grant, r987-89; Visiting Professor, Department of Educational Studies, University of Delaware, r989; Lynde and Harry Bradley Foundation :Grant, r992-94; Dean, St. John's College, Annapolis, r997-. 67 EvA T.H. BRANN B.A., Brooklyn College, r950; M.A., r95r, Ph.D. r956, Yale University; Fellow of the American Numismatic Society, Summer, r952; Fellow of the American School of Classical Studies at Athens, r952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, r956-57; Member, Institute for Advanced Study, Princeton, r958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, r975-77; Tutor, St. John's College, Annapolis, r957-, Addison K Mullikin Tutorship, r97r-; Fellow, Woodrow Wilson International Center for Scholars, r976-77; Arnold Visiting Professor, Whitman College, r978-79; Visiting Scholar in Honors Education, University of Delaware, r984-86; Fellow of the National Endowment for the Humanities, r987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, r988-96; Dean, St. John's College, Annapolis, r990-97; Doctor of Humane Letters, Whitman College, r995; Doctor of Letters, Middlebury College, r999. BEATE RUHMVON 0PPEN B.A., University of Birmingham, England, r939; Art Librarian, Barber Institute ofFine Arts, University of Birmingham, r939-43; British Foreign Office, r943-5r; Royal Institute of International Affairs, r952-56; Research Staff, Nuffield College, Oxford, r956-58; Microfilming Project of the Committee for the Study ofWar Documents of the American Historical Association, r959-60; Tutor, St. John's College, Annapolis, r960-63 (Leave of absence, r963-65), r97r-; Visiting Lecturer in History, Smith College, r963-64, University of Massachusetts, r964-65; Member, Institute for Advanced Study, Princeton, r968-69; Member, Center of International Studies, Princeton University, r969-7r; �68 {ST. JOHN'S COLLEGE} {FACULTY} National Endowment for the Humanities Translating and Editing Grant, Ig78-79. JOSEPH P. COHEN B.A., St. John's College, Annapolis, Ig56; J.D., University of Maryland Law School, Ig76; Department of Philosophy, University of Chicago, Ig56-57, Ig59-62; University of Vienna Summer School, Ig57; United States Army, Ig57-59; Lecturer in the Liberal Arts, University College, University of Chicago, Ig60-62; Tutor, St. John's College, Annapolis, Ig62-; Visiting Fellow, Yale Law School, Ig7I-72; Summer Fellow, Council for Philosophical Studies, Ig77; NEH Summer Fellow Ig78, Ig84; Visiting Scholar, Oxford University, Ig78-79. DAVID HANFORD STEPHENSON B.A., Columbia College, Ig58; Columbia University, Ig6o; Ph.D., University of Maryland, Ig88; Tutor, St. John's College, Annapolis, Ig63-. HOWARD J. FISHER B.A., University of Rochester, Ig65; Technician, Harvard University Cyclotron Laboratory, Ig64-65; Tutor, St. John's College, Annapolis, Ig65-; Visiting Lecturer in Physics, Western New England College, Ig8o; Visiting Senior Member, Linacre College, Oxford University, Ig82-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, Ig59; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, Ig59-63; Staatsexamen I, University of Heidelberg, Ig63; Fellow Deutscher Akademischer Austauschdienst, University of Florence, Ig63-64; Ph.D., University of Heidelberg, Ig64; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, Ig64-65; Staatsexamen II, University of Heidelberg, Ig6 5; Instructor in Classics and Philosophy, Rosary College, Ig66-67; Tutor, St. John's College, Annapolis, Ig67-. NICHOLAS MAISTRELLIS B.S., Bates College, Ig62; Department of History of Science, Ig62-67, Teaching Assistant, Ig62-66, University Fellow, Ig66-67, University of Wisconsin; Tutor, St. John's College, Annapolis, Ig67-. JOHN F. WHITE B.A., St. John's College, Annapolis, Ig65; M.A., The New School for Social Research, Ig70; Alvin Johnson Fellow, Ig70-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, Ig62-63; B.A., St. John's College, Annapolis, Ig67; M.A., Princeton University, Ig72; Princeton National Fellow, Ig72; Tutor, St. John's College, Santa Fe, Ig73-n, Annapolis, Ig78-. DEBORAH SCHWARTZ RENAUT B.A., St. John's College, Annapolis, Ig68; M.A., The Johns Hopkins University, Ig7I; M.S., Georgetown University, Ig74; Tutor, St. John's College, Annapolis, Ig74-. DAVID L. TOWNSEND B.A., Loyola College, Ig69; ALN, Jesuit Honor Society, Ig67-; Fellow, Harvard, Ig69-74; M.A. Harvard, Ig70; Teacher, Cambridge Free School, Ig70-72; Diplome, Universite de Paris, Ig73; Ph.D. Harvard, Ig76; J.D. Yale Law School, Ig8I, Bar Association Ig8I-; Tutor, St. John's College Santa Fe, Ig74-, Annapolis, Ig84-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2000-. MICHAEL COMENETZ B.A., The Johns Hopkins University, Ig65; M.A., Ig67, Ph.D., Ig72, Brandeis University; Assistant Professor of Mathematics, University of Kansas, Ig72-75; Tutor, St. John's College, Annapolis, Ig75-. JOE SACHS B.A., St. John's College, Annapolis, Ig68; Graduate Student, The New School for Social Research, New York, I97I-73; M.A., Pennsylvania State University, Ig75; Teaching Assistant, Pennsylvania State University, Ig73-74; Tutor, St. John's College, Annapolis, Ig75-. ;JOHNVERDI :S.S., Psychology, Fordham University, ;i:972; M.A., Ig74, Ph.D., Philosophy, Ig75, :University of Southern California; M.A., Cognitive Psychology, University of t:;alifornia, San Diego, Ig78; Tutor, St. 'lohn's College, Santa Fe, Ig75-85; ~nnapolis, Ig85-; Assistant Dean, ;;988-gI; Director, Graduate Institute in iberal Education, Ig92-95; N.E.H. Chair Modern Thought, Ig97-99. S., Marquette University, Ig66; oodrow Wilson Fellow, Ig66-67; ching Assistant, Department of ematics, Boston University, Ig72-76; ., Boston University, Ig74; Fulbright American Scandanavian Foundation ow, Norway, Ig76; M.A., Counseling, ola College, Igg6; Tutor, St. John's ege, Annapolis, Ig77-; Counselor and apist, Igg6-. J. FLAUMENHAFr ., University of Chicago, Ig66; M.A., 7, Ph.D., Ig70, University of sylvania; Woodrow Wilson Fellow, 6-67; University of Pennsylvania dation Fellow, Ig66-70; Instructor in ish, Ig70-7I, Assistant Professor of ish, I97I-76, Anne Arundel unity College; National Endowment e Humanities Summer Stipend, Ig77; St. John's College, Annapolis, Ig77-. KALKAVAGE r973, M.A., Ig76, Ph.D., Ig83, lvania State University; Instructor ilosophy and the Humanities, lvania State University, Ig76-77; , St. John's College, Annapolis, Ig77-. 69 MARILYN DOUVILLE HIGUERA B.S., University of Michigan, Ig75; M.S., University of Michigan, Ig77; Associate Mathematician, Ig77-79, The Johns Hopkins University Applied Phnics Laboratory; Tutor, St. John's College, Annapolis, Ig79-. JON LENKOWSKI B.A., Marquette University, Ig65; M.A., Philosophy, The New School for Social Research, Ig70; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, Ig68-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, Ig76-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, Ig77-79; Tutor, St. John's Coilege, Annapolis, Ig79-. THOMAS MAY B.A., Loyola College, I97I; M.A., Fordham University, Ig75; Assistant Professor, Loyola College, Ig74-79; Visiting Lecturer, Goucher College, Ig76-78; Tutor, St. John's College, Annapolis, Ig79-; Director, Graduate Institute in Liberal Education, Annapolis, Ig86-89, Ig95-I998. JONATHANS. TucK B.A., Columbia University, Ig69; B. Phil., Oxford University, Ig7I; M.A., University of California, Berkeley, Ig72; Graduate Study in English, Berkeley, Ig7I-78; Woodrow Wilson Fellow, Ig69-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, Ig69-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching Assistant and Associate, Department of English, Berkeley, Ig73-78; Tutor, St. John's College, Annapolis, Ig79-; Assistant Dean, IggI-94. NANCY DUNNING BUCHENAUER B.A., History, Ig67, M.A., Ancient History, Cornell University, Ig69; Ph.D., Classics, Brown University, Ig8o; Ford �70 {ST. {FACULTY} Foundation Fellow, Ig66-68; University Fellow in Classics, Brown University, Ig6970; Tutor, St. John's College, Santa Fe, Ig80-96; Annapolis, Ig97-; Director of the Graduate Institute, SantaFe, I99I-94· MICHAEL G. DINK Harvard University, Ig70-72; B.A., St. John's College, Annapolis, Ig75; M.A., Ig78, Ph.D., Ig86, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, Ig78-80; Tutor, St. John's College, Santa Fe, Ig80-84, Annapolis, Ig84-. Director, Graduate Institute in Liberal Education, Annapolis, Ig98-. JAMES HOWAIID BEALL Active duty, U.S. Air Force, Ig63-67; B.A., Physics, University of Colorado, Ig72; M.S., Physics, Ig75, & Ph.D., Physics, Ig79, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, Ig75-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., Ig78-79; Project Scientist, BKD, Arlington, Virginia, Ig79-8I; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., Ig8I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., Ig83-; Tutor, St. John's College, Annapolis, Ig82-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, I99I-. ELIZABETH M. BLETI'NER B.A., Stanford University, Ig69; Graduate Study in English Literature, University of Wisconsin, Ig70-7I; M.A. in Philosophy, Pennsylvania State University, Ig78; Instructor of Philosophy and Humanities, Pennsylvania State University, Ig79-80; Richard M. Weaver Fellowship, Ig8I; Ph.D. in Philosophy, Pennsylvania State University, Ig85; Tutor, St. John's College, Annapolis, Ig82-. HENRYH. HIGUERA B.A., Cornell University, Ig74; M.A., Ig76, Ph.D., Ig83, University of Toronto; Instructor in Political Science, Dickinson College, Ig8I-82; Tutor, St. John's College, Annapolis, Ig82-. WALTER STERLING B.A., St. John's College, Ig65; M.A., Pennsylvania State University, Ig66; Instructor, Pennsylvania State University Ig66-68; Ph.D. Candidate, The Catholic University of America, Ig70-74; Editor of St. John's Review and Tutor, St. John's College Ig83-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, Ig74; Ph.D., Harvard University, Ig84; Tutor, St. John's College, Annapolis, Ig84-. ANITA L. KRONSBERG B.A., St. John's College, Ig8o; Tutor, St. John's College, Ig84-; Assistant Dean, Ig98-. PATRICIAM. LOCKE B.A., Gonzaga University, Ig77; M.A., Ph.D. in Philosophy, Boston College, Ig84; Teaching Fellow, Boston College, Ig78-82; Instructor, Assumption College, Ig8I; Tutor, St. John's College, Annapolis, I984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, Ig66; M.A., I97I, Ph.D., Ig73, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, Ig72-76; Graduate Faculty of The New School, Ig76-80, University of Oklahoma, Ig80-84; Tutor, St. John's College, Annapolis, Ig84-. JOHN'S NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, Ig64; M.D., New York University, Ig68; M.A., St. John's College Graduate Institute, Ig8I; Neurological Residency Training, Mt. Sinai Hospital, Ig73; Board Certification from the American Board of Psychiatry and Neurology, Ig76; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, Ig74-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, Ig76-; Chairman, Professional Advisory Committee of the . National Multiple Sclerosis Society, Ig8694; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, Ig85-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, Ig85-94. PAMELA KRAUS M.A., Ig73; Ph.D., Ig8o, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, !1:973-74; Lecturer, The Catholic 'µniversity of America, Ig75-80; Assistant . j.trofessor of Philosophy, The Catholic ":versity of America, Ig80-85; American llowships Program Panel, American ciation of University Women, Ig85; r, St. John's College, Ig85-. . in Music, Brown University, Ig76; . in Musicology, Cornell University, ; Ph.D. in Musicology, Cornell sity, Ig85; Visiting Faculty, School usic, University of Wisconsin at dison, Ig85-86; Tutor, St. John's ege, Annapolis, Ig86-. ., Ig8r, M.A., Ig83, Ph.D., Ig89, ersity of Virginia; Lecturer in , Vanderbilt University, Ig85-86; ctor, Goucher College, Ig87-89; COLLEGE} 71 Tutor, St. John's College, Annapolis, Ig89-. A.BRAHAM SCHOENER B.A., St. John's College, Annapolis, Ig82; M.A., UniversityofToronto, Ig84; Diploma, Inter-University Centre, Dubrovnik, Ig85; Ph.D., University of Toronto, Ig93; Tutor, St. John's College, Ig89-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, Ig8o; B.A., Physics and Philosophy, Oxford University, Ig82; M.A., History of Science, Harvard University, Ig85; Ph.D., History of Science, Harvard University, Ig89; Tutor, St. John's College, Ig89-. JUDITH L.A. SEEGER B.A., Harvard University, Ig66; Cornell University, Ig67-68; M.A. in Romance Languages and Literatures, Ig70, Ph.D., Ig82, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, Ig84-88; Research Associate of the Folklore Institute, Indiana University, Ig84-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, Iggo; Tutor, St. John's College, Annapolis, Ig89-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, Ig7I; M.A., St. John's College, Annapolis, Ig76; Ph.D., Graduate Theological Union, in Theology and The Arts, Ig93; Tutor, St. John's College, Annapolis, Ig74-77; Tutor, St. Mary's College, Integral Program, Ig77-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer Ig85, Ig86, Ig87, Ig88; Tutor, St. John's College, Santa Fe, Ig89-96; Annapolis, Ig97-. K. YEE B.A., English, Pomona College, Ig77; M.J. Journalism, University of California, CORDELL D. �72 {ST. JOHN'S COLLEGE} {FACULTY} Berkeley, r980; M.A., Chinese, r98r, Ph.D., English, University ofWisconsinMadison, r989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, r988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers oh990 and r99r. ERIKSAGENG B.A., University of Alaska, r983; M.A., r985, Ph.D., r989, Princeton University; National Science Foundation Fellow, r983-86; Mellon Fellow in the Humanities, r983-89; Fulbright Fellow, r987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, r987-88; Rockefeller Fellow, University of Oklahoma, r989-90; Tutor, St. John's College, Annapolis, r990-. ANDRE BARBERA R.ADOSLAV DATCHEV B.A. in Music, Wesleyan University, r974; Resident Fellow, Newberry Library, Chicago, r978; Ph.D. in Musicology, University of North Carolina, r980; Visiting Assistant Professor of Music, Cornell University, r979-82; Assistant Professor of Music, University of Notre Dame, r982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-90; Tutor, St. John's College, Annapolis, r990-. Degree in Philosophy, University of Sofia, r982; Assistant Professor of Philosophy, University of Sofia, r982-83; Tutor, St. John's College, Annapolis,r992-. KATHLEENC. BLrrs B.A., Mount Holyoke College, r968; Graduate Study, New School for Social Research, r970-72; M.S., r985, Ph.D., r989, University of Delaware; Tutor, St. John's College, Annapolis, r990-. MARGARET ANNE KIRBY B.A., University of King's College, r977; M.A., Department of Classics, Dalhousie University, r979; Commonwealth Scholar, Hertford College, Oxford University, r980-82; M.Litt., Faculty of Modern Languages, Oxford University, r982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, r982; Junior Fellow, Massey College, University of Toronto, r983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, r988; Fellow and Tutor, University of King's College, r987-89; Tutor, St. John's College, Santa Fe, r990-96, Annapolis, r997-. CARL PAGE B.A., University of Auckland, New Zealand, r980; MA (Hons), University of Auckland, r982; Ph.D., Pennsylvania State University, r987; Assistant Professor of Philosophy, Emory University, r987-94; Tutor, St. John's College, Annapolis, r994-. WILLIAMT. BRAITHWAITE B.A., Virginia Military Institute, r96r; J.D., Washington & Lee University, r964; U.S. Army, r968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, r973-80; Associate Professor of Law, Loyola University, Chicago, r980-95; Tutor, St. John's College, Annapolis, r995-. ROBERT GoLDBERG St. John's College, Annapolis, r977-79; B.A., Harvard College, r98r; M.A., r983, Ph.D., r990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, r989-90; Visiting Assistant Professor of Political Science, Kenyon College, r990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, r994-95; Tutor, St. John's College, Annapolis, r995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, r982; M.A., r986, Doctoral Candidate r990-, The Catholic University of America; Lecturer, The Catholic University of America, r987-88; Instructor, Marquette University, r988-89; Tutor, St. John's College, Annapolis, r995-. EMILY H. BROOKER LANGSTON :B.A., Emory University, r987; M.A., University of Chicago, r988; Jacob K. Javitz Fellow, r989-93; Certificate in Jewish Studies, The Oxford Centre for :Postgraduate Hebrew Studies, St. Cross College, Oxford University, r993; Ph.D. didate, Emory University, r992-; Tutor, John's College, Annapolis, r995-. RGE A. RUSSELL ., St. Francis College, r973; M.A., The holic University of America, r983; .D., The Catholic University of erica, r994. Dean of Students, St. trick's Academy, r98r-86; Teacher, den Hall, r986-9r; Adjunct Lecturer, bertus Magnus, r986-9r; Assistant ofessor of Philosophy, Xavier iversity, r99r-95; Tutor, St. John's , Annapolis, r995-. XHANN.BADGER , Mathematics, University of South lina, 1987; M.A., Liberal Studies, Carolina State University, 1991; ate Student, Music Composition, University, 1990-91; Earhart Fellow, ; Ph.D., Political Philosophy, ham University, 1996; Tutor, St. s College, Annapolis, 1996-. History, Beijing University, China, 1l4; Researcher, The Institute of ·onal Affairs, Ministry of Foreign China, 1984-87; M.A., InterAffairs, The George Washington ity, 1987-89; Ph.D., Political The George Washington , 1989-95; Adjunct Professor, ent of Political Science, The 73 George Washington University, 1995; Tutor, St. John's College, Annapolis, r996-. LINDA K.ERN-PERETS B.A., Religious Studies, Georgetown University, 1984; junior year abroad, Oxford University, r982-83; M.T.S., World Religions, The Divinity School, Harvard University, r986; M.A., Religion, Harvard University, 1990; Ph.D., Religion, Harvard University, 1996; Teaching Fellow, Tutor and Teaching Consultant, Harvard University, 1986-93; Harvard University Bok Center Award for Excellence in Undergraduate Teaching, six awards between r987-93; Research Fellow, Hebrew University of Jerusalem, 1990-91; Fulbright Scholar, University of Paris III, l99r-92; Certificat in "Uses of the Sacred Text," Ecole des hautes Etudes en Sciences Sociales, Paris, 1994; Tutor, St. John's College, Santa Fe, summer 1995; Raoul Wallenberg Senior Fellowship in Human Rights, Rutgers University, r996; Tutor, St. John's College, Annapolis, 1997-. MICHAEL W. GRENKE B.A., University of Chicago, r988; Ph.D., Boston College, r994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, r997-. STEPHEN LARsEN B.A., Pomona College, 1986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, r986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, 1986-87; M.A., Princeton University, 1990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, r992-93; Lecturer, Princeton University, r994-97; Tutor, St. John's College, Annapolis, r997-. �74 {ST. {FACULTY} PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. SusANR. PAALMAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School ~f Medicine, r997; Tutor, St. John's College, Annapolis, r997-. Chicago, r990-98; Tutor, St. John's College, Annapolis, r998-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory Fellowship, r992-94; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. DANIEL KOLB MAR.KJ.LUTZ B.A., University of Chicago, r980; M.A., University of Toronto, r982; Ph.D., University of Toronto, r990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, r998-. B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois University, r977; Ph.D., Philosophy, University of Notre Dame, r983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, r988-90, Associate Professor, r990-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. JOSEPH C. MACFARLAND JEFF BLACK B.A., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, r993-94; Ph.D., Committee on Social Thought, University of Chicago, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, r994-97; Tutor, St. John's College, Annapolis r998-. JOHN'S lege, r988-89; Ph.D., Systemic Theology, Cambridge University, r993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, r993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, Annapolis, 2000-. B.A., Trinity College, University of Toronto, r993; Teaching Fellow, Boston College, r998-r999; Tutor, St. John's College, Annapolis, r999-. DEVIN A. STAUFFER B.A., Kenyon College, r992; Ph.D. Boston College, r998; Tutor, St. John's College, Annapolis, r998-. AMIRTHANAYAGAM P. DAVID B.A., St. John's College, Annapolis, r986; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Department of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of JACQUELINE L. PFEFFER B.A. (Hon.), University of Calgary, r99r; M.A., Duke University, r994; Ph.D., Duke University r997; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. John's College, 2000-. MARK w. SINNETT B.S., Mathematics, Texas Christian University, r976; M.A., r978, Doctoral Study in Mathematics, r979-8r, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U.G. Marshall Fellow in Mathematics, r98r-83, Lecturer in Mathematics, r98384, Kansas University; B.D. (Hons.), Theology, St. Andrews University, r988; Richard M. Weaver Fellow, r984-85; Lecturer in Mathematics, San Jacinto Col- JoHNTOMARCHIO B.A., Columbia College, Columbia University, r984; M.A., r993, Ph.D., r996; Lecturer, School of Philosophy, Catholic 'university of America, r996; National Fulbright Research Fellow, Rome, r994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, r996-98; Assistant Professor, Department of Philosophy, Villanova University, r998-2om; 'l\ltor, St. John's College, Annapolis, 2om-. COLLEGE} 75 r969, Ph.D. r975, The Pennsylvania State University; Woodrow Wilson Fellow r967-68; NDEA Fellow (Honorary) r967-70; University Graduate Fellow, The Pennsylvania State University r969-70; Independent Research, Centre Universitaire International, Paris, r970; Language Study, Goethe lnstitut, West Germany r970-7r; Instructor in Philosophy, University of Maryland, West Germany, r97r; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, r968-69, r97r-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, r975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, r980-88; Fellowship Research Grant, Earhart Foundation, r984-85; Tutor, St. John's College, Santa Fe, r986, r988-, Assistant Dean, r996-97, Director of the Graduate Institute, r997-2000; Dean, St. John's College, Santa Fe, 2om-. JoHNS. STEADMAN , cum laude, in Philosophy, Princeton sity, r969; MBA, Graduate School usiness, University of Chicago, r973; eral Manager, First Chicago sity Finance Corporation, r973-74; ry Assistant, CF Industries, r974sociate, Hewitt Associates, r975-80; 'pal and Vice President, Booz, Allen & ilton, Chicago, r982-86; Principal, om and Company, Evanston, r986-88; 'pal, Sibson & Company, r988-2000; Professor of Economics, Graduate of Business, University of Chicago, 11000; M.A. in Liberal Arts, St. College, Santa Fe, 11000; President, 's College, Santa Fe, 2000- of Pennsylvania, r9611; A.B. St. ollege, Annapolis, r967; M.A. B.S., Philosophy, UniversityofWisconsin, r959; Instructor in Radio Repair,United States Army, r954-56; Assistant in Philosophy, r959-6r, Teaching Fellow, r96r-62, Cornell University; Tutor, St. John's College, Annapolis, r962-67, Santa Fe, r967-; Assistant Dean, r970-72. DoNB.CooK A.B., Occidental College, r958; Ph.D., University of California at Davis, r965; Woodrow Wilson Honorary Fellow, r959; National Science Foundation Fellow, r959-6I; Tutor, St. John's College, Santa Fe, r965-72; Teacher, Santa Fe Prepatory School, r972-73; Tutor, r973-; Assistant Dean, r98r-82, r990-96. ELLIOTT T. SKINNER B.A., University of Colorado, r96r; M.A., Princeton University, r963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, �..... ~~~~~~~~~~---,..~------------------------------------! f: 76 ,,I {ST. {FACULTY} JOHN'S New Mexico, r97r-72; Tutor, St. John's College, Santa Fe, r972-. California at Santa Cruz, r967-7r; Tutor, St. John's College, Santa Fe, r974-. DAVID EDWARD STARR ELIZABETH S. ENGEL E. RAY DAVIS, JR. UniversityofWisconsin, r953-55; B.A., St. John's College, r962; M.A., History and Philosophy of Science, University of Indiana, r965; N.D.E.A. Fellowship, University of Indiana, r962-65; Ph.D., University of California, Riverside, rg8o; Tutor, St. John's College, Santa Fe, rg66-, Assistant Dean, r977-8r. B.A., Gordon College, r962; M.A., rg66, Ph.D., r972, Boston University; Graduate Assistant in Philosophy, Boston University, r963-64; Teaching Intern, Boston University College of Basic Studies, r964-66; Instructor in Philosophy, University of Rhode Island, r966-7r; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, r982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. B.A., Pomona College, r967; M. Phil., r97r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, r97r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. RALPH SWENTZELL STEPHEN R. B.S., New Mexico Highlands University, r963; Instructor, Computer Programming, New Mexico Highlands University, r965-66; Tutor, St. John's College, Santa Fe, rg66-. B.A., Arizona State University, r969; M.A., r97I, Ph.D., r973, University of Notre Dame; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, r979-8r, Director of The Graduate Institute in Liberal Education, r982-85; Dean, r99r-r996. Woodrow Wilson Fellowship, Princeton University, r964; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, r970; Tutor, St. John's College, Sante Fe, r965-. GLENN A. FREITAS B.A., Classical Languages, St. Mary's College, California, r957; Th.L., Universite Laval, Quebec, r964; Licentiate in Sacred Scripture, Pontifical Biblical Commission, Rome, rg66; L'Ecole Biblique et Archeologique Frani;aise de Jerusalem, r964-66; Assistant Professor, Theology, St. Mary's College, r967-69; Tutor, St. John's College, Santa Fe, r969-, Assistant Dean, r976-n, r982-84. PHILIP LECUYER B.A., Colorado College, rg66; Merton College, Oxford University, r969; Studies in Biology, University of New Mexico, r970-72; Boettcher Scholar, r962-66; Perkins Scholar, r963-66; Rhodes Scholar, r966-69; Danforth Graduate Fellow, r966-72; Woodrow Wilson Fellow (honorary), rg66; Tutor, English Literature, Summer Humanities Institute, Colorado College, rg68; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of vAN LUCHENE DAVID BOLOTIN B.A., Cornell University, rg66; Ph.D., New York University, r974; Lecturer in Classics, Yale University, r97r-73; Tutor, St. John's College, Annapolis, r974-82; Santa Fe, r982-; Visiting Associate Professor, Committee on Social Thought, University of Chicago, rg86, r987-88. LYNDA LAMSON MYERS B.A., St. John's College, r97r; M.A., University of North Carolina, r975; M.A., xggr, Ph.D., r996, Catholic University of , America; Tutor, St. John's College, Santa Fe, r977-; Director of the Graduate Institute in Liberal Education, r985-88. ANmONY JAMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; ·M.A., r973, Ph.D. r998, Graduate Faculty, \l'b.e New School for Social Research; U.S. fMnine Corps, r967-69; Graduate Study in sic, University of North Carolina, g; Part-time Instructor in Philosophy, Carolina University, r974-78; -time Instructor in Philosophy, North olina Wesleyan College, r976-78; or, St. John's College, Annapolis, -83, Santa Fe, r984-, Dean, r986-9r, COLLEGE} 77 Danforth Graduate Fellow, r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, rg8o-; Musician-in-Residence, r984-. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, r975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, rg8o-; Director of The Graduate Institute, r994-97. ]ANET A. DOUGHERTY B.A., Yale College, r974; M.A., Ph.D., Harvard University, rg8o; Teaching Fellow in Government at Harvard College, r976-78, r979-80; French Government Fellowship, r978-79; Assistant Professor of Political Science, Stonehill College, r980-82; Tutor, St. John's College, Annapolis, r982-85; Santa Fe, r985-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, r979; San Francisco Conservatory of Music, r980-82; M.A., University of Virginia, r989; Ph.D., University of Virginia, rggo; President's Fellow, University of Virginia, r987-90; Tutor, St. John's College, Santa Fe, r983-. GEORGIA S. KNIGHT B.S., Philosophy, r970, M.A., English, r972, Teaching Fellow, University of Utah, r970-74; Tutor, St. John's College, Santa Fe, r974-; Assistant Dean, r988-90. KENT H. TAYLOR B.A., Yale University, r963; M.A., University of Georgia, r965; Ph.D., University of California at Santa Cruz, r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, r968-69; Heidelberg University, r97r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of KATHARINE S. MULFORD , University of Colorado, r972; r Akadernischer Austauschdienst stipendium, University of Freiburg, $Ph.D., Classics and Comparative · s, Boston University, r979; bing Fellow, Boston University, ·78; Visiting Lecturer, Colorado , r978-79; Assistant Professor, "ty of Colorado, Spring, rg8o; St. John's College, Santa Fe, rg8o-. :hs1c lb.rvard University, r969; M.S., l'h:D., r975, Stanford University; B.U.S., Philosophy and Religion, University of New Mexico, r975; M.A., Philosophy and Theology, Graduate Theological Union, r978; Ph.D., Philosophy, University of Oklahoma, r983; Tutor, St. John's College, Santa Fe, r983-. FRANKN. PAGANO A.B., Cornell University, r969; Ph.D., Boston College, rg8r; Assistant Professor of Political Science, r975-8r, Director of the Division of Liberal Learning, r980-83, Associate Professor of Political Science, r98r-83, University of New England; �78 {ST. {FACULTY} Tutor, St. John's College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-. 1970-73; Tutor, St. John's College, Santa Fe, 1985-. JORGE H. AIGLA LINDA WIENER Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-. B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. JoHNF. CORNELL B.A., 1975, M.A., 1977. McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. ROBERT RICHARDSON B.A., Park College, 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A., 1962, Ph.D., 1969, Philosophy, Yale University; Shimer College 1965-67, 1975-77; Cornell College, 1968-70; University of Wisconsin-Madison, THOMAS SCALLY B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. GRANT H. FRANKS B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. BASIA C. MILLER B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., JOHN'S University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-. WILLIAM s. KERR JitS., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, iversity of Illinois-Urbana, 1976; uate Study in Economics, University lj)f Chicago, 1976-77; University of t!nlorado Graduate Fellowship, 1983-87, .A., Classics, University of rado-Boulder, 1985; Graduate Study ncient Philosophy, Trinity Hall, bridge University, 1987-88; Reynolds owship, 1988-89; Instructor in Latin, ersity of New Mexico-Los Alamos, mer 1985; Visiting Assistant fessor, University of Coloradolder, Summer 1990; Certificate, ese Language Education Program, ence University, Shalu, Taiwan, 1998; , St. John's College, Santa Fe, 1989-. ANVENKATESH , English, Magdalene College, ridge University, 1982; M.A., tab., 1985; Wissenschaftlicher beiter (on Shakespeare), English rtment, University of Muenster, Germany, 1982-86; Academic ge, University of New Mexico, erque, 1985-86; Lecturer in British American Literature, ESL iculum-Developer, Shanxi Uni' Taiyuan, People's Republic of , 1986-89; Lecturer in Film sis, North China Film and asting Institute, 1989; Tutor, St. College, Santa Fe, 1989-. COLLEGE} 79 BRUCE M. PERRY B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. JAMES P. FORKIN B.A., St. John's College, Santa Fe, 1980; M.S., Vegetable Crops, University of California-Davis, 1986; M.A., Political Science, University of California-Davis, 1986; Tutor, St. John's College, Santa Fe, 1990-. FRANKR. HUNT St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. JAMES COHN B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College 1991-. CHARLES N. FASANARO B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, 1983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; �80 {ST. JOHN'S COLLEGE} {FACULTY} Professor, Center for Philosophy and Religion, Colorado, 1990; Tutor, St. John's College, Santa Fe, 1991-. JosHUAL. KAT:i;;s B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, 1991; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID R.AWN B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, lnstitut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John's College, Santa Fe, 1992-. BARRY E. GoLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, The Pennsylvania State University, 1988-92; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE REAIIARD B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA A. HONEYWELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John's College, 1994-. MAREN ORMSETH COHN B.A., 1987, Humanities/Modern Thought and Literature, Stanford University; M.A. 1993, Ph.D. 1995, Committee on Social Thought, The University of Chicago; Century Fellow, The University of Chicago, 1988-93; Tutor, St. John's College, Santa Fe, 1995-. CALEB THOMPSON B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. •. MICHAEL D. BYBEE iLA., Philosophy, 1972, B.A., M.A., nglish, 1972, 1975, Idaho State University; educational therapist, Cateway Mental Health Center, Pocatello, . o, 1972-74; M.A., Ph.D., Philosophy, , 1981, University of Hawaii; Assistant fessor of Philosophy, Idaho State ersity, 1982-84; Instructor of English, 4-90,Senior Instructor of English, -95, University of Oregon; Adjunct · ant Professor of Rhetoric, San o State University, 1995-96; Tutor, St. 's College, Santa Fe, 1996-. 1986, M.A., 1989, Political Science, ersity of Alberta; Ph.D., 1996, Science, Boston College; Tutor, 's College, Santa Fe, 1996-. ANDERSON Harvard College, 1975; Harvard-Ens ip, Ecole Normale Superieure, '915-76; Preceptor in Humanities, bia College, 1980-83; German .·c Exchange Fellowship, Munich, h.D. in Philosophy, Columbia , 1986; Assistant Professor, , University of Dallas, 1986-87; Professor, Philosophy, o!New Mexico, 1987-96; Investigaciones Filosoficas, City, 1996-97; Tutor, St. , SantaFe,1997-. 81 JACQUES ANTOINE DuvmsIN B.A., 1980, St. John's College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America, University of California, Irvine, 1987-91; Knights of Columbus Fellow, 1981-84; Tutor, St. John's College, Santa Fe, 1997-. BRENDON LAsELL B. S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 1997-. MA'ITHEWK. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 198587; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John's College, Santa Fe, 1998-. PETER L. GILBERT B.A., St. John's College, Annapolis, 1981; B.A. (M.A.), Theology, Oxford University, 1985; Ph.D., Church History, The Catholic University of America, 1995; Translator for Ancient Christian Commentary of Holy Scripture, 1995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngjallja e Krishtit», Durres, Albania, 1995-98; Tutor, St. John's College, Santa Fe, 1998-. MARK ROLLINS A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, �82 {FACULTY} Harvard University, I984-86, I987, I99I92, and I995-97; Associate Research Professor, lnstituto de Investigaciones Filosoficas, UNAM, Me:xico City, I988-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, I997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I998; Tutor, St. John's College, Santa Fe, I998-. GINO THOMAS B.S. in Physics, California Institute of Technology, I989; M.A., I992, M. Phil., I99S, PhD. in Astronomy, Columbia University, I997; Tutor, St. John's College, Santa Fe, I998-. JENNIFER L. 0TSUKI B.A., Reed College, I983; M.A., I986. Ph.D., I99I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, I99I-97; Tutor, St. John's College, Santa Fe, I998-. JULIE REHMEYER B.A., Mathematics, Wellesley College, I994; M.S., Mathematics, Massachusetts Institute of Technology, I997; Tutor, St. John's College, Santa Fe, I998-. WILLIAM ALBA A.B., Cornell University, I986; Ph.D., University of California at Berkeley, I992; Researcher, Santa Fe Institute, I992; Instructor of Chemistry and Physics, Phillips Academy, I992-94; Visiting Professor of Chemistry, Bard College, I994-95; Faculty Associate, Bard Institute for Writing and Thinking, I99S-; Assistant Professor of Liberal Arts, Coordinator of Mathematics and Science, School of the Art Institute of Chicago, I995-99; Tutor, St. John's College, Santa Fe, I999-· ....----------------------------------------------------------------""lllii1 {ST. 83 JOHN'S GREGORYD. BAYER RICHARD A. MCCOMBS, II B.A., St. John's College, Annapolis, I978; M.A., University of Toronto, I98I; Ph.D., University of Texas at Austin, I99S; Visiting Assistant Professor, Southern Methodist University, I99S-96, College of William and Mary, I996-97, College of Wooster, I997-98; NEH Fellow, Institute for Advanced Study, Princeton, I998-99; Tutor, St. John's College, Santa Fe, I999-. B.A., B.S., Fordham University, I990; Loyola Fellow, Fordham University, I99092; M.A., Fordham University, I992; Teaching Fellow, Fordham University, I992-94; Instructor, Marist College, I995, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, I999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. JAMES H. COOKE :EDwARDA. WALPIN B.A., Political Science, Middlebury College, I987; M.A., English, Middlebury Hege (Bread Loaf School of English), 89; M.A., Political Science, Duke ;versity, I992; Ph.D., Political Science, uke University, I998; National ndowment for the Humanities 'ssertation Grant, I993-94; Exchange How and Instructor, Ins ti tut fiir litische Wissenschaft, Friedrickexander Universitiit, Erlangen, any, I994-95; Fellow, Instructor, Project Coordinator, Kenan Ethics gram, Duke University, I997-98; nsultant, PBS Frontline, I998-99; r, St. John's College, Santa Fe, I999-· B.A., Physics, North Texas State College, I962; Ph.D., Physics, University of North Carolina, I967; Postdoctoral, University of Manitoba, I967-68; Assistant Professor, Associate Professor, Professor of Physics, University of Texas at Arlington, I969-79; Retirement and independent work, I979I998; Tutor, St. John's College, Santa Fe, I999-· JUAN CARLOS FLORES B.A., Connecticut College, I992; A.M. Philosophy, Boston College, I99S; Ph.L., Philosophy, Katholieke Universiteit Leuven, I996; Visiting Scholar in Theology, Boston College, I997-98; Ph.D., Philosophy, Katholieke Universiteit Leuven, I999; Tutor, St.. John's College, Santa Fe, I999-· GEORGE LANE B.A., Reed College, I976; M.A., I978, Ph.D., I989, University of Chicago Divinity School; Research Assistant; University of Chicago, I986-89; Adjunct Instructor in Philosophy, Elmhurst College, I983-89; Lecturer in Theology, Loyola University of Chicago, I987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, I989-98; Instructor in Philosophy, Albuquerque TVI Community College, I99I-99; Special Part-time Tutor, St. John's College, Santa Fe, I998-99; Tutor, St. John's College, Santa Fe, I999-· , 1994, St. John's College, Santa Fe; nt Fellowship, I994-95, President's 'p, University of Virginia, I994.A., History of Religions, University ginia, I997; Assistant Director of 'ons, St. John's College, Santa Fe, ; Tutor, St. John's College, Santa Philosophy, Pomona College, I990; •Philosophy, Claremont Graduate · 1, I99I; Ph.D., Comparative ure, University of California at 2000; Lecturer in Philosophy, nia State University San · o, 199I-93; English Instructor, , Germany, I992; Philosophy 'on Instructor, Diablo Valley COLLEGE} College, I993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, I998; Comparative Literature Instructor, UC Davis, I99S2000; Tutor, St. John's College, Santa Fe, 2000-. MICHAEL GoLLUBER B.A., Liberal Arts, Sarah Lawrence College, I988; M.A. , Philosophy, State University of New York at Stony Brook, I99I; Ph.D., Philosophy, Tulane University, I998; Instructor of Philosophy, Southwestern University, I996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, I998-2000; Tutor, St. John's College, Santa Fe, 2000-. JESSEPKRAAI B.A. Great Books, Shimer College, I994; M.A., Philosophy, University of Jena, I996; Research Assistant, University of Bielefeld, I997-99; Ph.D., Philosophy, University of Hedelberg, 200I; International Chess Master; Tutor, St. John's College, Santa Fe, 2000-. JoHNF. GIBSON B.A., St. John's College, Santa Fe, I988; Graduate Research Assistant, Complex Systems, Los Alamos National Laboratory, I988-9I; Co-founder, Prediction Company, I99I-92; Graduate studies, Department of Theoretical and Applied Mechanics, Cornell University, I992-I996; Staff Scientist, Beam Technologies, I996-I998; Computer Systems Administrator, Computational Flid Dynamics Laboratory, Mechanical and Aerospace Engineering, I999; Independent research, 2000-oI; Tutor, St. John's College, Santa Fe, 2om-. PATRICIAM. GREER B.A., College of Notre Dame of Maryland, I966; M.A., Writing Seminars, Johns Hopkins University, I967; Teaching Fellow, University of Southern California, I968-69; M.A., St. John's College, �84 {FACULTY} Annapolis, Ig95; Ph.D., History of Religions, University of Virginia, .2002; Dupont Writing Fellowship, .2000-0I; Adjunct Instructor, History of Asian Religions, University of Virginia, Iggg; Visting Lecturer, Sanskrit Epics, Sweet Briar College, Iggg; Tutor, St. John's College, Santa Fe, .200I-. Ew:EN llARru:SON B.A., Ecology, Behavior Evolution, University of California, San Diego, Iggo; M.S., Biology, Ig95, Ph.D. (anticipated) .2002, University of Michigan; Graduate Student Instructor, University of Michigan, Ig93-2000; Lecturer, Eastern Michigan University, Igg8; Graduate Teaching Consultant, University of Michigan, .2000-0I; Tutor, St. John's College, .200I-. JAY SMITH B.A., St. John's College, Ig77; M.A., Philosophy, Marquette University, I979; Ph.D., Philosophy, Fordham University, .2002; Environmental Protection Agency, Ig86-89; Environmental Consultant, Iggo-2000; Tutor, St. John's College, Santa Fe, .200I-. LISE VAN BOXEL B.A., The University of Toronto, Ig92; M.A., Boston College, A.B.D., The University of Toronto; Tutor, St. John's College, Santa Fe, .200I-. {ST. JOHN'S COLLEGE} 85 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto SANTA FE President John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Timothy P. Miller HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, I94 STEPHEN FEINBERG B.B.A., University of Texas, Austin, Ig6 Dean David Levine e Presidentfor College Advancement eyA. Bishop Treasurer Bryan E. Valentine Director ofthe Graduate Institute FrankN. Pagano ctor ofthe Graduate Institute Pastille Assistant Dean Basia Miller Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics and Outdoor Programs Mark St. John Director ofPlacement Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Librarian Inga Waite Director ofPublic Relations Laura J. Mulry Registrar Gene Carson Family Nurse Practitioner Linda Budd Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �86 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2001 AND JANUARY 2002 ................................................................................................................................................................................................................................................... Annapolis States Represented Santa Fe 37 35 Alaska Annapolis Foreign Countries 5 Arizona California 2 I Canada 9 22 2 II 2 Connecticut I I Florida 2 Georgia Hawaii 3 3 3 I 3 Iowa Kansas Uganda Panama Russia Fal1200I January 2002 Men Women 7 4 Early Entrance 3 Previously Attended College 2 Kentucky I Range of Ages Louisiana I Maine Maryland I4 I 7 I Veterans I Massachusetts Michigan Minnesota 4 Missouri I I Kind of School Attended Public Independent 3 Homeschooled 2 New Hampshire 3 Receiving Financial Aid 4 2 2 7 First Tenth New York 9 2 North Carolina Ohio 3 7 I Second Tenth Second Fifth 3 I2 Rhode Island 3 4 I South Carolina Tennessee Texas 4 3 I II2 2I I35 22 77 56 8I 76 4 4 33 33 I7-3I I I 9I II7 38 32 8 IO 4 I 3 I First Fifth Third Fifth Fourth Fifth Last Fifth National Merit Honors Scholars Finalists Semi-Finalists Commended Students Utah Vermont I I 3 IS 3 64% iJ4% 30% 25% 83 45 36 5 3 9 8 7 II 23 r5 3 3 District of Columbia Colleg~ at either ()fthe addresses below to obtain replacen;ient formi:;:. :idmissio~@sjCa:edu 4 I If any of these fo;t'nis axe missing. contact St; Jphn's I-Boo.:_7a,7".gSlJIJ . 3% 0% I Wyoming • One (I) secon{J.aj:y schQol · . i;eport form Adnris$ions Office St. John'sCollege P.O.JJ~2.aoo · Annapolis~ Mf12'1'.4o4; F~: 4p:~!r'(9:di ' 2 Wisconsin + Two (2.) letter of reference forms 59% 2 Virginia Washington West Virginia • One (I} application, diJ;ections, mid covel' sheet I6-50 Rank in Class• New Jersey New Mexico Oregon Pennsylvania Enclosed is a complete application packet for undergraduate admissi,ons to either c3.n1,p11S of St. John's College. The packet consists of:. 2 Montana Oklahoma 2 Number of Students I Idaho Illinois 2 Netherlands Colorado Delaware Santa Fe I I • Not included in this table are 85 students fOll: whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2002-2003 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 86 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2002-2003 Date A point or period of time associated with an event in the lifecycle of the resource 2002-2003 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2002-2003 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e84563ac4f7a73fb67a10e38b274f41c.pdf 70ff075209378ff0f843be41a6c9d9de PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE I ANNAPOLIS, MARYLAND 2I404 4I0-263-237I SANTA FE, NEW MEXICO 87505 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most r,,esidence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. I ! �{COLLEGE CALENDAR 2003-2004.} {COLLEGE ANNAPOLIS 2003~2004} CALENDAR SANTA FE .2003~2004 2003-2004 August26 26 ............................. August27 Freshman Registration Freshman Registration and Convocation 27-29 Classes Begin with Seminars 28 ·································· Classes Begin with Semina:rs 28 October r7 Decemberr8 uuen;ia:" Registration Convocation 20 Novembe:r 27 - 30 Long Weekend Recess Decemberr8 End of First Semester December rg - V!inter Vacation Second Semester 20 End of Second Semester 22 Commencement Freshman Second Semester Graduate Institute Summer Session 5 I3 Second Semester Ends Graduate Institute Summer Session Ends �{TABLE 6 THE 8 rn II I6 20 22 THE 27 28 28 29 Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC 35 37 and Ex(;nninations Academic Standing Degree of Bachelor of Arts Graduate Study and Caieers oiter St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of .A...rts in Eastern Classics and Right to RESIDENCE 39 42 45 6,8 ORDER T11tors Instruction Committee LibraTy Schedules 30 3I 32 32 33 33 CONTENTS} OF & STUDENT LIFE Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI 52 53 55 FEES Overview Requirements for Admission ProceduTe for Applying Campus Visit & FINANCIAL AID 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 66 Emud ofVisitorn and Govexn~:n-s 67 Faculty �{ST. 6 JOHN'S COLLEGE} 7 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great ~~oks - texts of words, symbols, notes, and pictures - because they express most .ongmally and often most perfectly the ideas by which contemporary life is knowmgly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to ~s almost as freshly as when they spoke for the first time, for what they have to tell us is n~t of merely academic concern or remote from our true interests. They change our mmds, move our hearts, and touch our spirits. . The books speak to us in more than one way. In raising the persisting human quest10ns, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. The~_are, therefore, properly called great, whether they are epic poems or political treanses, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of vari~d bac~grounds, faced with a text that may present unfamiliar thoughts, attempt to ~~cuss it reasonably. It is presupposed that the students are willing to submit their oprmons to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves wit~ the utmost possible freedom. The discussion may concern itself primarily with trymg ~o establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR .... ···········································································································- he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from until ten or sometimes well beyond if the under discussion has aroused a sustained and conversation. The assignment for each seminar amounts, on the average, to around eighty pages of but may be much shorter if the text to be difficult. The seminar with a one of the leaders. Thereafter seminar consists mostly of student disStudents talk with one another, do not raise to be enter the discussion or withdra-w from at will. The resulting temthe use of formal modes of Once the seminar may take forms. It may range from the most to the most general. The readis almost or error of national and Dante prompt reflections on virtues and vices and on humanidevote all its time to an 'nra,-n,·,ar"+<~~ the assigned reading, staying close to text; at other times the talk may range over the readbut on the text In students different groups compare the in their - {ST. JOHN'S COLLEGE} 9 Except for the requirements of mon courtesy, there are only two first, all opinions must be heard explored, however sharply they may second, every opinion must be '111nn.nn·.,c1 by argument - an does not count. In a freshman the students may tend to express opinions with little for relevance to the question or their to the opinions of others. Gradually, their with one another, students learn to with care, ing to the and to the meanings of the terms they use also, that to progress in crowned sions when the seminar as a achieves illumination. The course of the discussion cannot be fixed in it is determined rather the necessity of the argument," of facing the crucial or of foundations upon which a train of reasoning can be pursued. The argument does not lead to the answer to a More often than not the question remains open with certain alternatives outlined. The progress of the seminar is not smooth; the discussion may sometimes branch off and itself in irrelevant difficulties. gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also into rather empty without being able for some time to extricate itself from such a course. At its best, the seminar insights far the initial views held any of its members. Under these circumsta..nces, the ry role of the leaders is not to give information, nor is it to produce the or It is to guide the discussion, to keep it moving, to raise and to the students in every way to understand the author, the issues, and themselves. The most useful instrument for this purpose is the the most useful device of all is the But the leaders may also take a definite and positive stand and enter into the argument. Hthey do so, however, they can expect no consideration. Reason is the only recognized authority. Consequentall opinions must be defended with reason, and any opinion can general consent. The aim is to develop the students' powers of reason and understanding, and to them u1ce1.u~:c,,c """"'"'~of their OW11 submits an essay on some theme suggested the seminar In Santa Fe, an essay is submitted each semester; in ru""""'~"o, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a tance: it becomes the part of the process called enabling (see page 3I). �JO {THE CURRICULUM} {ST. THE PRECEPTORIAL ······················································································· ·························- , o:r about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are by These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usugiven a choice of sixteen to twenty p.receptorials on books or of particular mterest to the tutors who offer them. Students may suggest a and invite a tutor to them. Listed below a:re some of the prec(~ntor­ ial subjects offered on the two m recent years. study one of the books of the seminar or a theme suggested the program, some may deal with books and themes the students would not otherwise encounteL There are ten students in a Guid- Austen: Selected Novels ··········· £;p~;;~~~~~ifi;;~~;;;;;;;·;~··· Electncity and Magnetism ~~tJi~~i.:P1~~bi~~·~·i~.r\1~ili~i1~~··· Nietzsche: JOHN'S THE TUTORIALS he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and Other devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three tinAes a lNeek. mores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students and learn together under the direct guidance and instruction of a tutor. The tutorial conditions for a small group to towaid a careful often translation or demonstration, of an important work ..As in the seminar, students tallc one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities fo:r all students to contribute their measure of instruction and to their fellows. Other tutors often attend, seeking to learn about a particular teach. assignments are made in all classes: mathematics, music, and guage t11to:rials. The students are thus called upon to articulate and organize their thinking in both the written and spoken forms. Tr-rn LANGUAGE TuTORIAL 1JecicuJ.L~au1on m education has led neglect oflanguage skills. ~As country is from country the barrier oflanguage, so is separated from technical jargon. the language tutorial attempts this condition by in the COLLEGE} 11 means of communication. In a broad sense, it may be thought of as a p:re0~••rohon of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the :relations berween language on the one hand and thought and on the otheL To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and of terms; to the :role of metaphors, audlu'!!.Ho:j and images; and to the logical :relations that 1.,VJLH!<"Ccl)r•CJPLOSltIC>US of languages in the first and second years, and French in the third and fourth years) an effective meai-is to these ends. By studying these languages, by from them into English, and companng them Vlrith each other and with English, the students learn something of the nature of languages in general and of their own in particular. the four years, then, they study language as the discourse of reason, as the articulation of and as the medium of the a:rt the interdirectly and lToediary of foreign tongues, they their own language. They discover the resources of articulate and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be and is on <:.>auuuau.<><U constructions, and the vocabulary of each language studied. Thus the reading for the seminaT, with its attention to the large outlines and to the trend and of the central a rno:re abstract logical structure and rhetorical pattern of a given work. Those are matters �72 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial imp:roves all their for whatever immediate end, deepens and enriches their understanding, and increases their ability to think and to speak welt A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the free from the veil of ready-made translation. Issues are to the fore that might otherwise been neglected, and can be diswith greater pTecision than the usually permits. This habit of in its turn, can then become common in seminar. The tutorial cannot and not aim at mastery of the foreign language, but the students can reasonably expect to obtain a ical forms and a grasp of the pvv~Ju, ities of the languages that experience the individuality of -"~"'"0" language is to extend the boundaries one's sensibility. The choice of foreign languages is part dictated by the seminar schedule and is in part arbitrary. and German might be used changing the pattern and aims of the rial. The first year of G:reek, goes well with the freshman seminar mathematics tutorial, and the vVHLUHHUH,C of Greek into the second year the work of the first. The with and discussion of works Shakespeare, Donne, and other ~ •. ,_, •• u,, poets. The French of the third year with a intensive study of grammar followed the French text. The aim here is vvV"CV,HH.-<U progress toward in the reading simple French. Students already fluent French may be exempted from these stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students to match in their own tongue the excellence of their models. In the second semester a of the fourth year is the :reading of French prose and poetry, a number of poems from Baudelaire's Fleurs du Mal. Its immediate is the and each poem in its parts and as a whole. It also a substantial basis for discusand daxification of sion of the a:rt the relation of that art to the traditional libernl arts of language. W:riting assignments include exercises in translation moxe ambitious than those attempted in the third year. The year ends with analysis and discussion of mode:rn British and American poets, such as T. S. Eliot, Dylan Thomas, W. R Yeats, and Wallace Stevens. {ST. JOHN'S THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematicaL It is equally regrettable that competent :mathematicians a:re often unaware of the philosophical upon which mathematical and formulas are based. Mathematics at St. John's is studied as a libernl art, not artificially from what have come to be called the humanities. V\Then mathematics is taught at an unhurried pace, in an of reflective and from treatises chosen not for their matter but also for their elegance and as it is at St. John's, mathematics becomes not the most readily learnable liberal art but &Jso one that p:rovides ready access to others and analogies ~with them. There are two main reasons for mathematics. First, it modern world, even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not must have some with the mathematical methods by which irnAmA,,,.. ~, but also must have thought smmn•tlcms that underlie their h is the task of the mathematics tutorial and the laboratory together to students to think about what it mea.ns to count and measure in the universe. The second main reason for mathematics concerns the mathematics tutorial more Since mathernatics has, as its name implies, a close connection with the human capacity for learning, its is especially useful in students to think about what it means to cor.ne to know something. COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, learn a good deal of mathematics and they noticeably in :rigor of nimbleness of imagination, and elegance of expression. But while are practicing the art of mathematics in all its rigor, a:re encouraged to :reflect on their own activity. Scores of of which the following are examples, are raised dming the four years: and how do mathematical carry such conviction? 'What is a mathematical system and what are its proper beginnings and ends? ~What is the relation oflogic to mathematics? Vlhat do "bettern and ~~worse, 5 ' and ''beautiful signify in mathematics? Do 1nathematical constitute a Are there "mathematical objects"? Hovv the discoverer of a theorem have come to see it? means of such questions, which grow out of the daily work and which excite the intellect and the at the sarne time, a discussion is initiated in the mathematics tutorial that is and often carried over into the larger of the seminar. The students begin with the Elements of Euclid. Using Euclid's of the mathematical discoveries of his cessors, the students a notion of deductive science and of a mathematical system in general; become ed with one view of mathematical - its central found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the 5 ' attention on the constructed to "save the the heavens. That the tutorial reads Ptolemy indicates the difference between �------------._------------14 {THE CURRICULUM} {ST_ the mathematics tutorial at St_ John's and the course in mathematics_ presents a mathematical of the but he gives more than that: His work is both an examto phenomena to the philosophical, readings that are taken up in the first and In the second year, the students continue the study of with upon those difficulties and complexities of the geocentric system that are brilliantly transformed JOHN'S COLLEGE} 15 of the geometric art as a whole_ also space_ In Santa Fe, the mathematics and guage tutorials of the senior year for part of the second with a visual arts tutorial that includes close of classic pa_1nLm1gs with Giotto's frescoes and the curriculum, The mance, but toward an the accorded music a arts because they understood it as one the essential functions of the mind, ciated with the mind's power to number and measure_ The liberal art in its modern form and as Newton presented it in """u'""'""-"- This is fol- outlook fo the fourth year, the of to non-Euclidean invites reflection on the postulates of geometry, as well as on the nature for on the ratios the music program at SL John's aims at the of dose of works of musical literature. In the freshman year-, students meet the of some of the great choraJ works_ In the year, a tutorial meets three times a week. Besides the ::he :n1usic tutorial reflects tlNo different but aspects of music. On the one hand, music is intirelated to,~,,,_,_,,,,_,, in nature_ The work of the tutonal includes an of rhythm in words as well as in notes, a investigation of the diawnic system, a of the ratios of musical intervals, and a consideration of counterpoint, and None of these are done apart from the ov~"·c~"b of good music_ The inventions of the songs of Schubert, the masses of the operas of Mozart, and the instrumental works of Beethoven are the 111 vc;oul',au~•a real textbooks, In the second semester, at least one analyzed Seminars on great works of music are included as part of the seminar schedule_ Instead of a text, students listen to of a tion and familiarize themselves with its score before the seminar meets_ discussion of a work of music, as of a book, facilitates and enriches the understanding of it_ �16 {THE CURRICULUM} THE LABORATORY .................................................................................................................. ~ hree hundred years ago, algebra and the arts of geometry were introduced into European thought, mainly by Rene Descarteso This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions m morals, and religioR It has redefined and transformed our whole natural and cultural worldo It is a focal point of the SL John's program and one that the college takes special care to There is an item in the curriculum that does not bear upon ito The last two years of the program exhibit the that flow from it, and these could not be without the first two years, which cover the from Homer to Descartes, Modern mathematics has made the Pvn1.cwo;'urn an immense scale and has the for what is known to us as the labThe intellectual tools of the laboare the consequence of the vast of conceived the great of the seventeenth century based on a mathematical which transforms the into a great book written in irn1tJ:Jten2aJ:ic:ll characterso is concerned with the of the human mind a_nd hand that {STo JOHN'S 17 by the mathematics which provide the necessary ing of mathematical techniques" The task, the various scientific the student up to date or to engage in specialized •'PCA·w~·h It is rather to make the student u"'"'u"·'""• as if they were tinct and autonomous domains of ingo There need not be ''two cultureso Different fields of OF THE The laboratory program is mined three considerations relevant to the liberalization of the study of science: (1) The scheduled work must be combined with a full and free discussion of the inst:ruments and mvolved in ito (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in assumption, and observation" Thus certain intewholes of G"exact.~'.) the interand fact has to iill of this is sup- COLLEGE} time to satisfy themselves as to the degree of accuracy their instruments to procedures for sources consider alternative occasion to repeat an entire thus can come to a mature understanding of the sciences called A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistantso Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way" In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry" �18 {THE CURRICULUM} LABORATORY TOPICS The genernJ topics of study have been chosen from elementary physical and biological scienceso The sequence of study may be outlined as follows: ··················································································· ···················· ········~ 12 20 weekso Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry 0 Topics in physics: mechanics, electricity, mag-netism THE FIRST YEAR begins with twelve devoted to topics in observational gy: classification of types, structu:re, cells and their aggregation differentiation, and embryological opment° Close observation the eye or with by constant theoretical based on reading important works of logical scientistso Here the student fronts organisms as self-moving with properties of wholeness, dependent on, yet distinct from, the rounding worldo The freshman laboratory next turns the nonliving in a search for runaarrtentta1 laws Archimedes on the lever and hydrostatics is studied, then the laws equilibrium of gases, temperature, 0 molecular {STo JOHN'S calorimetry are taken up, experimentally and in discussion of the relevant theorieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determinationo THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, and electromagnetismo Throughout the year, experimentation is accompanied the reading of original by Galileo, Descartes, Huygens, Nevrton, Leibniz, Carnot, and M3,A'WelL The mathematical tools of be put to work in the same time that their rigorous ment is in the mathematics tutorials. As the tools of the calculus become available, the dixect, of force, accele:ration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - co:rpusculaT COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examinedo The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical termso The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory oflight. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of stuclyo Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revoluquantum hypothesis of Bohr and the wave mechanics of de Broglie and Schroclinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and gam new meamngo the course of thought in Schrodinger's What is the senior laboratory then turns or returns to biologic al , and first to genetics, to Mendel's of heredity and its devel'"o''"''"ucw'u and puiuc,viE :ne considered from the standpoint of their significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental molecular Tatum, '1"/atson and Crick, Jacob and Monod - are studiedo �20 (THE THE FORMAL LECTURE Wl""'"lll..-.~ {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurso The formal lecture is the occasion when the students have an to listen steadily and attenclosely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in or space science, m or architectureo The lecturers are often visiting but not infreare members of the Sto John's Visitors from the academic world or from the arena of public affairs; may be poets or artistso Sometimes a alectnreo The lecture is followed a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participatingo Often the discussion turns into a seminaro Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also in the disprovides them an cussion to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the of what they have learnedo The lectures range a variety of Sometimes the students are confronted with opposing views on a given Some of the lectures have immediate in the seminars and tutoriak Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S AND CONCERTS following list provides some ~A<m'"'"~o lectures and concerts given on one or other campus in recent years: 21 COLLEGE} "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner's Ring" Elliott Zuckerman A War Poem" "The Evolution of Behavior in Humans and Dogs" Coppinger Crime Go Down?" Q.Wilson is Beautiful" "'""'a~,u~Nuclei, Active Galactic Nuclei, Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J" Adler Madison and the Bill of Rights" Goldwin "Visualizing Infinitesimals" "The Parable of Don Quixote" Joe Sachs Aristotle, and Liberal Stephen Van Luchene and the Emergence of "The Tears of Odysseus" Stickney James Carey "Evolution and J, T. Bonner "The Meaning of Romantic Love: Flaubert's Madame Bovary" R Fo Bart Emerson String Qmutet Stanford String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Citizenship in a Mass Democracy" Mark Hatfield "Telling Lies" Eva Brann "Mimesis and the End of Art" John Sallis "What Good and Wnat Harm Can "Butterflies of the Brain: on I'fourons, Neuroanatomy, and Consciousness" Jorge Aigla ofa Paul Barolsky �22 {THE CURRICULUM} {ST. ST. JOHN'S LIST OF GREAT BOOKS and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical to the subject matter. The St. John's cuniculum seeks to convey to students an understanding of the fundamental problems that human beings have to face and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is to the Instruction Committee of Those listed here are read at one or both campuses. Books read in seminar are indicated an asterisk. COLLEGE} 23 FRESHMAN YEAR ··············································································· ················································· he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous :review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual form the background of the first two years; about three hundred years of history form the background for almost rwice as many authors in the last two years. The first yea:r is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, and Renaissance the thi1·d year has books of the seventeenth JOHN'S *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: ''Herodotus: *Aristophanes: ''Plato: Aristotle: Euclid: *Luc:retius: *Plutarch: Nicomachus: Lavoisier: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, A-Pology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, '' Jl/[etaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements 0n the liature "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion oftheHeartandBlood Archimedes, Fahrenheit, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Stears, JJO Thomson, Eerthollet, J.L. Proust 1 SoPI-IOMORE YEAR Aristotle: Apollonius: 'Virgil: "Plutarch: ''Tacitus: 1.·p1otinus: '·'Augustine: 'St. OAnselm: ')-Dante: 'OChaucer: "Des Prez: 4 Machiavelli: "Luther: "Rabelais: Palestrina: \Tiete: 'The Bible "ODe Anima, On Interpretation, Prior Analytics, Conics Aeneid ("Caesar nCato the Discourses, Manual Annals Almagest TheEnneads 5 ?) Summa Summa Contra Gentiles Divine Comedy Canterbl!ry Tales !Wass The Prince, Discourses On the Revolutions ofthe The Freedom ofa Christian Gargantua and Pantagruel "Introduction to the �24 ''·Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: :Mozart: Beethoven: Schubert: {THE JVovum Organum ''Richard II, *Henry Iv, 'Henry V, ''The Tempest, ''As You Like It, *Hamlet, *Othello, 'Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other I6th- and r71h-centurypoets Geometry, ''Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms YEAR *Cervantes: Galileo: *Hobbes: ''Descartes: *·Milton: La Rochefoucauld: La Fontaine: ''Pascal: "Eliot ·*Locke: Racine: Nevvton: Leibniz: ''Swift: *Hume: ''Rousseau: *Moliere *Adam Smith: '·'Kant: ''·M:ozart. *Austen: Dedekind: [ST. CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction ofthe JV!ind Paradise Lost Maximes Fables Pensies Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica * Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Taylor, Euler, D. Bernoulli, 0rsted, Maxwell JOHN'S COLLEGE} 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: ''Tocqueville: ·*Lincoln: *Kierkegaard: *Wagner: ''Marx: ''Articles of Confederation, ,. Declaration ''Constitution of the United States of America, *Supreme Court The Federalist *Dostoevski: *Tolstoy: *Twain: ''O'Connor: ,,-William James: ''Nietzsche: *Freud: Booker T. Washington: DuBois: '·Heidegger: Heisenberg: Einstein: Millikan: *Conrad: *Faulkner: Poems Essays Origin ofSpecies . Phenomenology ofJWind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Cop ital, Political and Economic Manuscripts of 1844, The Brothers Karamazov War and Peace The Adventures ofHuckleberry Finn Selected stories Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, Beyond Good and Evil General Introduction to Psychoanalysis Poems The Souls ofBlack Folk J/Vhat is Philosoph)'? The Physical Principles ofthe Quantum Theory Selected papers The Electron Heart ofDarkness The Bear Yeats, TS. Eliot, Wallace Stevens, Baudelaire, Rimbaud Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatmn, Sussman, Watson & Crick, Jacob & Monod, Hardy 'These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. �26 {THE {THE CURRICULUM} THE TUTORS CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER THROUGH THE FouR YEARS ' Philosophy and Theology Freshman Yeah' Homer Aeschylus Sophocles Euripides Aristophanes Sophom0re Virgil Yenx Dante Chaucer Rabelais Shakespeare Donne Marvell Junio!" YeaJi" Seniar Year I-Hsto:r-y and §odal Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Aristotle Epictetus Plotinus The Bible Augustine Mathematics andNaruraJ Sciend::e Euclid Nicomachus Ptolemy Lavoisier Dalton Arcbimedes Pascal FahTenheit Avogadro Plutarch Tacitus Machiavelli Music Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Palestrina Bach lVlozart Beethoven Schubert Stravinsky Haydn Des Prez Ptolemy Apollonius Copernicus Descartes Pascal Viete Anselm Aquinas Luther l\tlontaigne Bacon Ivlozart Cervantes JVlilton Sv•lift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Docmnents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxv,rell 0rsted Ampere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kaf1...£a W. Stevens TS. Eliot Hegel Kierkegaard Nietzsche W, James Heidegger Plato Hegel lVIarx Docmnents from .AJnerican political history Tocquevi_lle Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Ham.ilton, Jay, l\liadison FaTaday Lobachevski Rutherford Min_kowski Da-visson Dries ch de Broglie VVagner Mendel J. J. Thomson Bohr Millikan Sehr Odinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod '!\\rain Conrad V.Woolf O,Connor l\11elville FauL\ner ACADEMIC t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of Instead, learning is a enterprise carried out in small groups with persons at different stages of learning working together. All w.,.,w,,.,,._,in a class are expected to prepa:re for their discussion studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrnte from the high point of their learning. What then is the role of the :reading and talking teachers, the tutors? First of all, should be good able to 12jse that ·will engage the intellectual and imaginative powers of their students. Next, must be good listeners, able to determine the difficulthem to ties of their students and to reformulate their observations and examine their The tutors should be to encourage students to examine the cations of their first attempts at underIn summary, the role of the to listen and to take the form of tnmslademonstration or c"''-"'""'wJ11, but first of all the tutor will call on the students to t:ry to themselves. In order that conversations at St. John's wiil not be limited to what fits inside a single it is essential that St. John's tutors re-educate themselves to acqmre increased m those parts of the program that are outside their field Of ne>cLrrrc , tutors with advanced in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no The advantage of this for tutors is that they are involved with such richness that are to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first is to prepare themselves to teach the St. John's program. This preparation is demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, members of a seminar and of either two tutorials or of one tutorial and section, ai--id are continuteaching their and learning from them. It is that tutors have time to more into the foundations and wider contexts of what is studied at for classes St. John's than the allows. In order to avoid staleness and the ever-present of succumbare ical leaves, g:roups are set up. Leaders of such groups are relieved of part of their duties. The groups engage in a study and tee of the may not be St John's curriculum, the work of �28 {THE ACADEMIC THE INSTRUCTION COMMITTEE Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet throughout the yea:r. alterThe full committee meets the two campuses, and the dean at the host campus at those annual meetings. - he books chosen for at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the ing as sources and representative works in the fields of learning. 'v"w""''" are most extensive in philosoand the history of science. also newspapers and "v"~vcuo, audio-visual materials, multiof some seminar readings, and other smaller collections. A committee assists the librarians with collection The Greenfield Library in Annapolis houses a collection of :renovated in Ig96, study spaces as well as computer terminals ·with access to the other JOHN'S SCHEDULES ;;;;o.,.,,_'=":i!l he THE LIBRARY {ST. ORDER} library and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library in Santa Fe in :i:990. The now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student body at a given time, '"'V"'~'"'" two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The also public terminals fo:r accessing electronic resources and the Internet. Both libraries hold interesting collections, including several hundred or first editions ofwo:rks read in the program. Annapolis has the Bray Collection, dating from I696 and known as the "first library in kmerica," as well as the Prettyman Collection of signed and inscribed books. The Witter Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe contains a and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive ark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in when students and seminar leaders are about the u11p11c<1LHJ11~ for liberty in Pericles' funeral oration" Thus all students, having a common program of study, have a common ground for conversation. A 29 COLLEGE} for the preceptorials in the junior and senior years, and certain periods of work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, and seniors spend up to six hours each week in the laboratory. Tv>ro evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a weelc Sixteen to nineteen hours per week a~e spent in regular classes. The year is divided into two semesters of sixteen weeks each. SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY HOUR g:oo - rn:rn A.M. Language 8:00 -IO:oo P.M. A SAMPLE WEDNESDAY THURSDAY Language Mathematics 10:20 - n:30 A.M. r:oo - 3AO P.M. TUESDAY Language Mathematics Laboratory Laboratory FRIDAY Mathematics Choms Seminar Formal Lectme WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics Seminar FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 -rn:30 A.M. MONDAY Mathematics Language I0:30 A.M. - 12:00 P.M. Language Language Laboratory Laboratory r:oo - 4:00 P.M. Choms 2:30 - 4:00 P.M. 8:00 - rn:oo P.M. TUESDAY Seminar Seminar Formal Lectme �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the aim of the examiners to find out how much students remember. Students are 1·11m·• to consider the different parts relation to each other and 0 "-"" 1 ed in any of their classes. For freshmen, the first oral examination of the year is before the winter vacation, and for and seniors just before preceptori- {ST. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FrNAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are :reserved for essay writing; during this period the seniors attend no classes. H the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it the committee in an hour-long public examination" No degree is awarded unless both the essay and the oral examination a:re The senior essay is regarded as a culmination of the student's learning. JOHN'S ACADEMIC STANDING ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied s.i:cd rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regscheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag m1less a tutor believes that there is a special need for one" If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college" The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. Hit becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, and meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be and given; difficulties may he but grades are not reported or discussed" In the year, conferences some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. the Sophomore enabling is a review the Instruction Committee, with the advice of all the tutors of sophomores, of the stude"1fs 'v'H"~"'""' then tion Committee they are prefor the work of the final two years. In particular, the enabling judgment looks to the of the student wTiting an �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2I.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.8% are in communications or the arts; • r7.3% are in business or business-related occupations; {ST. ORDER} • 9.7% work in the field oflaw, with most in private practice or the judiciary; • 9.43 work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.63 work in social services, including counseling, psychology, social work, and the ministry. • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curricu1um consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �34 35 THE LIBERAL ARTS CURRICULUM** DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS LITERATUIIE PRECEPTORIAL (examples) PRECEPT 0 RI AL (examples) SEMINAR Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choeplzoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at ColomtS, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs Investigations Nietzsche: Thus Spake Zarathustra MATIIBJVJATICS AND NATURAL SCIENCE HKSTOlllY SEMINAR Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPTORIAL (examples) SEMINAR Plato: Timaeus* TUTORIAL Herodotus: Histories"" Lucretius: On the Nature of Things Aristotle: Physics'· Ptolemy: Almagest'' Galileo: Dialogue on the Two Chief World SystentS* Darwin: The Origin a/Species*· Freud: Selected Works Thucydides: Peloponnesian War'' Livy: Early History ofRome* Polybius: Histories'' Plutarch: "Caesar" and "Cato the Younger" TUTORIAL Euclid: Elements* Lobachevski: The The01y of Parallels* I(aramazov PRECEPTORIAL (examples) POLITICS Af"ID SocrnTY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic AJistotle: Politics'' Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality ]\fa.Tx: The Economic and Philosophic JJ![anuscripts of 1844'' Tocqueville: Democracy in America' 0 TUTORIAL Aristotle: Nicomaclzean Ethics"" Tho1nas Aquinas: Treatise on Law* Hobbes: Leviathan'' Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Tocqueville: The Old Regime and the French Revolution" Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: lVliddlemarclz Dostoevski: The Brothers Tacitus: Annals'* Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theo1y ofHeat Bacon and the Principles of N atnral Philosophy Galileo: Two New Sciences PHILOSOPHY AN![) THEOLOGY SEMINAR Genesis ExodllS Job iVlatthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica* Kant: Groundwork ofthe JVletaphysics ofiVlorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics* Descartes: Jl!leditations Hurne: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science'' Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy of the Hist01y of lVlankind* Hegel: Philosophy ofHistory* Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences'r Collingwood: The Idea ofHistory* Strauss: Political Philosophy and History* PRECEPT 0 RI AL (examples) Tolstoy: WarandPeace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism ''''Readings may differ slightly between the two campuses Selections T he aim of the Easte:rn Classics program is to help students seek a deeper understanding of the fundamental and enduring that have been raised thoughtful human beings in the rich traditions of the EasL Its course of consists of thirty-four semester c:redit hours, completed in one calendar year, in the fall and concluding in the summeL It is offered only on the Santa Fe campuso The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese, In the seminar, fourteen to twenty-one students discuss assig11ed readings from a wide range and Japanese texts. In the tutorial, twelve to fifteen students either Sanskrit or classical Chineseo The goal is not mastery, but rather sufficient familiarity with the elements of the languages to some insight into their stn1cture and to t:rans- late selected short passages from classical to twelve students a single work or theme for an eight-week Each student is to write a substantial papero Facare called tutors, not p:rofesso:rs, and they lead classes questions and guiding the discussion, rather their field of expertiseo Classes meet in late afternoons and evenings to accommodate students who work but due to the intensive nature of the program, full-time work is not encouraged. �37 36 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPruNG SEMESTER §UJV.IJ\IIER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar T'ang Poetry Mencius'· Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dagen, Shobogenzo Basho, The Narrow Road to the DeepNordl !Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) Confucius;;. Tao Te Ching* SANSKRIT TUTORIAL SANSKRIT TUTORIAL Bhagavad-Gita '' Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script Nagarjuna~ SEMINAR Kalidasa, Shakuntala, Kumarasambhava and !Yfqjlzaduta (Cloud Messenger) Rig Veda Brihad-Aranyaka Upanishad Kailza Upanishad Ishvara Krishna, Samkhya Karzka Kapila, Samkhya Pravachana Sut:ra':· Patanjali, Yoga Sutra Readings on Carvalza frmn the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refittation a/Inference), and Prabodha-candrodaya (Rise ofIntellect) Gitagovinda Kesava Ivlisra, Tarkabhasa (BrJJ<JSztwn a/Reasoning) Kmnarila Bhatta, Slokavartika Kanada, Vaisesika Su~ta':· Jl1anavadharmasastra (Institutes SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine ofthe ll1ean Chuang Tzn, Inner Chapters MoTzu'' Mencius* Ssu-ma Ch'ien, Records ofthe Grand 1-iistorian ~·· Han Fei Tzu'' Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalalcirtinirdesasutra DiamondSutra andHeartSutTa HslU1 Tzu~' Nagai-juna, 1\!ladhyamika-shastra and Vigrahavyavartani Vasubandhu, JYfadhyantavibhagabhasya, (Commentary on the Separation BadaTayana, commentary by Shankara Ramanuja l\lladhva CbuHsi,Leaming of the Sage Wang Yang-ming, Instructions for Practical Living PRECEPTORIAL (examples) IVlahaparinibbana Sutta PRE C E PT 0 R l AL (examples) l11ahabhara-ca (Discourses of ShankaTa Yiu Ch' eng-en, Journey to the West Early Buddhist texts Pre-Confucian texts Ts'ao Hsi\eh-Chin, St01y of the Stone Ssu-ma Ch'ien, Records of the Grand Historian FoR ADDITIONAL INFORMATION To receive a Program Statement containing mo:re detailed information about the Graduate Institute, as well as forms, contact us at either of the following addresses: Graduate Admissions Office Sto John's College POO. Box2800 PRECEPTORIAL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction "selections Graduate Admissions Office Sto John's College n6o Camino Cruz Blanca Santa Fe, New Mexico DIRECTORY INFORMATION AND RIGHT TO PRIVACY n compliance with the Education Rights and Act, the college retains the right to at its discretion, the following info:rmation about each student currently or previously attending the college: the student's name, street addxess, listing, e-mail address, date and birth, activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most educational agency or institution attended the student As required by the act, the college will notice of its intention to publish such ch-c 0.0r.m information. Students have a to inform the college Nithin a reasonable of time that any or all of this directory information should be ·withheldo The colleg·e will respect any such request for 0 0 0 " �{R E S I D E N C E & The college is well aware that activities, artistic pv-nw•Qo-, hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in are both the Director of Athletics and the Student Polity. In Santa Fe are organized by the Student Activities Office (SAO), which is for and THE ANNAPOLIS CAMPUS ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of .Annapolis, of the State of Tv'.Iaryland. Its of 4.0,000 is ·with the government of the state and of Anne Arundel with the training of "'"'·"·u~"it>"'~H at the United States Naval Acawom·y; with the fish, crab, and oyster industry; and with the ational activities of the The campus of thirty-six acres lies in the historic district, Creek, one block from the State House and across the street from the Naval AcadThe fifteen include I<Jin-c,om:urv historic homes (now class- of students has governed itself since I9if5 with elected offi'°~':ut.cuie: each dor- Council, meet once a week to hear requests from students for funds, to remind students of their responsibili- S T U D E N T L I F E } 39 ties to the and to express student opinion on common lems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instrnction, which vvorks ¥rith the Instruction Committee on academic matters, A Food Committee works with the haJl manager to ry dishes for menus, The a student newspaper, provides a second medium for expression of opinion to the community as a whole, ""'"''"'"""'"ranges from petty to vital; essays, reviews, and news are included, Energeia, the college's student-run literary is annually and contains and more essays, poetry, and fiction. Students are also welcome to contribute to The and The & Johns Review, the DNO official tions of St. John's. Extracurricular organizations at St. John's are generally infonnaL Some continue year after year, while others up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and groups - some led by students, others tutors - in Latin, Chinese, German, the New Testament, Leibniz, African-.A..rnerican literature, and selected women writers. Other activities stem from interests of the curriculum, such as astronomy, dance, and the martial arts A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to with free access to '"'ronO and Internet services. Students can use the lab for essays, T>UW'" �40 {ST. JOHN'S COLLEGE} {RESIDENCE & izes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Jl!Iapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic to Washington and ~~'"""w is free of charge for St. John's students. Va:rious artists teaching in thei:r fields of specialization conduct classes in drawing, and pottery out the year. Materials and tools are furnished without charge in most cases. Parries, an important part of community life where students and tutors meet · informally, come in several varieties. The St. John's Vfaltz Committee a:rranges frequent in the Great Hall, waltzes and big-band swing music. These include the Halloween Nlasked Ball, Mid-Winter Ball, Waltz, Cotillion, and Commencement Rock parties are held the Coffee Shop by members of the out papers written on computers, and exploring the World Wide Web. Theater life is active. The stage one or two classical plays a one or two modern works, several one-act Recent uutLcu'"'" have included The Winter's The Nature and Purpose of the Phaedre, The Midlife Crisis of ~<.u1tv0<.<2 and The Tempest. weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is sciret:mn£'.S have included Citizen Kane, and The Seventh Seal. TI1ere .is also a special winter film series Music is in groups and individVoice and instrumental ensembles train new members and perform at collegia at the end of each semester. The St. John's Cho:rus has on campus or in town. Individual a:rtistic expression needs a time for and a to work. Permanent facilities, such as the art studio, ceramic studio, darkroom, and stage floor, to skills. The college's Mitchell Art Gallery special- STUDENT LIFE} 41 There are concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of an denominations, synagogues, concerts, historic tours, se:Jiood, sailing, the Naval Academy, hiking, cycling, state government, political work, service groups, and so on. Washington, D.C", and Baltimore, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and as well as for individual ATHLETICS The an extensive intramural sports program that includes team competition in soccer, flag football, handball, and croquet, as well as individual tournaments in tennis and table tennis. This highly and very popular program, for both men and women, is a of the extracurricular life. Many students abandon athletics when enter because they find programs designed for only the select few. At St. John's, are able to rediscover the joy of amateur athletics in a welcoming setting berween intramural teams is but good-natured. Students and faculty also pui-sue interests in FencUnion has regular bouts 'Nith local clubs and , aikido, yoga, training, tai chi, dance, aerobics, and Pilates staff, and even pa1ents Located at the confluence of the Chesaand the Severn River, is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region., serves as headquarters for an active crew program. Sweep-oar ruwing and are very activities, and the college's more serious rowers compete in local regattas. : i ' �42 {ST. JOHN'S The college has a small fleet of sailboats, from lasers to a 24-foot Bristol sloop, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6rn by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and from students and alike. of many kinds are students through the Collegium Musicum. Formed to stimulate musical on campus, the association members of the college community with an to perform before small, receptive audiences. Through this students and who instruments or who sing can find teachers and fellow musicians with whom to or The SL John's Chorus and the small chorus also give recitals. The college instruments, includand a and Practice rooms are available in the Fine Arts ~cu"'~'"' The St. John's Film students to classic and current films for the college of Santa Fe its crafts, music, theater, and visual arts. Others have e>rr1P•1t~¥v schools, counon local church restoration, or other local activities. buses near the campus, proto town. economical Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on concerns, and slide shows on art pus activities, as are as Latin, German, UJJU""O,.L Hebrew. Thorne students support toward fulfillment of medical school prerequisites summer months, a leave from the college, or after COLLEGE} AB in Annapolis, waltz parties, rock parties, and such events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and occasions for informal gatherings of tutors and students. Reality VVeekend includes a talent show, a picnic, and athletic ATHLETICS the Santa Fe campus Like encourages all students to m amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, courts, a wellweight room, men and women's locker rooms, and a outdoor ment room. The student outdoor programs office, the director's office, and a small outdoor resource are also located at the new center. The offers students, staff, and alumni a of sports and outdoor recreational Student interest determines which sports and outdoor progran1s aJCe offered. There are organized tournaments for basbadminton, table-tenindoor and outThere are also to swim and tennis, softball, and Ultimate Frisbee. The college also supports a Kanite-Do program Jorge 6th Dan. Dependon student interest, extracurricular· classes are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater and downhill and cross-country skiing, snow shoeing, and fishing. The Outdoor Programs office extended river each fall and spring in the surroundSouthwest. The neighboring Sangre de Cristo Mountains hundreds of square miles of forest and wilderness for {RESIDENCE & ~~.,.,,.,,,.,and hiking. Students can the St. John's College Search and Rescue Team and learn back-country skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the of the New Mexico state police and averages a year. The athletic and outdoor program office students free use of sports and outdoor bags, tents, fly-fishing mountain bikes, downhill and cross-country skis and snowshoes are a few of the items available for check-ont. The college does not in formal collegiate athletics and there are no athletic scholarships awarded. The that the college on the intellectual of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the of STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to individual or team sports. BOTH CAMPUSES ................................................................................................................._ RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's as a non-denominational institution. In its early years, there were some ties with the Protestant ~,,,,,,~.,,but these no longer exist. tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conof the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and the students need for their classes. It also maintains a stock of books related to all of the program, and books of mOJCe gen er- �a1J2aazJSLtJ&U&M&t.&Ii&Sii&U 46 al interest. It is {ST. JOHN'S ~~~~.o~r.r' Both campuses maintain computer laboratories for student use, free access to word processing and Internet services, e-mail. PC and Macintosh computers are available in the laboratories. As supports for an active social life, the on each campus a coffee common room for the use of all students. In addition, there are smaller, furnished social :rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the college communities, the incoming students to make proper use of the support that other students can give them in their college lik =111<wu1." and Santa Fe campuses have different housing due to differences in available v-1owc1'1lly, unmaITied undergraduv"'"'-"·~'·vu to live on campus, space and to take their meals in the hall, unless receive perrrns:sio,n from the local housing office to live off campus. freshmen are ~r·r~,,-~,·d housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that available for married students during the academic year. Such students should check with the Admis- the directors ofresidential life. Retmning of fox room_s before v0J~:ation. In r~1m~v~·uo, students are :not ted to remain in residence vvinter COLLEGE} or spring vacation. In Santa Fe, students are not to remain in residence winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and communities, there is no separate office ed for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and on an individual basis. In addition, each new student parin a orientation program at the time of The registrars act as advisors to all international students with respect to visa ~~-·-"'-'" and related matters. Informal "F-1" clubs have been formed international students together 'With other students, and staff for special social events, but, in general, internatiomil students find themselves easily ing in the mciinstream of campus academic and social life. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and serVJces that include: • individual career information and assistance in to and schools {RESIDENCE & access to a national alumni career network • pre-law and pre-medical advising on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities postings on the St. John's website St. John's :remains committed to providing high-qualit'y assistance to students and alumni as make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES An employment service, under the supervision of the Placement Office, offers off-campus it part-time employment for students during the academic year, but it also can aid students looking for full-time or pa:rttime summer employment i.n the local community. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cosL RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories_ These rules have been decided upon the deans in consultation with students and faculty. Every informed of them, and upperclassmen are reminded of them each falL The rules differ in certain details on the two campuses, though in general follow the same pattern. The academic and intellectual life of the community is from the communal life. The building of a good community :requires the to show STUDENT LIFE} 47 respect for the individuality of each studenL All students agree to abide the rules and regulations 1-.nv11nc.•~<1ceu Student Handbook the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, alcohol, are ·with the program of at St_ John's Students who engage in such activities face severe action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The the rooms periodically and at the expense of the occupant or occupants, ai.-iy dormitory room and furniture that have been damaged mal wear a..nd teaT. to property is charged to the caution fee of the student or students responsible for the damage. The is not for the loss of, or damage to, any student property from fire, theft or any other cause. �48 {SITE PLAN} ANNAPOLIS, {SITE PLAN} IVIARYLAND SANTA FE, NEW 49 MEXICO COLLEGE CREEi< SOCCER LOWER PLAYING FIELD FIELD BOATHOUSE ............ TENNIS COURTS I j "f!==="'l···················· j STUD EMT !···.ACTIVITIES CENTER HEATING PLANT UPPER Pl..AYH\lG FIELD ' TENl'-llS COURTS tu UJ a: f<fJ LU '-' cc 0 lU '-' '-' z "' CoHee Shop WOODWARD HALL L COLLEGE AVENUE l\Pi\RTMEl'JTS �{ADMISSIONS} he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at SL John's is a common Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that to engage fully in the life of reason and believe they can take in it. In vv-riting their essays, many determine their ow11 appropriateness as SL John's students; others eliminate themselves as deciding that their interests and those of the do not coincide. for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an has the necessary preparation and to the St. John's program satisfa.ctorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the "Do you think I am to profit from the program of studies at St. John's?" In the essays, are asked to discuss their previous their reasons for choosing St. John's, and their experience with books. A number of topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. can tell the committee much more than statistical records reveal. Next the committee considers the academic achievement and Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, larly those of teachers, are carefully read for indications that the applicant has the maturity, energy, and initiative to succeed in the St.. John's program St. John's attaches little importance to test scores, and no applicant is accepted or because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, ethnic origin of an or any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a s1m1Jl college in which the students and are known to each otheL Each campus serves about "rSO undergraduates. The size of each class is limited on each campus. Most freshman classes are about divided between men and women. Classes enter in late and there may be a January class on only one campus. New students are enrolled only as t;rpically rn3 to r5% of each class have done one, two, or even three years of college work elsewhere. These students, despite having records at other colleges, relinquish their advanced standing to take part in the St. John's prngram. Freshmen who enter in stay on campus the following sun1mer to complete the first year. They can thus �52 T ! {ADMISSION} graduate a year earlier than if had DC•st1ooneu their entrance until the following fall. The class is of interest to students who come to St. John's from other traveled or worked srnce "''"'uuwcivu school, or who wish to enter St. John's <u11Hcuia1.ci v ter of their REQUIREMENTS FOR ADJ\IJ:ISSION subject matter, vvith brief the course content and texts used. of INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll students. In order to be considered for admission, international students must have followed a and must submit the essays_ Two letters of :reference, at least one of which must be from a teacher of an academic 3- An official 1-ecord of secondary work, with all courses and grades, including the results of the examinations "A" Levels, International BaccalauThis must be accompasys~'-'"'"-'~'' translation of 2. academic include two years of algebra, one year of geometry, and two years of a language; additional work in mathematics and language is advised, as well as two or three years of natural science. In addition to the annucation essays and school report, of one from a teacher. In cases, certain of these rrnrrc•m,e>rnrc may be waived, or additional information may be SAT or ACT test scores are not but may prove SL John's accepts an school to profit from the prog:rnm and must either submit the results of test (SAT, ACT, m PSAT) or a GED certificate. A campus visit and inte:rv1ew are ~0 1,,~,"rn" imp ortant in such cases. HoMESCHOoLED STUDENTS :L Homeschooled applicants must submit the :results of either the SATI or ACT._ 2_ must al.so submit an outline of the curriculum they have in chronological order by conventional s 22m2a1t_WJ£3Jtttt!i,QJJ.ULJQJ£). . Z!QJIA)@ 4 Test results from: a. The Student Assessment Test Test b. The Test as a Foreign Language (TOEFL), if the first is not English. TEST CODE l'foMBERS St. John's College's test code numbers for the Entrance Examination Board (SAT and TOEFL) are: nmm1µvuo Santa Fe = 4737. The American Test (ACT) numbers are: .A.nnapolis = I732; Santa Fe= PROCEDURE t. John's College is one college located on two campuses. .Although must be at one campus m the other, admission to either campus constitutes admission to the college as a whole. On inquiry, pro students {ST. JOHN'S COLLEGE} 53 receive a statement of the St. John's College program, an for admission and recommendation forms to be comschools and references. ""''"-"""'r tions may be submitted as second semester of the eleventh Because the college welcomes all serious there is no Students should submit their materials to the Adn1issions Office on the to attend. Students for financial aid should refer to the section on Fees and Financial .A.id and the Admissions Office of their intentions as soon as St" John's is committed to maintaining its low ratio (8 to In l,VHH!WLlHCHL the number of students in each freshman class is controlled, Candidates for admission are advised that who meet the suggested deadlines are in a better position to secure in the classes and consideration for financial assistance than those who apply later. DEADLINES for fall classes should be no to DEPOSITS Upon notification of acceptance, cants have the option to enroll on either campus. In order to secrrre a in the entering must submit a of $soo to the Admissions Office on the campus at which their weTe processed~ with a statement the campus wish to attend, Once the has been submitted, the campus may not be except RS noted below. Deposits are except as noted first semester tuition and fees. financial aid basis. As soon as essays and documents are received, the is the Admissions Committee. ''"""''~"""is notified of the committee's decision in about two weeks. ed students have the option to enroll on either campus. Late applications for both fall and January classes will be consideJed, but cants are advised that the earlier their files are completed, the greater their chances of securing positions in the enterclass on the campus of their choice. basis until the available are filled. the fall classes fill by the so while there is time to consider offers of a_dmission from other institutions, the earlier a decision can be reached, the bettero classes usually fill by the end of December. Students who submit before the end of the first week of May (for the fall or December 20 (for the January term) have a significantly chance of securing positions in the entering classes than those who submit deposits later. �54 {ADMISSION} {STo If the entering class on the applicant's first-choice campus is full when the deposit is received, the Ailinissions Office will offer the following r) the may be transferred to the other campus, space remains in that entering class; 2) the deposit may be used on the waiting list or in a class on the fo:st-choice campus; 3) the returned if neither of the first two deposits or financial aid files from approved applicants are received" Positions in the entering classes and financial aid will then be offered as become available. Every effort will be made to accommodate those on the waiting list by them to their campus preference or to enroll in a subsequent class, as noted above" IS Once enrolled on either campus, any student in good academic standing may for transfer to the alternate campus for the upcoming academic yeaL must Registrar's Office of their intention to transfer by the third Monday in of the previous year Those students who wish to for financial aid must also file their new financial aid forms by March L All intercampus transfers must be deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing" FINANCIAL Arn The college endeavors to meet the full demonstrated need of students requesting financial assistance" Of neceshowever, the amount of financial aid available for each class is limited" It is essential, therefore, that candidates apply for both admission and financial aid early" for financial aid will be fo:r on a first-come, first-served basis until the available aid is eXhaustecL Therefore, USO citizens and permanent residents requesting financial assistance should file the for Federal Student Aid and the College Service's Financial Aid PROFILE form as early as and promptly supply the Financial Aid Office with any additional documentation that may be Non-U.S" citizens requesting financial assistance should file the Foreign Student Financial Aid with the Admissions Office as soon as Students who complete their financial aid applicafall classes) tions before February 15 or 30 (for January classes) have a significantly chance of all the aid for which qualify than those who themlateL WAITING LIST Once the classes are full or the available aid is exhausted, a list W111 be established in the order in which lNTERCAMPUS TRANSFER STUDENT RIGHT To KNow AcT In compliance with this act, the Office of the Registrar will and make readily available, upon request, completion or 1!Lctu'u"°'"vu rates to current and prospective students. INQUIRIES should be addressed to Director of Admissions, St. John's College, P"O. Box 2800, 21404-2800 (Phone: 4.rn-626-2522 or 800-727-9238; E-mail: admissions@sjca"edu) or Director of Admissions, St. John's n6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505-98,1r-6060 or 800-33r-5232; E-mail: admissions@ maiLsjcsfedu)" Each campus maintains a \Vorld \Vide \Veb site: www"sjca"edu and Santa Fe JOHN'S CAMPUS VISIT I t is best for those who are considering attending St" John's to see the college for themselves" It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St" John's because of its unique curriculum and teaching methodso While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 PJVL; attend tutorials in mathematics, language, and music; visit a labo:ratory; be intervievved by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk with St" John's students and tutors; visit the and bookstore; explore the historic town of or Santa Fe; attend a movie, art exhibit, or concert; or watch students m the sports program" Since the seminar, the most part of the program, meets on Thursday evenings, student visitors are normally on campus from Tuesor from Thursday to arrangements make these time periods uuµv'oo'u"c, the visitor may telephone the Admissions Office for The calendar in the front of the should be checked to make certain the college vvill be in session during the time of the visit" Those to visit should tele(r-800-727-9238 for or r-800-33r-5232 for Santa JFe) or wTite the Admissions Office giving the dates alternates) have selected" It is also necessary for the Admissions Office to know the time of arrivaL When the reservation is confirmed "'°°'·""'uc•ueo or letteT, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation" They will be a room in a dormitory and meals in the dining hall without charge. St. John's students clress informally for but more for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminaL Linens are the college" Visitors weekdays between 9 A.IVL and 5 PJVL should go to the Adi-nissions Office" On weekends and any day after 5 PoMo, visitors should go to the college receptionisL The is at the switchboard in Campbell Hall at .Aimapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Vv'ashington International is located twenty miles from Annapoliso An limousine goes to and from Annapolis; visitors are ad-vised to check schedules in advance. Bus service from the is not Hourly buses run between Baltimore and and the driver will let visitors off near the campus if askect Buses from Washington are less and let passengers off on \Vest Street, about six blocks from the college By car, take Route 50 from from Baltimore take Route 2 or International is miles from the Santa Fe campus" A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. and Continental bus lines pass Fe" Amtrak stops at NJYL, twenty miles from Santa Fe, and taxi service is should be available to town made with the taxi service one in advance). Upon arrival at the bus station or at one of the San_ta Fe hotels, the easiest way to get to the campus is by ta,'Ci" �56 {FEES & FINANCIAL PROCEDURES A1"1D DEADLINES ID} {ST. A.The underlie St. John's financial aid program: for The ment funds the 3. Financial aid may be in the form of a grant~ loan or part-tin1e and vvill be offered to all students as a that combines one or more fonns of aid. 5 4. In "'"'~ '"'"" with the pu11lJb1.,11.111) that students should contribute to their educational expenses, is the first compon~nt of a financial aid award. At St. John's, consists of a and an educational loan. 5 Financial aid is not renewable; rather, students each yeai· to be considered for aid. 6. Students financial aid must meet the cnteria for satisp:rogress in order to :retain their award page any federal loans :received at any institurion and must not owe any refunds to the federal p:rograms. 5. Students applying for and receiving financial aid from St. John's a:re required to the Financial Aid Office scholarships, loans, grants, gifts, which the basis of race, color, sex, age, ma:rital status, creed or ethnic or national origin. """ '""'"''" or other financial benefits for which they become eligible; any in their or their cial and marital status, and address. for U.S. citizens and B. The permanent residents aµi.wy HJlf; for finan~ial aid is as follows: rUJ1JJ-1L<cu11c~ must file the current Free for Federal Student A ...id In addition, St. John's students seeking institutional grant aid to file the Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from schools. the Financial .Aid Office at St. John's, or online at or com. To have an forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Santa FAFSA. Santa Fe~oo2093. 2. As part of the avpuc<>o.u.u for financial aid, parents and students must provide of their most recent Federal Income Ta,-c Return and \Y.f-2 forms. ,,~HU•~L.•~· and must federal verification :requirements Inde'"'"'''m,uc students must submit information in mde:r to be consideied for institutional assistance. Financial dents are cover the full need of such because of funding limitations in both federal and institutional p:rogra.ms. of funded finan40 cial assistance must not be in default on COLLEGE} 57 7 . Financial aid awards a:re made. in accordance vvith the of Title fV of the Civil because of limited finances. St John's therefore maintains a financial aid program to assist eligible students to the greatest extent w1thrn the limits of the resources. Financial aid awards are made on the basis of need. JOHN'S C. Non-U.S, citizens applying for financial aid should note the I. 2. Financial aid for foreign students is limited and for it is strong. For non-U.S. citizens, the maximum institutional assistance available is of current tuition, room, and board. In addition to need-based loans and grants, students are eligible for to Non-U.S. citizens should file the Fo:rStudent Financial Aid Jl..j:)p11ca,ncm with the Admissions Office as early as !JV''""'"'"· preferably no later than February 15. This form may be obtained from se,;or1mtrv school offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financiol aid vvill be made until after a student has been admitted to the college. are the deadJines and notification dates for financial aid: F!UlSHMAN CANDIDATES: A.lthough the college has no deadline for receipt of financial aid candidates for admission who are in need of financial assistance should indicate that need as soon as The FAFSA and the College Scholarship Service's PROFILE form should be filed at the with their cants should note also that the earlier their aid is the better the chance that their after es) have a U•e,m.,,,.u,,"'i all the funds for which are eligible than those earlier. RETIJ!l..N[I\JG STIIDENTS: due March who are I a:re from enrolled students to the and for financial aid for the first time. Both the FAFSA and the Service's form should be filed at the earliest date accordance with their lines. Students whose financial aid c:redentials are :received the Financial JI.id Office to the Ma:rch I deadline will be notified of the decision on their I. Students whose for financial aid are received s.fter the deadline will not be denied consideration for of funds cannot be K Funds for financial aid awards from the a:re available from the sources listed below. STo JOHN"S GRANTS: Funds for St. John's grants are the college from its own resources. St. John's grants do not need to be repaid. FEDERAL PELL GRAJ\fT; This federnl program is designed to financial assistance to those who need it to attend a institution. Pell Grants are intended to be the first form of assistance in a financial aid and may be combined with �58 {FEES & FINANCIAL other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman Arn} {ST. JOHN'S year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. The charges are due and payable in full by August r for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must COLLEGE} 59 know in April which returning students will register in September. A deposit of $300 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the I: 2003-04 STUDENT BUDGET' Tuition $28,840 ......................................................... ····························· Room & Board ?,320 ........................................................... Books 280 Activities Fee 200 ~~r..s._o.i:i~.~:ic:r~:n.:s..~.5. ....................?.?..<:>..................... TraI1.5.P..?.r..~~_t;i_oi:i ................... ~?..?..~}?.O, 600• , Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the college. I !· ! ~ I I' �60 {FEES & FINANCIAL AID} {FEES ment schedule of tuition and fees corre!Jvuv.,ui; to the schedule on which receive their benefit payments. These arrangements must be made to the beginning of the a.cademic year, after having received proper certification from the Veterans Administration or the Social debts to the college may not registeT for classes at the beginning of the second semester and subsequent semesters unless have made ~~.~~~ 7 "°'c 0 arrangements with the treasurer, The college may inte:rest on all balances, at rates and on schedules to be determmed and p11bJl:lsllled REFUND POLICY sti:ident must make a new deposit to secure in a class. Ea.ch student is to make a of $:wo, called the Caution which is used as a last resort to recover student bills. This fee is ~,., .. "'''~~,,., of the freshman year. ff unused, it is refunded when the student leaves the Each senior must pay a Commencement Fee of the of the second sernester of the senior year. Veterans and Social wc•~c'""~u to receive educational benefits rnay anange with the treasurer for a pay- DETERMINATION OF DATE OF A student cons1dwithclrawal to the end of the semeste:r may initiate the withdrawal process the office of the intention to withdraw, students provide this notification to the Office and students contact the Graduate Institute Office . \i\Then a student notifies the or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this OFFICIAL WITHDRAWAL; 61 institutional refund is to count the number of calendar from the first of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five are The schedule on page 60 is used to determine the percentage of fees activity room, and which ¥rill be refunded. The same schedule will be used to calculate the cancellation of non-fede:ral financial aid: the "refund amount" percentage the percentage of aid to be cancelled and the "amount percentage to the revised aid the student will receive. Fo:r a the first seven of school would receive Io% of nonfederal aid that had been awarded, date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendanceo UNOFFICIAL WITHDRAWAL: If a student does not the or Director of the Graduate Institute of the intention to the date of 'Withdrawal used for the calculation of return of Title IV Funds and mstitutional i-efund vv:ill be the of the semester. A date earlier or later than the used if the has documentation of the last the student attended class or handed in an If a student withdraws because of circumstances the student's control, the will determine the date of withdrawaL R A student who is v-~Fvuvu ¥rithdraw for academic or reasons will receive no refund of tuition, room, and board, C, If the college determines that the cir- A, If a student withdraws to the end of the semester, a refund of tuition 'Will be made to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund The next step in determination of the cumstances to withdrawal are the student's control, the student will be charged for tuition, fee, room, and board based on the percentage of the semester attended of enrolled divided total number of days in the The same pe1·centage wlllbe to institutional aict Docu- AMOUNT CHARGED 1-5 15-21 II-IS 60% 22-28 I6-20 40% 60% 21-25 20% 80% No Refund 100% 90% IO% 80% 26 and after the student has indicated the intent to withdraw and the the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refond. After a student notifies the or the Director of the Graduate Institute of an intention to the student is to discuss the decision with A student may rescind the intention to withdraw not the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice ofv'Vithdrawal has been the student must a written notification. ff a student who rescinded an intention to withdraw does Arn} INSTITUTIONAL REFUNDS REFUND AMOUNT I-7 43 and after FINANCIAL WITHDRAWAL INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED FaJ.l/S]YriJUg Snmme:ir & 20% �62 {FEES & FINANCIAL mentation of circumstances leading to the withdrawal may be :required; for example, a letter from a physician will be if a student is unable to complete the semester for medical reasonso RETURN OF TITLE IV FUNDS If a student who has :received Title IV Funds financial aid) leaves the institution to completion of 603 of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title fV programso No return of Title rv funds is after 6o3(approximately 9 weeks of a :r6 week semester)o The withdrawal date will be established as described in the above Refund Policy The percentage of Title fV aid which is earned the student the amount of federal aid the student is to keep) is the same as the percentage of the This percentage is the total number of in the semester oweek-ends but scheduled breaks of more than five days) into the number of calendar {ST. AID} student. For example, a student enrolled for r4 of :r:r2 would have earned I2053 of Title IV aid for the semester. In this 87"53 of the Title XV aid would be unearnedo The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentageo Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: :r" Unsubsidized Stafford Loans 2" Subsidized Stafford Loans 30 Perkins Loans 4. Federal Plus Loans 5. Pell Grants 60 SEOG Federal Work-Study funds are not involved in this determination: A student rnay keep money earned the Federal Work- Study Program. If the total amou-nt of unearned aid exceeds the amount the school is to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 503 of the amount received for the semester. Student loans and Plus Loans received for expenses do not have to be returned at the time of withdTawal but must be in accordance 'With the terms of the loan. The Financial Aid Office vvill a student if a return of federal grant funds is requirecL Sample cases of refund calculations are available in the Financial Aid Office" JOHN'S COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of r980 require that each post-secondary institution make available information concerning the criteria for judging satisacademic progresso The criteria for St" John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This is normally the dean in consultation 'With a committee of all the student's tutors, the "Don Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semesteL This assessment is conducted in the student's presence by all of his or her tutors in common, At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work dming the first two years and determine whether or not the student will be allm"led to continueo Under some circumstances a student who has not satisfactorily a semester's work may be allowed to reueat the work in order to remain at the " Students are not assistance (federal or while are repeating worlc Sometimes students are to enter a new semester with the requirement that they meet conditions during the course of the semestn. In these cases, a student is not work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been meto When the conditions have not been met, the dean, in consultation with the Instruction decides what further determination is to be made of the case. �64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VE TERAN s/D EPENDENT S In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. l. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. AID} Minimum acceptable grades of a C average are expected. If a student falls below this average and/or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. JOHN'S COLLEGE} 65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER}., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN,}ACQUES: TheAmerican University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers ofthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RrnsMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John~ Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �66 { B0 A R D OFFJ:CERS Chairman Raye. Cave New York, NY Vice Chairmen Stewart H. Greenfield Westport, CT Jonathan Zavin New York, NY Secretary Jeremy Shamos Denver, CO M. Brownell Anderson Washington, DC J. Burchenal Ault Honorary lvfember Santa Fe, NM John E. Balkcom President, Santa Fe Campus Robert Bienenfeld Long Beach, CA Thomas Cai,nes San Francisco, CA Ray Cave New York., NY Jill Z Cooper Washington, D.C. Gregory Curtis Pittsbmgh, PA Charles M. Diker New York, NY Eleanor D. Tydings Ditzen Visitor Emeritus Alhambra, CA David Dobreer Visitor Emeritus All1ambra, CA Martin A. Baltimore, Robert Ehrlich Ex: Officio Governor of Maryland Annapolis, MD 0 F vI s I T 0 R s A N D G0 v E R N 0 R s} {FACULTY} Barbara Lauer Lammie, WY Jeremy Shamos Denver, CO ANNAPOLIS Barbara Leonard Honormy Member Oberlin, OH President Jaune Evans Santa Fe, NM Warren Spector New York, NY Stephen Feinberg El Paso, TX Perry Lerner New York, NY Ronald H. Fielding Rochester, NY David Levine Dean, Santa Fe Campus Jean FitzSimon Robley Timmins LaSelva Beach, GlendaEoyang Ex Officio Circle Pines, MN New York, NY Harvey Flaumenhaft Dean, Annapolis Campus Stephen Forman, M.D. San Marino, CA Elizabeth Gemmill Conshohocken, PA Thomas Geyer New York, NY Robert Goldwin Lenore Steiner Clinton Dale Lively Princeton Junction, NJ Paul Martin San Antonio, TX Pedro Mai·tinez-Fraga Miami, FL Anna Greenberg Annapolis, MD Stewart H. Greenfield Westport, CT Keith M. Harrison Concord, NH Michael E. Uremovich Santa Fe, NM Jason Walsh NewYork,JT'{ Peter McGhee Cambridge, MA Mark Middlebrook Oakland, CA Jonathan Zavin Richard Morris Santa Fe, NM Lee David Zlotoff Santa Monica, CA Charles A. Nels on MEMBERS EMERITI Croton-on-Hudson, NY Christopher B. Nelson President, Annapolis Campus Lawrence, NY Richard Hoskins Chicago, IL Theodore Rogers New York, ITT Vfilliam E. Johnston Chicago, IL Milrnel Salovaai'a Bernai,dsville, NJ Leslie Jmnp Washington, DC Pamela Saunders-Albin Santa Fe, NM Richard Kimball Norwalk, CT Frederica Saxon Baltimore, MD Thomas R. Krause Ojai, CA George Schoedinger MD St. Louis, MO 1-lonorary il1ember William Tilles Rockville, MD William E. Wanen NewYork,l.ri William Richardson Ex Officio Governor of New Mexico Santa Fe, NM Allan Hoff1nan Paul Tierney Darien, CT Harriet Warren Honormy Member Atlanta, GA Visitor Emeritus Cheryl Foote Groenendyke Tulsa, OK TI10mas Stern Palo Alto, CA Paula Maynes Santa Fe, NM Visitor Emeritus Washington, D.C. Ambler, PA New York, NY Eleanor Tydings Ditzen David Dobreer, M.D. Robert A. Gold>1~n A.Jlan Hoffman Chai·les A. Nelson Harriet Higgi_ns Warren MEMBERS HONORARY J. BurchenalAult Thomas Cai·nes CHIU§TOPH.ER Bo NELSON B.A., St. John's College, Santa Fe, I970, St. John's College, Annapolis, I966-69; J.D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean ofthe College in Annapolis HARVEY FLAUMENHA.Ff B.A., 1960, M.A., 1962, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, l960-6I; :National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, Lecturer in Liberal Arts, of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, I98I; MIT I Harvard Workshop on Nuclear \Veapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, I992-94; Dean, St. John's College, Annapolis, 1997-. 67 EVA ToH, BRANN B.A., Brooklyn College, I950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agorn Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, I988-96; Dean, St. John's College, 1990-97; Doctor of Humane Letters, Whitman College, Ig95; Doctor of Letters, Middlebury College, 1999. BEATER.UHM VON 0PPEN RA., University ofl:fomingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of 1939-43; British Foreign Office, 1943-51; Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 of absence, 1963-6 5), 1971-; Visiting Lecturer in tlistory, Smith College, Ig63-6~c, University of Massachusetts, I964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, I969-7I; �68 {FACULTY} National Endowment for the Humanities Translating and Editing Grant, I978-79 · JOSEPH P. COHEN B.A., St. John's College, Annapolis, I956; J.D., University of Maryland Law School, I976; Department of Philosophy, University of Chicago, I9S6-57, I959-62,; University of Vienna Summer School, I957; United States Army, I957-59; Lecturer in the Liberal Arts, University College, University of Chicago, I960-~2; Tutor, St. John's College, Annapolis, I962-; Visiting Fellow, Yale Law School, I97I-72; Summer Fellow, Council for Philosophical Studies, I977; NEH Summer Fellow I978, I984; Visiting Scholar, Oxford University, I978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, I958; Columbia University, I96o; Ph.D., University of Maryland, I988; Tutor, St. John's College, Annapolis, I963-. HOWARD J. FISHER B.A., University of Rochester, I965; Technician, Harvard University Cyclotron Laboratory, I964-65; Tutor, St. John's College, Annapolis, I965-; Visiting Lecturer in Physics, Western New England College, I98o; Visiting Senior Member, Linacre College, Oxford University, I982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, I9S9; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, I959-63; Staatsexamen I, University of Heidelberg, I963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, I963-64; Ph.D., University of Heidelberg, I964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, I964-65; Staatsexamen II, University of Heidelberg, I965; Instructor in Classics and Philosophy, Rosary College, I966-67; Tutor, St. John's College, Annapolis, I967-. {ST. JOHN'S COLLEGE} NICHOLAS MA!STRELLIS JOE SACHS B.S., Bates College, I962; Department of History of Science, I962-67, Teaching Assistant, I962-66, University Fellow, I 966 _6 7, University of Wisconsin; Tutor, St. John's College, Annapolis, I967-. B.A., St. John's College, Annapolis, I968; Graduate Student, The New School for Social Research, New York, I97I-73; M.A., Pennsylvania State University, I975; Teaching Assistant, Pennsylvania State University, I973-74; Tutor, St. John's College, Annapolis, I975-· JoHNF. WHITE B.A., St. John's College, Annapolis, I965; M.A., The New School for Social Research, I970; Alvin Johnson Fellow, I970-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, I962-63; B.A., St. John's College, Annapolis, I967; M.A., Princeton University, I972; Princeton National Fellow, I972; Tutor, St. John's College, Santa Fe, I973-n Annapolis, I978-. DEBORAHSCHWARTZRENAUT B.A., St. John's College, Annapolis, I968; M.A., The Johns Hopkins University, I97I; M.S., Georgetown University, I974; Tutor, St. John's College, Annapolis, I974-· DAVID L. TOWNSEND B.A., Loyola College, I969; AIN, Jesuit Honor Society, I967-; Fellow, Harvard, I969-74; M.A. Harvard, I970; Teacher, Cambridge Free School, I970-72; Diplome, Universite de Paris, I973; Ph.D. Harvard, I976; J.D. Yale Law School, I98I, Bar Association I98I-; Tutor, St. John's College Santa Fe, I974-, Annapolis, I984-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2000-. MICHAEL COMENETZ B.A., The Johns Hopkins University, I965; M.A., I967, Ph.D., I972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, I972-75; Tutor, St. John's College, Annapolis, I975-· JOHN VERDI B. S., Psychology, Fordham University, I972; M.A., I974, Ph.D., Philosophy, I975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-9I; Director, Graduate Institute in Liberal Education, I992-95; N.E.H. Chair in Modern Thought, I997-99· ROBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I976; M.A., Counseling, Loyola College, I996; Tutor, St. John's College, Annapolis, I977-; Counselor and Therapist, I996-. MERA J. FLAUMENHAFT B.A., University of Chicago, I966; M.A., I967, Ph.D., I970, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvania Foundation Fellow, I966-70; Instructor in English, I970-7I, Assistant Professor of English, I97I-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-· 69 PETER KilKAVAGE B.A., I973, M.A., I976, Ph.D., I983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, I977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I97S; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-. JON LENKOWSKI B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, 1976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, I979-· THoMASMAY B.A., Loyola College, I971; M.A., Fordham University, I97S; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher CGllege, 1976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, l995-I998. JONATHANS. TuCK B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, I972; Graduate Study in English, Berkeley, l97I-78; Woodrow Wilson Fellow, I969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, I969-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching �70 {ST. {FACULTY} Assistant and Associate, Department of English, Berkeley, Ig73-78; Tutor, St. John's College, Annapolis, I979-; Assistant Dean, 1991-94. Ig82-; Member of the Science and EngineeTing Advisory Board, High Frontier, Virginia, I99l-. NANCY DUNNING I!lUCHENAUER B.A., Stanford University, 1969; Graduate Study in English Literature, University of Wisconsin, 1970-71; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, I979-80; Richard M. Weaver Fellowship, r98I; Ph.D. in Philosophy, Pennsylvania State University, I985; Tutor, St. John's College, Annapolis, 1982-. B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, Ig66-68; University Fellow in Classics, Brown I96970; Tutor, St. John's College, Santa Fe, r980-96; 1997-; Director of the Graduate Institute, Santa Fe, I991-94. MICHAEL G, DINK Harvard r970-72; B .A., St. John's College, 1975; M.A., r978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, Ig78-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-. JAMES HOWARD BEALL Active U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; IVI.S., Physics, I975, & Ph.D., Physics, 1979, University of Maryland; AstroLaboratory for Astronomy & Solar Physics, NASA Goddard Space Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., I978-79; Project Scientist, BKD, Arlington, Virginia, I979-8I; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, D.C., l98I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, 'Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, ELIZABETH M. BLETINER HENRYH. HIGUERA B .A., Cornell University, 1976,; M.A., 1976, Ph.D., I983, University of Toronto; Instructor in Political Science, Dickinson C , l98I-82; Tutor, St. John's College, Annapolis, I982-. WALTER STERLING B.A., St. John's College, I965; M.A., State 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, I970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. MICHAJEL BLAUSTEIN B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, 1984,-. CHJ.lSTER Bffil.KE B.A., St. John's College, 1974; Master of Music, Unniversity of Michigan, 1979; Tutor, St. John's College, Annapolis, r984-. AN!TAL, KRONSBERG B.A., St. John's College, 1980; Tutor, St. John's College, r984-; Assistant DeaJ1, I9982002. JOHN'S f'ATRICIAM. LOCKE B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, I984; Teaching Fellow, Boston College, I978-82; Instructor, Assumption College, I98I; Tutor, St. John's College, Annapolis, 1984-. §TEWART UMJ'HREY B.A., Senior College of the New School for Social Research, 1966; IVI.A., I97I, Ph.D., I973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, I972-76; Graduate Faculty of The New School, 19?6-80, of Oklahoma, 1980-84; Tutor, St. John's C Annapolis, I984-. B. S., Manhattan College, New York University, John's College Graduate Institute, 198I; Neurological Residency Mt. Sinai Hospital, 1973; Board Certification from the American Board of and Neurology, Member, .American of Neurology, Anne Arundel County Medical Society; Anne Arundel Medical Center, l97"h Attending Assistant Professor of Neurology, Johns Hopkins Hospital, I976-; Chairman, Professional Committee of the National Sclerosis Society, 1986gtf; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, Chairman, Medical Ethics Committee, Anne Arundel Medical Center, r985-96,. PA!VffiLA K __ RAUS M.A., I973; Ph.D., I98o, The Catholic University of America; NDEA Fellow, ; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic of America, I975-80; Assistant COLLEGE} 71 The Catholic University . ;.. · Ig 8o-8 5, mnencan Fellowships Program Panel, American Association of University Tutor, St. John's College, rg8 5-. WILLIAM PASTILLE A.B. in Brown M.A. in Musicology, Cornell 1979; Ph.D. in Cornell University, 1985; Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R., HAIGNEY B.A., l98I, M.A., , Ph.D., University of Lecturer in English, Vanderbilt University, Instructor, GoucheT College, Tutor, St. John's College, Ig89-. .ADAM SCHULMAN JUDJITH LA, SEEGER B.A., Harvard University, Cornell 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, of Assistant Professor, Part-time, Indiana and of the Folklore Institute, Indiana Professor, Part-time, of at College Park of Spanish and Portuguese, r990; Tutor, St. John's College, Jl nnapolis, ... �72 {FACULTY} {ST. JOHN'S COLLEGE} 73 JOANE. SILVER MARGAIIBT ANNE KI~Y CARL PAGE GEORGE A. RUSSELL B .A., State University of New York, College at Old Westbury, I97I; M.A., St. John's College, Annapolis, I976; Ph.D., Graduate Theological Union, in Theology and The Arts, I993; Tutor, St. John's College, Annapolis, I974-77; Tutor, St. Mary's College, Integral Program, I977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer I985, I986, I987, I988; Tutor, St. John's College, Santa Fe, I989-96; Annapolis, I997-· B.A., University of Ki'ng's College, I977; M.A., Department of Classics, Dalhousie University, I979; Commonwealth Scholar, Hertford College, Oxford University, I980-82; M.Litt., Faculty of Modern Languages, Oxford University, I982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, I982; Junior Fellow, Massey College, University of Toronto, I983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, I988; Fellow and Tutor, University of King's College, I987-89; Tutor, St. John's College, Santa Fe, I990-96, Annapolis, I997-· B.A., University of Auckland, New Zealand, I98o; MA (Hons), University of Auckland, I982; Ph.D., Pennsylvania State University, I987; Assistant Professor of Philosophy, Emory University, I987-94; Tutor, St. John's College, Annapolis, I994-· B.A., St. Francis College, I973; M.A., The Catholic University of America, I983; Ph.D., The Catholic University of America, I994· Dean of Students, St. Patrick's Academy, I98I-86; Teacher, Hamden Hall, I986-9I; Adjunct Lecturer, Albertus Magnus, I986-9I; Assistant Professor of Philosophy, Xavier University, I99I-95; Tutor, St. John's College, Annapolis, I99S-· K. YEE B.A., English, Pomona College, I977; M.J. Journalism, University of California, Berkeley, I98o; M.A., Chinese, I98I, Ph.D., English, University ofWisconsinMadison, I989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, I988-89; Tutor, St. John's College, Annapolis, I989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers oh990 and I99I. CORDELLD. ANDRE BARBERA B.A. in Music, Wesleyan University, I974; Resident Fellow, Newberry Library, Chicago, I978; Ph.D. in Musicology, University of North Carolina, I98o; Visiting Assistant Professor of Music, Cornell University, I979-82; Assistant Professor of Music, University of Notre Dame, I982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, I989-90; Tutor, St. John's College, Annapolis, I990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, I968; Graduate Study, New School for Social Research, I970-72; M.S., I985, Ph.D., I989, University of Delaware; Tutor, St. John's College, Annapolis, I990-. ERIKSAGENG B.A., University of Alaska, I983; M.A., I985, Ph.D., I989, Princeton University; National Science Foundation Fellow, I983-86; Mellon Fellow in the Humanities, I983-89; Fulbright Fellow, I987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, I987-88; Rockefeller Fellow, University of Oklahoma, I989-90; Tutor, St. John's College, Annapolis, I990-. ERIC M. SALEM B.A., St. John's College, I977; M.A., University of Dallas, I979; University of Heidelberg, I98o-8I; Ph.D., University of Dallas, I990; Fulbright Fellow, I98o-8I; Assistant Professor, Whitney Young College, Kentucky State University, I98390; Tutor, St. John's College, Annapolis, I990-. RAl>OSLAV DATCHEV Degree in Philosophy, University of Sofia, I982; Assistant Professor of Philosophy, University of Sofia, I982-83; Tutor, St. John's College, Annapolis,I992-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, I96I; J.D., Washington & Lee University, I964; U.S. Army, I968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, I973-80; Associate Professor of Law, Loyola University, Chicago, I980-95; Tutor, St. John's College, Annapolis, I99S-· ROBERT GoLDBERG St. John's College, Annapolis, I977-79; B.A., Harvard College, I98I; M.A., I983, Ph.D., I990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, I989-90; Visiting Assistant Professor of Political Science, Kenyon College, I990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, I994-95; Tutor, St. John's College, Annapolis, I99S-· KATHERINE HEINES B.A., St. John's College, Santa Fe, I982; M.A., I986, Doctoral Candidate I990-, The Catholic University of America; Lecturer, The Catholic University of America, I987-88; Instructor, Marquette University, I988-89; Tutor, St. John's College, Annapolis, I995-· EMILY H. BROOKER LANGSTON B.A., Emory University, I987; M.A., University of Chicago, I988; Jacob K. Javitz Fellow, I989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, I993; Ph.D. Candidate, Emory University, I992-; Tutor, St. John's College, Annapolis, I995-· JONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I99I; Graduate Student, Music Composition, Duke University, I990-9I; Earhart Fellow, I99S; Ph.D., Political Philosophy, Fordham University, I996; Tutor, St. John's College, Annapolis, I996-. LUIJNGu B.A., History, Beijing University, China, I980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, I984-87; M.A., International Affairs, The George Washington University, I987-89; Ph.D., Political Theory, The George Washington University, I989-95; Adjunct Professor, Department of Political Science, The George Washington University, I995; Tutor, St. John's College, Annapolis, I996-. MICHAEL W. GRENKE B.A., University of Chicago, I988; Ph.D., Boston College, I994; Lecturer, University of New Hampshire, I993; Postdoctoral fellow, Boston College, I993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, I995; Tutor, St. John's College, Annapolis, I997-· STEPHEN LARsEN B.A., Pomona College, I986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, I986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, I986-87; M.A., Princeton Univer- �74 {ST. {FACULTY} sity, 1990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, 1992-93; Lecturer, Princeton University, r994-97; Tutor, St. John's College, Annapolis, r997-. PAUL W. LUDWIG B .A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, r995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John's College, A_nnapolis, r997-. SUSAN R. PAALlVIAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. DANIEL HARRELL B.A., Vanderbilt University, r989; Ph.D., Emory University, r997; Tutor, St. John's College, Annapolis, r998-. Jmrniilrnss B.A., Philosophy, Eckerd College, r99r; Ph.D. Philosophy, Vanderbilt University, 1998; Tutor, St. John's C AJinapolis, r998-. MARKJ,Lurz B.A., University of Chicago, r980; M.A., University of Toronto, 1982; Ph.D., of Toronto, 1990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, SL John's College, Annapolis, I998-. JOSEPH C, I'l[ACFAHLANil RA., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, I993-94; Ph.D., Committee on Social Thought, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, I994-97; Tutor, St. John's College, r998-. JOHN'S JEFFREY ALLEN SMITH B.A. Philosophy, Columbia College, Columbia University, 1986; Ph.D., Princeton University, r994; Lecturer, History, University of Pennsylvania, l992-I994; Assistant Professor, History, Harvard University, 1995-2000; Tutor, St. John's College, 2000-. B.A., Philosophy and Political Science, Emory University, r989; Ph.D., Committee on Social Thought, The University of Chicago, r997; Lecturer in the College, The University of Chicago, r994-r997; Visiting Assistant Professor, Political Science, Colgate Unversity, r998-99; Assistant Professor, Philosophy, Carthage College, Ig99-2oor; Tutor, St. John's College, 2oor-. B.A. (Hon.), University of Calgary, l99r; M.A., Duke University, 1994; Ph.D., Duke University r997; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. John's College, 2000-. GARY BORJESSON MARK W. SINNETT B.A., Whitman College, I987; M.A., I994, Ph.D., I997' Emory University; Assistant Professor of Philosophy, University of Central Arkansas, r997-r999; Tutor, St. John's College, r999-. B.S., Mathematics, Texas Christian University, M.A., I978, Doctoral Study in Mathematics, I979-8I, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U.G. Marshall Fellow in Mathematics, Ig8I-83, Lecturer in Mathematics, Ig83Kansas University; B.D. (Hons.), Theology, St. Andrews University, Ig88; Richard JI/I. Weaver Fellow, 198<;,-85; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, 2000-. JEFF BLACK B.A., College, University of Toronto, 1993; Teaching Fellow, Boston College, r998-I999; Tutor, St. John's College, r999-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory r992-94; Ph.D. in Political Science, University of California, San Diego, I999; Tutor, St. John's College, Ig99-. DANJJ.lL Kow B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois Ig77; Ph.D., Philosophy, University of Notre Dame, 1983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, I988-go, Associate Professor, I990-96, Professor of Philosophy, I996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. 75 LOUIS MILLER P. llJAVID B.A., St. John's College, Annapolis, r986; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Department of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of Chicago, I990-98; Tutor, St. John's College, Annapolis, r998-. AMrnTHANAYAGAM COLLEGE} JACQUELINE L PFEFFER ThiLANCASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, 199r; Ph.D., Experimental Particle Physics, University of Rochester, r997; Postdoctoral Fellow in Particle Physics, Michigan State University, l997-2om; Tutor, St. John's College, 200I-, }OHNTOJVJARCHIO B.A., Columbia College, Columbia University, r98Lf; M.A., I993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, r996; National Fulbright Research Fellow, Rome, r994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant of Philosophy, Villanova University, r998-2oor; Tutor, St. John's College, Annapolis, 2oor-. SruRA.MNAMJUAR B. Tech., Ig84, Indian Institute of Technology, Madras; Research Fellow, Ivlurugappa Chettiar Research Center, Ig84-86; Research Assistant, Indian Institute of Technology, Bombay r986-88; Graduate Assistant, Chemistry Department, Philosophy and Graduate School of Education, SUNY Ph.D., Philosophy, SUNY 2000; Information Architecture Consultant, 2000-2002; Visiting Scholar, SUNY Buffalo, 2oor-2002; Tutor, St. John's College, 2002-. LomsPETmcH B.A., English, Northwestern University, r982; M.A., r986, Ph.D. Candidate, I9861990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, r985-r987; Dramaturg, Assistant Director and Actor, Court Theater, �76 {FACULTY} The University of Chicago, Ig85-89; Fulbright Scholar, Alexandru t Cuza Univerfasi, Romania, Ig90-9I; United States University, Brno, Ig92-I993; Reader and Stage Crew, Folger Shakespeare and Theater, D.C., Ig93-r995; Civic Education Fellow, P:resov University, Slovakia, r995:r997; CEP Fellow, Alexandru l Cuza UniIasi, Romania, :r997-I999; CEP r999-2000; State National of 2000-2002; Founder, American Studies Resomces and Training Center, Bishkek, 2om-02; Tutor, St. John's ColJASON A. TIPTON BA , of California, San I993; NLIL Tulane r999; I\ILS. Tulane 2om; Ph.D. Tulane UniScholar, Greece, 2000-m:; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, SL John's JOANNA BACHE TOBIN fl.A., 11/Iedieval/Renaissance Studies, Studi- {ST. SANTA FE JOHN'S JOHN§, STEADMAN President JmJNE. BALKCOM A.B., cum laude, in Philosophy, Princeton MBA, Graduate School Finance :r973-74; Assistant, CF Industries, I97475; Associate, Hewitt Associates, 1975-80; and Vice President, Booz, AJlen & Hamilton, Principal, BaL\com and Evanston, IQ<:m-oo, .oJtuc,ipcu, Sibson & Company, :r988-2000; Adjunct Professor of Economics, Graduate School of Business, of '-''·"V'A",,' 1999-2000; M.A. in Liberal Arts, St. John's College, Santa Fe, :woo; President, SL John's Santa Fe, 2000- STEPHENR. VANLUCHENE B.S., Philosophy, University ofWisconsin, :r959; Instructor in Radio Repair, United States I954-56; Assistant in 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, :r962-67, Santa Fe, 1967-; Assistant Dean, 1970-72. B.A., Arizona State University, :r969; M.A., r97I, Ph.D., 1973, University of Notre Dame; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, I982-85; l99I-:r996. EJLUOTT T. SKINNER DAVID BOlLOTIN B.A., University of Colorado, 196:r; M.A., Princeton University, , Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 196,-;,; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. B.A., Cornell University, :r966; Ph.D., New York University, r974; Lecturer in Classics, Yale University, l97:r-73; Tutor, St. John's College, Annapolis, :r974-82; Santa Fe, Associate Professor, Comniittee on Social Thought, University of Chicago, 1986, :r987-88. PHIJLIP LECUYllR Dean ofthe College in Santa Fe DAVID LAWREl"<CE LEVINE lmup,-o-;tv COLLEGE} of John's :r969, Ph.D :r975, The State 'Woodrow V!ilson Fellow ; .NDEA Fellow ( Graduate Fellow, The 1967-70; Pennsylvania State :ReseaTch, Cent1e Universitaire International, Paris, I970; Language Goethe Institut, 'Vest Instructor "-' ''rn'""· 'v/est B.A., Colorado College, ·Merton College, Oxford 1969; Studies in Biology, University of New Mexico, Ig70-72; Boettcher Scholar, 1962-66; Perkins Scholar, :r963-66; fil10des Scholar, r966-69; Danforth Graduate Fellow, Ig66-72; Woodrow Wilson Fellow (honorary), Ig66; Tutor, English Literature, Summer Humanities Institute, Colorado College, Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I971-72; Tutor, St. John's College, Santa Fe, 1972-. DAVID EDWARD STARR Ph.D. Candidate, Political :r99Lf-; Tutor, St. '"""''''"Research Grant, Earhart Foundation, :r984-85; Tutor, St. John's Santa Fe, Assistant Dean, 199'?' Director of the Gniduate Institute, r997-2oo:r; Dean, St. Santa Fe, 2001-. B.A., Gordon 1962; M.A., I966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, Ig63-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor rn Philosophy, University of Rhode Island, :r966-71; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. GEORGIA§, KNIGHT B. S., Philosophy, :r970, M.A , I9'{2, Teaching Fellow, Universit-y of Utah, :r970-74:, Tutor, St. John's Santa Fe, Ig74-; Assistant Dean, 1988-90. KENTH. TAYLOR B.A,, Yale Ig63, M.A , University of Georgia, 5; Ph.D., University of California at Santa Cruz, :r976; University of California at Santa Cruz, 1967-68, Defense Language Institute, Monterey, California, IQ'Do--oq Heidelberg University, r97:r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of California at Santa Cruz, Tutor, St. John's College, Santa Fe, I9'{Li,-. EJLIZABElrH s. ENGEL B.A., Pomona College, M. Phil., I97I, Ph.D , Philosophy, :r973, Teaching Assistant, 1969, Yale Teacher, Shimer C , :r971-73, Assistant Professor of California State University at Humboldt, :r973-75; Tutor, St. John's College, Santa Fe, :r975-. �78 {ST. {FACULTY} LYNDA LAMSON MYERS B,A., SL John's College, Ig7I; M.A., University of North Carolina, Ig75; IVI.A,, Ig91, Ph,D,, I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, Ig85-88. ANTHONY JAMES CAREY St, John's College, n.1.tuocpv"' B,A,, University of North Carolina, M.A,, I 973 , Ph.D, 19 98, Graduate Faculty, The New School for Social Research; U.S, Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, Ig69; Part-time Instructor in Philosophy, East Carolina 1974-78; Part-time Instructor in Philosophy, North Carolina College, 1976-78; Tutor, St. John's College, Annapolis, Santa Fe, 1984-; Dean, 1986-91, I996-2000; Acting President, 2000. Ct'!A.Po.LO'ITE GRAY M-.AJR'TIN B .A., of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of 1972- 73; Ph.D., Classics and ·~"'~C•~D'~"p Studies, Boston Teaching Fellow, Boston I975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PETERPESIC A.B,, Harva:rd University, :r969; M.S., 1970, Ph.D., :r975, Stanford University; Danforth Graduate Fellow, :r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, :0:970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, :r980-; Musician-in-Residence, 198,;c-, EDW.MID CARY STICKNEY B.A., St. John's College, 1975; M.A,, Philosophy, Albert-Ludwigs Universitaet, Freiberg, W, Germany, 1979 ; Tutor, St. John's College, San~a Fe, 1980_; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D,, Harvard University, :r980; Teaching Fellow in Government at Harvard College, 197 5_ 73, 1979 _3 0 ; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, SL John's College, Annapolis, 1982-85; Santa Fe, 1985-. §TEPHEN FREDERICK HOUSER RA,, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., of 1989; Ph.D,, University ofVirgini~, 1990; President's Fellow, University ofVIIgmia, 19 3 7_90 ; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell 1969; Ph.D., Boston College, Assistant Professor of Political Science, 1975-81, Directo:r of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1081-83, University of New England; Th1tor, St. John's College, Santa Fe, :r983-; Director of the Graduate Institute, 2oor-, JOl:lGJE H. AIGLA Universidad NaciomiJ Aut6noma de Mexico, Mexico City, I971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979 ; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California Sai"l Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Ai1atomy and Physiology, City College of San Francisco, 1981-85; Private JOHN'S translator, 1982; Lecturer, Collegiate Seminar, Saint College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-. JmmF. CORNELL BA, 1975, MA, l9n McGill University; Ph,D., University of Chicago, r981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEB Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, r984-85; Tutor, St, John's College, Santa Fe, :r985-; Visiting Assistant Professor of History of Science, University :r990. ROBERT R!CHA..lIDSON B.A., Park , 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A,, 1962, Ph.D., 1969, Yale Shimer College 1975-77; Cornell College, 1968-70; University of vvisconsin-Madison, :r970-73; Tutor, St. John's College, Santa Fe, 1985-. LINDA WIENER B,S,, Biology, University of Miami, 1977; M.So, Entomology, Colorado State University, :r979; Co-founder, Foundation for the and Protection of Trilobites, 1979; Ph.D,, Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D, Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. COLLEGE} 79 THOMAS SCALLY B A., SL College of California, 1967; MOA., Boston College, 1970; Ph.D., Boston College, 1971; Assistant University of Santa Clara, 1970-71; Assistant Professor, St" Mary's College of California, 1971-74; Assistant California State University at ucuuuv,,u 1975; Department Chairman (Philosophy), Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Italy, 1980-84; Visiting St. John's College, Santa Fe, 1987-89; Tutor, SL John's College, Santa Fe, 1990-. 0 G.RAN'l' Ho FRANKS BA, St, John's College, "~•au1yvc•a J.D., Harvard Law M.A,, 1980; Associate, & Sutro, San Francisco, Clerk to Judge Cecil K Poole, Ninth Circuit Court of , San CA, 1983-84, Associate, Heller, Ehrman, White & McAuJiffe, San Francisco, Tutor, St John's College, Santa Fe, BASIA C, MILLER B,A., Philosophy, A.Jltioch 1959; 1962; Ph.D,, M,A., University of University of Chicago, Translator for the University of Chicago Press, Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Teaching Assistant, University of :r985-87; Instructor, Northern Illinois 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-2002, ~W'°ILLIA!o/l §,KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, ; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate 1983-87, �80 {ST. JOHN'S COLLEGE} {FACULTY} M.A., Classics, University of Colorado-Boulder, r985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, r987-88; Reynolds Fellowship, r988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer r985; Visiting Assistant Professor, University of ColoradoBoulder, Summer rggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; Tutor, St. John's College, Santa Fe, r989-. KruSHNANVENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, r982-86; Academic Exchange, University of New Mexico, Albuquerque, r985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, Nor th China Film and Broadcasting Institute, r989; Tutor, St. John's College, Santa Fe, r989-. BRUCE M. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, r995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, rggo-. JAMES P. FORKIN B.A., St. John's College, Santa Fe, r980; M.S., Vegetable Crops, University of California-Davis, rg86; M.A., Political Science, University of California-Davis, rg86; Tutor, St. John's College, Santa Fe, r990-. FRANK R. HUNT St. John's College, Annapolis, r97r-73; Cornell University, r973-74; B.A., New York University, r976; M.A., r980, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, r980-86; Lecturer, Marymount University of Virginia, r985-86; Editor, Princeton University Press, r987-89; Tutor, St. John's College, Santa Fe, rggo-. JAMES COHN B.A., Dartmouth College, rg8r; Fulbright Scholar, Germany r98r-82; Ph.D. Committee on Social Thought, University of Chicago, rggo; Tutor, St. John's College rggr-. CHARLEsN. FASANARO B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, r980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, r980-82; Jonathan M. Daniels Fellow, r982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, . r986-9r; Associate Professor, Center for Philosophy and Religion, Colorado, rg86; Professor, Center for Philosophy and Religion, Colorado, rggo; Tutor, St. John's College, Santa Fe, rggr-; Assistant Dean, 2002-. JOSHUAL. KATES B.A., St. John's College, Annapolis, r980; Advanced Summer Greek Institute, New York City, rg8r; Collegium Phaenomenologicum, Perugia, Italy, r987; M.A., rg88, Ph.D., rggr, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, rggr; Tutor, St. John's College, Santa Fe, rggr-. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, r974; M.S., Mathematics, Brown University, r977; Undergraduate Study in Mathematics Education, University of New Orleans, r979-80; Graduate Study in Mathematics, Clarkson University, r983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, rggr; Instructor, University of New Orleans, r977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, r980-82; Visiting Assistant Professor, St. Lawrence University, r983-86; Assistant Professor, Manchester College, r988-92; Tutor, St. John's College, r993-. 81 JULIE REAIIARD B.A., English, Michigan State University, r980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, r984; Ph.D., Comparative Literature, University of Colorado, Boulder, rggr; Teaching fellow, Department of English, University of Nevada, Reno, r98r-84; Instructor, Department of English, University of Colorado, Boulder, r987-88; Instructor, College of General Studies, University of Pennsylvania, r988-89; Graduate Work, Literary Theory, University of Pennsylvania, r988-9r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, r996-98; Tutor, St. John's College, Santa Fe, r993-. CLAUDIA A. HONEYWELL VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, r985; Yale University Teaching Fellow, rg86-88; M.A., M. Phil. in Philosophy, Yale University, rggo; Ford Foundation Dissertation Fellow, r990-9r; Ph.D. in Philosophy, Yale University, r992; Philosophy Instructor, Albuquerque TV-I Community College, rggr-92; Tutor, St. John's College, Santa Fe, r992-. BARRY E. GoLDFARB B.A., Yale University, r975; M.A., University of Chicago, r978; M.A., University of Cincinnati, rg8r; Ph.D., The Johns Hopkins University, rg86; Visiting Lecturer, University of Southern California, rg86-88; Assistant Professor, The Pennsylvania State University, r988-92; Language Coordinator and Lecturer, The Johns Hopkins University, r992-93; Tutor, St. John's College, Santa Fe, r993-. B.A., University of Chicago, rg86; Account Executive, American Bankcard Services, Woodland Hills, CA, r987-88; M.A., rggr, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, rggo; Mochlos Archaeological Excavation, Crete, rggr; Visiting Assistant Professor of Classics, Cornell College, r993-94; Tutor, St. John's College, r994-. CALEB THOMPSON B.A., Philosophy, Clark University, r984; M.A., Philosophy, University of Virginia, rggo; Ph.D., Philosophy, University of Virginia, r994; Alumni Dissertation Fellow, r993-94; Postdoctoral Fellow, SUNY at Buffalo, r994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, r996-. �82 MKCHAELD. BYBEE B.A., Philosophy, r972, B.A., M.A., English, r972, I97S, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, r972-74; M.A., Ph.D., Philosophy, r976, r98r, University of Hawaii; Assistant Professor of Philosophy, Idaho State r982-84; Instructor of English, I984-90,Senior Instructor of English, r990-95, University of Oregon; Assistant Professor of Rhetoric, San Diego State r995-96; Tutor, St. John's College, Santa Fe, JumTH I. A!JAIV[ B.A., rg86, JI/LA., r989, Political Science, University of Alberta; Ph.D., r996, Political Boston College; Tutor, St. John's College, Santa Fe, r996-. AERAHAl\'I ANDERSON kB., Harvard {ST. {FACULTY} r975; Harvard-Ens Preceptor in Humanities, , German Munich, in Philosophy, Columbia ; Assistant Professor, University of Dallas, 1986-87; Assistant Professor, Institute for Advanced Study, r994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 1997-. MATIHJEW K. DAVIS B.A., St. John's College, Annapolis, r982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, of Pittsburgh, 1985Ph.D. in Political Science, Boston College, 1995; Killam Fellow, Earhart Fellow, r990-91; E:radley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Projects Editor, Books in Canada, 1997-98; Tutor, St. John's Santa Fe, 1998-. PETER L. GILI!lERT B.Ao, St. John's College, Annapolis, r98r; B.A. , Theology, Oxford University, 1985; Ph.D., Church The Catholic University of A1nerica, 1995; Tnmslator for Ancient Christian Commentary of 1995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike e Yvishtit», Durres, Albania, Tutor, SL John's College, Santa Fe, 1998-. MARK ROLLIN§ A.B. Princeton 1977; M k, Ph.D. in University of California, Berkeley, 1986, l99I; Teaching Fellow in Philos University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, I984-86, I987, r99192, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA 1998; Tutor, St. John's College, Santa Fe, r9980 Instituto de Investigaciones Filosoficas, UNAM, Mexico r996-97; Tutor, St. John's Santa Fe, 1997-. JACQ UJES faJffO !NE DUVOISil\! .. B.A., r980, St. John's College, Annapolis; MOA., 1984, Ph.Do, r992, The Catholic University of America, University of Irvine, r987-9I; Knights of Columbus Fellow, 1981-86,; Tutor, St. John's College, Santa Fe, 1997-. BRENDON LASELL B.So, California Institute of Technology, 1990; M.S., r99r, Ph.D. r994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, 0 , 0 JOHN'S COLLEGE} 83 GINO THOMAS GEORGE LANE B.S. in Physics, California Institute of Technology, 1989; M.A., 1992, M. Phil., 1995, Ph.D. in Astronomy, Columbia University, 1997; Tutor, St. John's College, Santa Fe, r998-. B.A., Reed College, r976; M.A., 1978, Ph.Do, 1989, University of Chicago Divinity School; Research Assistant, University of Chicago, 1986-89; ~"'""""" Instructor in Philosophy, Elmhurst College, r983-89; Lecturer in Theology, University of Chicago, 1987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, 1989-98; Instructor in Philosophy, Albuquerque TVI Community College, l99r-99; Special Part-time St. John's College, Santa Fe, 1998-99; Tutor, St. John's College, Santa Fe, 1999-. JENNIFERL. 0TSUK1 B.A., Reed College, 1983; M.A., I986. Ph.D., I99l in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, 199r-97; Tutor, St. John's College, Santa Fe, r998-. JULIE REHMEYER B.A., Mathematics, Wellesley College, 1994; M.S., Mathematics, Massachusetts Institute of Technology, 1997; 'Ihtor, St. John's College, Santa Fe, 1998-. WILLIAM ALBA A.B., Cornell University, Ph.D., University of California at Berkeley, r992; Researcher, Santa Fe Institute, I992; Instructor of and Physics, Phillips Academy, 1992-94; Visiting Profes-sor of Chemistry, Bard College, 1994-95; Faculty Associate, Bard Institute for Writing and Thinking, 1995-; .Assistant Professor of Liberal Arts, Coordinator of Mathematics and Science, School of the Art Institute of Chicago, 1995-99; Tutor, St. John's College, Santa Fe, r999-. GRJEGORYD. BAYER B.A., St. John's College, Annapolis, 1978; M.A., University of Toronto, lg3I; Ph.D., University of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist University, I995-96, College of William and Mary, 1996-97, College of Wooster, 1997-98; NEH Fellow, Institute for Advanced Study, Princeton, 1998-99; Tutor, St. John's College, Santa Fe, r999-. RlcHAIID A. MCCOMBS, II B.A., l3.S., Fordham I990; Loyola Fellow, Fo1dham University, 199092; M.A., Fordham 1992; Teaching Fellow, Fordham r992-94; InstructOT, Marist College, 1995, Tutor, Rose Hill C , 1996Instructor, University of South Carolina, r999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham 2000° EDWARD A. WALl'KN B.A., Political Science, College, 1987; M.A., English, College (Bread Loaf School of English), r989; M.A., Political Science, Duke University, r992; Ph.D., Political Science, Duke University, ; National Endowment for the Humanities Dissertation Grant, Ig93-94; Exchange Fellow and Instructor, Institut fur Politische Wissenschaft, Friedrick.Alexander Universitat, Erlangen, 199 4-g5; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, r999-. �84 85 {FACULTY} MICHAELE. WOLFE B.A., Ig94, St. John's College, Santa Fe; Dupont Fellowship, Ig94-95, President's Fellowship, University of Virginia, Ig9497; M.A., History of Religions, University of Virginia, Ig97; Assistant Director of Admissions, St. John's College, Santa Fe, Ig97-99; Tutor, St. John's College, Santa Fe, Ig99-. DAVID CARL B.A., Philosophy, Pomona College, Iggo; M.A., Philosophy, Claremont Graduate School, I99I; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, I99I-93; English Instructor, Wupertal, Germany, Ig92; Philosophy and Religion Instructor, Diablo Valley College, Ig93-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, Ig98; Comparative Literature Instructor, UC Davis, Ig95-2000; Tutor, St. John's College, Santa Fe, 2000-. MICHAEL GOLLUBER B .A., Liberal Arts, Sarah Lawrence College, Ig88; M.A. , Philosophy, State University of New York at Stony Brook, I99I; Ph.D., Philosophy, Tulane University, Ig98; Instructor of Philosophy, Southwestern University, Ig96-98; Assistant Professor of Philosophy, Xavier University of Louisiana, Ig98-2000; Tutor, St. John's College, Santa Fe, 2000-. JOHN F. GIBSON B.A., St. John's College, Santa Fe, Ig88; Graduate Research Assistant, Complex Systems, Los Alamos National Laboratory, Ig88-9I; Co-founder, Prediction Company, I99I-92; Graduate studies, Department of Theoretical and Applied Mechanics, Cornell University, Ig92-I996; Staff Scientist, Beam Technologies, Ig96-I998; Computer Systems Administrator, Computational Flid Dynamics Laboratory, Mechanical and Aerospace Engineering, Ig99; Independent research, 2000-oI; Tutor, St. John's College, Santa Fe, 200I-. PATRICIAM. GREER B.A., College of Notre Dame of Maryland, Ig66; M.A., Writing Seminars, Johns Hopkins University, Ig67; Teaching Fellow, University of Southern California, Ig68-69; M.A., St. John's College, Annapolis, Ig95; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-0I; Adjunct Instructor, History of Asian Religions, University of Virginia, Ig99; Visting Lecturer, Sanskrit Epics, Sweet Briar College, Ig99; Tutor, St. John's College, Santa Fe, 2om-. EWEN llARru:SON B.A., Ecology, Behavior Evolution, University of California, San Diego, Iggo; M.S., Biology, Ig95, Ph.D. (anticipated) 2002, University of Michigan; Graduate Student Instructor, University of Michigan, Ig93-2000; Lecturer, Eastern Michigan University, Ig98; Graduate Teaching Consultant, University of Michigan, 2000-oI; Tutor, St. John's College, 200I-. JAY SMITH B.A., St. John's College, Ig77; M.A., Philosophy, Marquette University, Ig79; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, Ig86-89; Environmental Consultant, Iggo-2000; Tutor, St. John's College, Santa Fe, 200I-. LISE VAN BOXEL B.A., The University of Toronto, Ig92; M.A., Boston College, A.B.D., The University of Toronto; Tutor, St. John's College, Santa Fe, 200I-. MICAHEL ANDREWS B.A., History, Montana State, Ig92; M.A., European History, Tulane University, Ig97; Ph.D. Candidate, American Intellectual History, Tulane University, Ig98-2002; Tutor, St. John's College, Santa Fe, 2002-. MoNIKAI. CASSEL A.B., Comparative Literature, Princeton University, Ig92; Ph.D., Comparative Literature, University of Michigan, 2002; Graduate Instructor in German, English, and Comparative Literature, University of Michigan, Ig94-2002; Study and Research, Humboldt-Universitat, Berlin, Ig96-97; Fellowship, Institute for Research on Women and Gender, University of Michigan, 2om; English Instructor, Desert Academy at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002-. INGOFARIN M.A., Philosophy, Freie Universitat Berlin, Ig85; Ph.D., Philosophy, Indiana University, 2003 (anticipated); Associate Instructor, Indiana University, Ig90-I999; Visiting Assistant Professor, The University of Toledo, Iggg-2000; Visiting Assistant Professor, The College of William and Mary, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. KENNETH B. WOLFE B.A., St. John's College, Santa Fe, Ig94; M.A., Latin, University of California at Berkeley, Ig96; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. �{ST. JOHN'S 86 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, r948. TUTORS EMERITI AND STEPHEN FEINBERG RETIRED TUTORS COLLEGE} 87 OFFICERS, Assoc1ATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John E. Balkcom Dean Harvey Flaumenhaft Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Vice Presidentfor Advancement, Santa Fe Michael Franco B.B.A., University of Texas, Austin, r967. John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Ralph Swentzell Glen A. Freitas Katherine S. Mulford Vice Presidentfor Adv~ncement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute William Pa~e Assistant Dean Judith L. A. Seeger Director ofAdmissions John M. Christensen Director ofAlumni Activities Jo Ann Mattson Director ofAthletics Leo Pickens Director of Career Services Roberta Gable Director ofFinancial Aid Caroline Christensen Librarian Andrea Lamb Director of Communications Rosemary Harty Registrar Reenie Craven Nurse Practitioner Carolyn Buppert Treasurer Bryan E. Valentine Director ofthe Graduate Institute FrankN. Pagano Assistant Dean Charles N. Fasanaro Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics and Outdoor Programs Mark St. John Director of Career Services Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Librarian Jennifer Sprague Director ofPublic Relations Laura J. Mulry Registrar Marline Marquez Scally Family Nurse Practitioner Linda Budd Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �{ p R 88 0 F I L E } FRESHMAN CLASSES ENTERING FALL 2002 AND JANUARY 2003 Annapolis States Represented 34 35 Alabama I Alaska Arkansas I Arizona I California Colorado Connecticut Delaware Florida Hawaii Illinois Indiana 7 I 6 I 2 6 2 Kansas Maine Maryland 1\([assachusetts Michigan Minnesota India I Netherlands I 28 Pakistan I IS Spain January 2003 Men Women Early Entrance 2 I Previously Attended College 5 Veterans 2 Range of Ages I 20 I 4 I 2 I 2 7 I24 I39 22 23 84 89 62 73 2 IO 9 6 North Carolina Public Independent Homeschooled Rank in Class" First Fifth Oregon I 47 II I7-30 I7-40 2 0 IOI I22 40 32 8 4 54% 72% 67% 38% 46% 25% Second Tenth Second Fifth 2:x:% I3% 23% 28% 9% I% I4.% 0% 5% Third Fifth 4 2 34 First Tenth I 7 New Mexico 3 xg Kind of School Attended Receiving Financial P,__id Nevada South Carolina South Dalrnta I I I Pennsylvania I Number of Students Fall 2002 4 Ohio Oklahoma I Germany IO Montana l'{evvYork 3 I 2 2 Mississippi Missouri New Hampshire New Jersey Santa.Fe Foreign Countries Canada 2 Kentucky Louisiana Annapolis Santa Fe I I I Tennessee I 2 Texas 4 FomthFifth Last Fifth National Merit Honors Scholars 56 9 6 I7% 37 I 8 Finalists Semi-Finalists II 8 Commended Students 30 20 I7 Utah Vermont Virginia Washington 4 2 IS 5 West Virginia I 3 2 'Wisconsin 2 2 \'Vyoming District of Columbia I 4 '' Not included in this table arexo3 students for ·whom rank-in-class is not available. � STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE I ANNAPOLIS, MARYLAND 2I404 4I0-263-237I SANTA FE, NEW MEXICO 87505 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Secondary Schools, and by the North Central Association of Colleges and Secondary Schools. The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most r,,esidence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. I ! �{COLLEGE CALENDAR 2003-2004.} {COLLEGE ANNAPOLIS 2003~2004} CALENDAR SANTA FE .2003~2004 2003-2004 August26 26 ............................. August27 Freshman Registration Freshman Registration and Convocation 27-29 Classes Begin with Seminars 28 ·································· Classes Begin with Semina:rs 28 October r7 Decemberr8 uuen;ia:" Registration Convocation 20 Novembe:r 27 - 30 Long Weekend Recess Decemberr8 End of First Semester December rg - V!inter Vacation Second Semester 20 End of Second Semester 22 Commencement Freshman Second Semester Graduate Institute Summer Session 5 I3 Second Semester Ends Graduate Institute Summer Session Ends �{TABLE 6 THE 8 rn II I6 20 22 THE 27 28 28 29 Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC 35 37 and Ex(;nninations Academic Standing Degree of Bachelor of Arts Graduate Study and Caieers oiter St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of .A...rts in Eastern Classics and Right to RESIDENCE 39 42 45 6,8 ORDER T11tors Instruction Committee LibraTy Schedules 30 3I 32 32 33 33 CONTENTS} OF & STUDENT LIFE Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI 52 53 55 FEES Overview Requirements for Admission ProceduTe for Applying Campus Visit & FINANCIAL AID 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 66 Emud ofVisitorn and Govexn~:n-s 67 Faculty �{ST. 6 JOHN'S COLLEGE} 7 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great ~~oks - texts of words, symbols, notes, and pictures - because they express most .ongmally and often most perfectly the ideas by which contemporary life is knowmgly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to ~s almost as freshly as when they spoke for the first time, for what they have to tell us is n~t of merely academic concern or remote from our true interests. They change our mmds, move our hearts, and touch our spirits. . The books speak to us in more than one way. In raising the persisting human quest10ns, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. The~_are, therefore, properly called great, whether they are epic poems or political treanses, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of vari~d bac~grounds, faced with a text that may present unfamiliar thoughts, attempt to ~~cuss it reasonably. It is presupposed that the students are willing to submit their oprmons to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves wit~ the utmost possible freedom. The discussion may concern itself primarily with trymg ~o establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR .... ···········································································································- he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from until ten or sometimes well beyond if the under discussion has aroused a sustained and conversation. The assignment for each seminar amounts, on the average, to around eighty pages of but may be much shorter if the text to be difficult. The seminar with a one of the leaders. Thereafter seminar consists mostly of student disStudents talk with one another, do not raise to be enter the discussion or withdra-w from at will. The resulting temthe use of formal modes of Once the seminar may take forms. It may range from the most to the most general. The readis almost or error of national and Dante prompt reflections on virtues and vices and on humanidevote all its time to an 'nra,-n,·,ar"+<~~ the assigned reading, staying close to text; at other times the talk may range over the readbut on the text In students different groups compare the in their - {ST. JOHN'S COLLEGE} 9 Except for the requirements of mon courtesy, there are only two first, all opinions must be heard explored, however sharply they may second, every opinion must be '111nn.nn·.,c1 by argument - an does not count. In a freshman the students may tend to express opinions with little for relevance to the question or their to the opinions of others. Gradually, their with one another, students learn to with care, ing to the and to the meanings of the terms they use also, that to progress in crowned sions when the seminar as a achieves illumination. The course of the discussion cannot be fixed in it is determined rather the necessity of the argument," of facing the crucial or of foundations upon which a train of reasoning can be pursued. The argument does not lead to the answer to a More often than not the question remains open with certain alternatives outlined. The progress of the seminar is not smooth; the discussion may sometimes branch off and itself in irrelevant difficulties. gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also into rather empty without being able for some time to extricate itself from such a course. At its best, the seminar insights far the initial views held any of its members. Under these circumsta..nces, the ry role of the leaders is not to give information, nor is it to produce the or It is to guide the discussion, to keep it moving, to raise and to the students in every way to understand the author, the issues, and themselves. The most useful instrument for this purpose is the the most useful device of all is the But the leaders may also take a definite and positive stand and enter into the argument. Hthey do so, however, they can expect no consideration. Reason is the only recognized authority. Consequentall opinions must be defended with reason, and any opinion can general consent. The aim is to develop the students' powers of reason and understanding, and to them u1ce1.u~:c,,c """"'"'~of their OW11 submits an essay on some theme suggested the seminar In Santa Fe, an essay is submitted each semester; in ru""""'~"o, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a tance: it becomes the part of the process called enabling (see page 3I). �JO {THE CURRICULUM} {ST. THE PRECEPTORIAL ······················································································· ·························- , o:r about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are by These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usugiven a choice of sixteen to twenty p.receptorials on books or of particular mterest to the tutors who offer them. Students may suggest a and invite a tutor to them. Listed below a:re some of the prec(~ntor­ ial subjects offered on the two m recent years. study one of the books of the seminar or a theme suggested the program, some may deal with books and themes the students would not otherwise encounteL There are ten students in a Guid- Austen: Selected Novels ··········· £;p~;;~~~~~ifi;;~~;;;;;;;·;~··· Electncity and Magnetism ~~tJi~~i.:P1~~bi~~·~·i~.r\1~ili~i1~~··· Nietzsche: JOHN'S THE TUTORIALS he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and Other devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three tinAes a lNeek. mores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students and learn together under the direct guidance and instruction of a tutor. The tutorial conditions for a small group to towaid a careful often translation or demonstration, of an important work ..As in the seminar, students tallc one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities fo:r all students to contribute their measure of instruction and to their fellows. Other tutors often attend, seeking to learn about a particular teach. assignments are made in all classes: mathematics, music, and guage t11to:rials. The students are thus called upon to articulate and organize their thinking in both the written and spoken forms. Tr-rn LANGUAGE TuTORIAL 1JecicuJ.L~au1on m education has led neglect oflanguage skills. ~As country is from country the barrier oflanguage, so is separated from technical jargon. the language tutorial attempts this condition by in the COLLEGE} 11 means of communication. In a broad sense, it may be thought of as a p:re0~••rohon of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the :relations berween language on the one hand and thought and on the otheL To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and of terms; to the :role of metaphors, audlu'!!.Ho:j and images; and to the logical :relations that 1.,VJLH!<"Ccl)r•CJPLOSltIC>US of languages in the first and second years, and French in the third and fourth years) an effective meai-is to these ends. By studying these languages, by from them into English, and companng them Vlrith each other and with English, the students learn something of the nature of languages in general and of their own in particular. the four years, then, they study language as the discourse of reason, as the articulation of and as the medium of the a:rt the interdirectly and lToediary of foreign tongues, they their own language. They discover the resources of articulate and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be and is on <:.>auuuau.<><U constructions, and the vocabulary of each language studied. Thus the reading for the seminaT, with its attention to the large outlines and to the trend and of the central a rno:re abstract logical structure and rhetorical pattern of a given work. Those are matters �72 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial imp:roves all their for whatever immediate end, deepens and enriches their understanding, and increases their ability to think and to speak welt A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the free from the veil of ready-made translation. Issues are to the fore that might otherwise been neglected, and can be diswith greater pTecision than the usually permits. This habit of in its turn, can then become common in seminar. The tutorial cannot and not aim at mastery of the foreign language, but the students can reasonably expect to obtain a ical forms and a grasp of the pvv~Ju, ities of the languages that experience the individuality of -"~"'"0" language is to extend the boundaries one's sensibility. The choice of foreign languages is part dictated by the seminar schedule and is in part arbitrary. and German might be used changing the pattern and aims of the rial. The first year of G:reek, goes well with the freshman seminar mathematics tutorial, and the vVHLUHHUH,C of Greek into the second year the work of the first. The with and discussion of works Shakespeare, Donne, and other ~ •. ,_, •• u,, poets. The French of the third year with a intensive study of grammar followed the French text. The aim here is vvV"CV,HH.-<U progress toward in the reading simple French. Students already fluent French may be exempted from these stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students to match in their own tongue the excellence of their models. In the second semester a of the fourth year is the :reading of French prose and poetry, a number of poems from Baudelaire's Fleurs du Mal. Its immediate is the and each poem in its parts and as a whole. It also a substantial basis for discusand daxification of sion of the a:rt the relation of that art to the traditional libernl arts of language. W:riting assignments include exercises in translation moxe ambitious than those attempted in the third year. The year ends with analysis and discussion of mode:rn British and American poets, such as T. S. Eliot, Dylan Thomas, W. R Yeats, and Wallace Stevens. {ST. JOHN'S THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematicaL It is equally regrettable that competent :mathematicians a:re often unaware of the philosophical upon which mathematical and formulas are based. Mathematics at St. John's is studied as a libernl art, not artificially from what have come to be called the humanities. V\Then mathematics is taught at an unhurried pace, in an of reflective and from treatises chosen not for their matter but also for their elegance and as it is at St. John's, mathematics becomes not the most readily learnable liberal art but &Jso one that p:rovides ready access to others and analogies ~with them. There are two main reasons for mathematics. First, it modern world, even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not must have some with the mathematical methods by which irnAmA,,,.. ~, but also must have thought smmn•tlcms that underlie their h is the task of the mathematics tutorial and the laboratory together to students to think about what it mea.ns to count and measure in the universe. The second main reason for mathematics concerns the mathematics tutorial more Since mathernatics has, as its name implies, a close connection with the human capacity for learning, its is especially useful in students to think about what it means to cor.ne to know something. COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, learn a good deal of mathematics and they noticeably in :rigor of nimbleness of imagination, and elegance of expression. But while are practicing the art of mathematics in all its rigor, a:re encouraged to :reflect on their own activity. Scores of of which the following are examples, are raised dming the four years: and how do mathematical carry such conviction? 'What is a mathematical system and what are its proper beginnings and ends? ~What is the relation oflogic to mathematics? Vlhat do "bettern and ~~worse, 5 ' and ''beautiful signify in mathematics? Do 1nathematical constitute a Are there "mathematical objects"? Hovv the discoverer of a theorem have come to see it? means of such questions, which grow out of the daily work and which excite the intellect and the at the sarne time, a discussion is initiated in the mathematics tutorial that is and often carried over into the larger of the seminar. The students begin with the Elements of Euclid. Using Euclid's of the mathematical discoveries of his cessors, the students a notion of deductive science and of a mathematical system in general; become ed with one view of mathematical - its central found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the 5 ' attention on the constructed to "save the the heavens. That the tutorial reads Ptolemy indicates the difference between �------------._------------14 {THE CURRICULUM} {ST_ the mathematics tutorial at St_ John's and the course in mathematics_ presents a mathematical of the but he gives more than that: His work is both an examto phenomena to the philosophical, readings that are taken up in the first and In the second year, the students continue the study of with upon those difficulties and complexities of the geocentric system that are brilliantly transformed JOHN'S COLLEGE} 15 of the geometric art as a whole_ also space_ In Santa Fe, the mathematics and guage tutorials of the senior year for part of the second with a visual arts tutorial that includes close of classic pa_1nLm1gs with Giotto's frescoes and the curriculum, The mance, but toward an the accorded music a arts because they understood it as one the essential functions of the mind, ciated with the mind's power to number and measure_ The liberal art in its modern form and as Newton presented it in """u'""'""-"- This is fol- outlook fo the fourth year, the of to non-Euclidean invites reflection on the postulates of geometry, as well as on the nature for on the ratios the music program at SL John's aims at the of dose of works of musical literature. In the freshman year-, students meet the of some of the great choraJ works_ In the year, a tutorial meets three times a week. Besides the ::he :n1usic tutorial reflects tlNo different but aspects of music. On the one hand, music is intirelated to,~,,,_,_,,,,_,, in nature_ The work of the tutonal includes an of rhythm in words as well as in notes, a investigation of the diawnic system, a of the ratios of musical intervals, and a consideration of counterpoint, and None of these are done apart from the ov~"·c~"b of good music_ The inventions of the songs of Schubert, the masses of the operas of Mozart, and the instrumental works of Beethoven are the 111 vc;oul',au~•a real textbooks, In the second semester, at least one analyzed Seminars on great works of music are included as part of the seminar schedule_ Instead of a text, students listen to of a tion and familiarize themselves with its score before the seminar meets_ discussion of a work of music, as of a book, facilitates and enriches the understanding of it_ �16 {THE CURRICULUM} THE LABORATORY .................................................................................................................. ~ hree hundred years ago, algebra and the arts of geometry were introduced into European thought, mainly by Rene Descarteso This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions m morals, and religioR It has redefined and transformed our whole natural and cultural worldo It is a focal point of the SL John's program and one that the college takes special care to There is an item in the curriculum that does not bear upon ito The last two years of the program exhibit the that flow from it, and these could not be without the first two years, which cover the from Homer to Descartes, Modern mathematics has made the Pvn1.cwo;'urn an immense scale and has the for what is known to us as the labThe intellectual tools of the laboare the consequence of the vast of conceived the great of the seventeenth century based on a mathematical which transforms the into a great book written in irn1tJ:Jten2aJ:ic:ll characterso is concerned with the of the human mind a_nd hand that {STo JOHN'S 17 by the mathematics which provide the necessary ing of mathematical techniques" The task, the various scientific the student up to date or to engage in specialized •'PCA·w~·h It is rather to make the student u"'"'u"·'""• as if they were tinct and autonomous domains of ingo There need not be ''two cultureso Different fields of OF THE The laboratory program is mined three considerations relevant to the liberalization of the study of science: (1) The scheduled work must be combined with a full and free discussion of the inst:ruments and mvolved in ito (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in assumption, and observation" Thus certain intewholes of G"exact.~'.) the interand fact has to iill of this is sup- COLLEGE} time to satisfy themselves as to the degree of accuracy their instruments to procedures for sources consider alternative occasion to repeat an entire thus can come to a mature understanding of the sciences called A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistantso Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of for experimentation, or for both, as the progress of the work requires. Occasionally, a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way" In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry" �18 {THE CURRICULUM} LABORATORY TOPICS The genernJ topics of study have been chosen from elementary physical and biological scienceso The sequence of study may be outlined as follows: ··················································································· ···················· ········~ 12 20 weekso Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry 0 Topics in physics: mechanics, electricity, mag-netism THE FIRST YEAR begins with twelve devoted to topics in observational gy: classification of types, structu:re, cells and their aggregation differentiation, and embryological opment° Close observation the eye or with by constant theoretical based on reading important works of logical scientistso Here the student fronts organisms as self-moving with properties of wholeness, dependent on, yet distinct from, the rounding worldo The freshman laboratory next turns the nonliving in a search for runaarrtentta1 laws Archimedes on the lever and hydrostatics is studied, then the laws equilibrium of gases, temperature, 0 molecular {STo JOHN'S calorimetry are taken up, experimentally and in discussion of the relevant theorieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determinationo THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, and electromagnetismo Throughout the year, experimentation is accompanied the reading of original by Galileo, Descartes, Huygens, Nevrton, Leibniz, Carnot, and M3,A'WelL The mathematical tools of be put to work in the same time that their rigorous ment is in the mathematics tutorials. As the tools of the calculus become available, the dixect, of force, accele:ration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - co:rpusculaT COLLEGE} 19 and wave - and the success of either theory in accounting for optical phenomena is examinedo The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical termso The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory oflight. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of stuclyo Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revoluquantum hypothesis of Bohr and the wave mechanics of de Broglie and Schroclinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and gam new meamngo the course of thought in Schrodinger's What is the senior laboratory then turns or returns to biologic al , and first to genetics, to Mendel's of heredity and its devel'"o''"''"ucw'u and puiuc,viE :ne considered from the standpoint of their significance in the papers of Hardt and of Luria and Delbruck. Next, fundamental molecular Tatum, '1"/atson and Crick, Jacob and Monod - are studiedo �20 (THE THE FORMAL LECTURE Wl""'"lll..-.~ {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work On Friday evenings, however, a different form of instruction occurso The formal lecture is the occasion when the students have an to listen steadily and attenclosely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in or space science, m or architectureo The lecturers are often visiting but not infreare members of the Sto John's Visitors from the academic world or from the arena of public affairs; may be poets or artistso Sometimes a alectnreo The lecture is followed a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participatingo Often the discussion turns into a seminaro Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also in the disprovides them an cussion to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the of what they have learnedo The lectures range a variety of Sometimes the students are confronted with opposing views on a given Some of the lectures have immediate in the seminars and tutoriak Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S AND CONCERTS following list provides some ~A<m'"'"~o lectures and concerts given on one or other campus in recent years: 21 COLLEGE} "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner's Ring" Elliott Zuckerman A War Poem" "The Evolution of Behavior in Humans and Dogs" Coppinger Crime Go Down?" Q.Wilson is Beautiful" "'""'a~,u~Nuclei, Active Galactic Nuclei, Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J" Adler Madison and the Bill of Rights" Goldwin "Visualizing Infinitesimals" "The Parable of Don Quixote" Joe Sachs Aristotle, and Liberal Stephen Van Luchene and the Emergence of "The Tears of Odysseus" Stickney James Carey "Evolution and J, T. Bonner "The Meaning of Romantic Love: Flaubert's Madame Bovary" R Fo Bart Emerson String Qmutet Stanford String Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Citizenship in a Mass Democracy" Mark Hatfield "Telling Lies" Eva Brann "Mimesis and the End of Art" John Sallis "What Good and Wnat Harm Can "Butterflies of the Brain: on I'fourons, Neuroanatomy, and Consciousness" Jorge Aigla ofa Paul Barolsky �22 {THE CURRICULUM} {ST. ST. JOHN'S LIST OF GREAT BOOKS and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical to the subject matter. The St. John's cuniculum seeks to convey to students an understanding of the fundamental problems that human beings have to face and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is to the Instruction Committee of Those listed here are read at one or both campuses. Books read in seminar are indicated an asterisk. COLLEGE} 23 FRESHMAN YEAR ··············································································· ················································· he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since r937, it has been under continuous :review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual form the background of the first two years; about three hundred years of history form the background for almost rwice as many authors in the last two years. The first yea:r is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, and Renaissance the thi1·d year has books of the seventeenth JOHN'S *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: ''Herodotus: *Aristophanes: ''Plato: Aristotle: Euclid: *Luc:retius: *Plutarch: Nicomachus: Lavoisier: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, A-Pology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, '' Jl/[etaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements 0n the liature "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion oftheHeartandBlood Archimedes, Fahrenheit, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Stears, JJO Thomson, Eerthollet, J.L. Proust 1 SoPI-IOMORE YEAR Aristotle: Apollonius: 'Virgil: "Plutarch: ''Tacitus: 1.·p1otinus: '·'Augustine: 'St. OAnselm: ')-Dante: 'OChaucer: "Des Prez: 4 Machiavelli: "Luther: "Rabelais: Palestrina: \Tiete: 'The Bible "ODe Anima, On Interpretation, Prior Analytics, Conics Aeneid ("Caesar nCato the Discourses, Manual Annals Almagest TheEnneads 5 ?) Summa Summa Contra Gentiles Divine Comedy Canterbl!ry Tales !Wass The Prince, Discourses On the Revolutions ofthe The Freedom ofa Christian Gargantua and Pantagruel "Introduction to the �24 ''·Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: :Mozart: Beethoven: Schubert: {THE JVovum Organum ''Richard II, *Henry Iv, 'Henry V, ''The Tempest, ''As You Like It, *Hamlet, *Othello, 'Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other I6th- and r71h-centurypoets Geometry, ''Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms YEAR *Cervantes: Galileo: *Hobbes: ''Descartes: *·Milton: La Rochefoucauld: La Fontaine: ''Pascal: "Eliot ·*Locke: Racine: Nevvton: Leibniz: ''Swift: *Hume: ''Rousseau: *Moliere *Adam Smith: '·'Kant: ''·M:ozart. *Austen: Dedekind: [ST. CURRICULUM} Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction ofthe JV!ind Paradise Lost Maximes Fables Pensies Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica * Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Taylor, Euler, D. Bernoulli, 0rsted, Maxwell JOHN'S COLLEGE} 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: ''Tocqueville: ·*Lincoln: *Kierkegaard: *Wagner: ''Marx: ''Articles of Confederation, ,. Declaration ''Constitution of the United States of America, *Supreme Court The Federalist *Dostoevski: *Tolstoy: *Twain: ''O'Connor: ,,-William James: ''Nietzsche: *Freud: Booker T. Washington: DuBois: '·Heidegger: Heisenberg: Einstein: Millikan: *Conrad: *Faulkner: Poems Essays Origin ofSpecies . Phenomenology ofJWind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Cop ital, Political and Economic Manuscripts of 1844, The Brothers Karamazov War and Peace The Adventures ofHuckleberry Finn Selected stories Psychology, Briefer Course Birth of Tragedy, Thus Spake Zarathustra, Beyond Good and Evil General Introduction to Psychoanalysis Poems The Souls ofBlack Folk J/Vhat is Philosoph)'? The Physical Principles ofthe Quantum Theory Selected papers The Electron Heart ofDarkness The Bear Yeats, TS. Eliot, Wallace Stevens, Baudelaire, Rimbaud Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatmn, Sussman, Watson & Crick, Jacob & Monod, Hardy 'These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. �26 {THE {THE CURRICULUM} THE TUTORS CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER THROUGH THE FouR YEARS ' Philosophy and Theology Freshman Yeah' Homer Aeschylus Sophocles Euripides Aristophanes Sophom0re Virgil Yenx Dante Chaucer Rabelais Shakespeare Donne Marvell Junio!" YeaJi" Seniar Year I-Hsto:r-y and §odal Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Aristotle Epictetus Plotinus The Bible Augustine Mathematics andNaruraJ Sciend::e Euclid Nicomachus Ptolemy Lavoisier Dalton Arcbimedes Pascal FahTenheit Avogadro Plutarch Tacitus Machiavelli Music Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Palestrina Bach lVlozart Beethoven Schubert Stravinsky Haydn Des Prez Ptolemy Apollonius Copernicus Descartes Pascal Viete Anselm Aquinas Luther l\tlontaigne Bacon Ivlozart Cervantes JVlilton Sv•lift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Docmnents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxv,rell 0rsted Ampere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kaf1...£a W. Stevens TS. Eliot Hegel Kierkegaard Nietzsche W, James Heidegger Plato Hegel lVIarx Docmnents from .AJnerican political history Tocquevi_lle Lincoln Supreme Court opinions F. Douglas B. Washington DuBois Ham.ilton, Jay, l\liadison FaTaday Lobachevski Rutherford Min_kowski Da-visson Dries ch de Broglie VVagner Mendel J. J. Thomson Bohr Millikan Sehr Odinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod '!\\rain Conrad V.Woolf O,Connor l\11elville FauL\ner ACADEMIC t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of Instead, learning is a enterprise carried out in small groups with persons at different stages of learning working together. All w.,.,w,,.,,._,in a class are expected to prepa:re for their discussion studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrnte from the high point of their learning. What then is the role of the :reading and talking teachers, the tutors? First of all, should be good able to 12jse that ·will engage the intellectual and imaginative powers of their students. Next, must be good listeners, able to determine the difficulthem to ties of their students and to reformulate their observations and examine their The tutors should be to encourage students to examine the cations of their first attempts at underIn summary, the role of the to listen and to take the form of tnmslademonstration or c"''-"'""'wJ11, but first of all the tutor will call on the students to t:ry to themselves. In order that conversations at St. John's wiil not be limited to what fits inside a single it is essential that St. John's tutors re-educate themselves to acqmre increased m those parts of the program that are outside their field Of ne>cLrrrc , tutors with advanced in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no The advantage of this for tutors is that they are involved with such richness that are to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first is to prepare themselves to teach the St. John's program. This preparation is demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, members of a seminar and of either two tutorials or of one tutorial and section, ai--id are continuteaching their and learning from them. It is that tutors have time to more into the foundations and wider contexts of what is studied at for classes St. John's than the allows. In order to avoid staleness and the ever-present of succumbare ical leaves, g:roups are set up. Leaders of such groups are relieved of part of their duties. The groups engage in a study and tee of the may not be St John's curriculum, the work of �28 {THE ACADEMIC THE INSTRUCTION COMMITTEE Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet throughout the yea:r. alterThe full committee meets the two campuses, and the dean at the host campus at those annual meetings. - he books chosen for at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the ing as sources and representative works in the fields of learning. 'v"w""''" are most extensive in philosoand the history of science. also newspapers and "v"~vcuo, audio-visual materials, multiof some seminar readings, and other smaller collections. A committee assists the librarians with collection The Greenfield Library in Annapolis houses a collection of :renovated in Ig96, study spaces as well as computer terminals ·with access to the other JOHN'S SCHEDULES ;;;;o.,.,,_'=":i!l he THE LIBRARY {ST. ORDER} library and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library in Santa Fe in :i:990. The now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student body at a given time, '"'V"'~'"'" two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The also public terminals fo:r accessing electronic resources and the Internet. Both libraries hold interesting collections, including several hundred or first editions ofwo:rks read in the program. Annapolis has the Bray Collection, dating from I696 and known as the "first library in kmerica," as well as the Prettyman Collection of signed and inscribed books. The Witter Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe contains a and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive ark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in when students and seminar leaders are about the u11p11c<1LHJ11~ for liberty in Pericles' funeral oration" Thus all students, having a common program of study, have a common ground for conversation. A 29 COLLEGE} for the preceptorials in the junior and senior years, and certain periods of work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, and seniors spend up to six hours each week in the laboratory. Tv>ro evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a weelc Sixteen to nineteen hours per week a~e spent in regular classes. The year is divided into two semesters of sixteen weeks each. SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY HOUR g:oo - rn:rn A.M. Language 8:00 -IO:oo P.M. A SAMPLE WEDNESDAY THURSDAY Language Mathematics 10:20 - n:30 A.M. r:oo - 3AO P.M. TUESDAY Language Mathematics Laboratory Laboratory FRIDAY Mathematics Choms Seminar Formal Lectme WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics Seminar FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 -rn:30 A.M. MONDAY Mathematics Language I0:30 A.M. - 12:00 P.M. Language Language Laboratory Laboratory r:oo - 4:00 P.M. Choms 2:30 - 4:00 P.M. 8:00 - rn:oo P.M. TUESDAY Seminar Seminar Formal Lectme �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the aim of the examiners to find out how much students remember. Students are 1·11m·• to consider the different parts relation to each other and 0 "-"" 1 ed in any of their classes. For freshmen, the first oral examination of the year is before the winter vacation, and for and seniors just before preceptori- {ST. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FrNAL EssAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are :reserved for essay writing; during this period the seniors attend no classes. H the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it the committee in an hour-long public examination" No degree is awarded unless both the essay and the oral examination a:re The senior essay is regarded as a culmination of the student's learning. JOHN'S ACADEMIC STANDING ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied s.i:cd rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regscheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag m1less a tutor believes that there is a special need for one" If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college" The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. Hit becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, and meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be and given; difficulties may he but grades are not reported or discussed" In the year, conferences some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. the Sophomore enabling is a review the Instruction Committee, with the advice of all the tutors of sophomores, of the stude"1fs 'v'H"~"'""' then tion Committee they are prefor the work of the final two years. In particular, the enabling judgment looks to the of the student wTiting an �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2I.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.8% are in communications or the arts; • r7.3% are in business or business-related occupations; {ST. ORDER} • 9.7% work in the field oflaw, with most in private practice or the judiciary; • 9.43 work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.63 work in social services, including counseling, psychology, social work, and the ministry. • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curricu1um consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �34 35 THE LIBERAL ARTS CURRICULUM** DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS LITERATUIIE PRECEPTORIAL (examples) PRECEPT 0 RI AL (examples) SEMINAR Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choeplzoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at ColomtS, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs Investigations Nietzsche: Thus Spake Zarathustra MATIIBJVJATICS AND NATURAL SCIENCE HKSTOlllY SEMINAR Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPTORIAL (examples) SEMINAR Plato: Timaeus* TUTORIAL Herodotus: Histories"" Lucretius: On the Nature of Things Aristotle: Physics'· Ptolemy: Almagest'' Galileo: Dialogue on the Two Chief World SystentS* Darwin: The Origin a/Species*· Freud: Selected Works Thucydides: Peloponnesian War'' Livy: Early History ofRome* Polybius: Histories'' Plutarch: "Caesar" and "Cato the Younger" TUTORIAL Euclid: Elements* Lobachevski: The The01y of Parallels* I(aramazov PRECEPTORIAL (examples) POLITICS Af"ID SocrnTY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic AJistotle: Politics'' Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality ]\fa.Tx: The Economic and Philosophic JJ![anuscripts of 1844'' Tocqueville: Democracy in America' 0 TUTORIAL Aristotle: Nicomaclzean Ethics"" Tho1nas Aquinas: Treatise on Law* Hobbes: Leviathan'' Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Tocqueville: The Old Regime and the French Revolution" Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: lVliddlemarclz Dostoevski: The Brothers Tacitus: Annals'* Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theo1y ofHeat Bacon and the Principles of N atnral Philosophy Galileo: Two New Sciences PHILOSOPHY AN![) THEOLOGY SEMINAR Genesis ExodllS Job iVlatthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica* Kant: Groundwork ofthe JVletaphysics ofiVlorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics* Descartes: Jl!leditations Hurne: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science'' Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy of the Hist01y of lVlankind* Hegel: Philosophy ofHistory* Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences'r Collingwood: The Idea ofHistory* Strauss: Political Philosophy and History* PRECEPT 0 RI AL (examples) Tolstoy: WarandPeace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism ''''Readings may differ slightly between the two campuses Selections T he aim of the Easte:rn Classics program is to help students seek a deeper understanding of the fundamental and enduring that have been raised thoughtful human beings in the rich traditions of the EasL Its course of consists of thirty-four semester c:redit hours, completed in one calendar year, in the fall and concluding in the summeL It is offered only on the Santa Fe campuso The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese, In the seminar, fourteen to twenty-one students discuss assig11ed readings from a wide range and Japanese texts. In the tutorial, twelve to fifteen students either Sanskrit or classical Chineseo The goal is not mastery, but rather sufficient familiarity with the elements of the languages to some insight into their stn1cture and to t:rans- late selected short passages from classical to twelve students a single work or theme for an eight-week Each student is to write a substantial papero Facare called tutors, not p:rofesso:rs, and they lead classes questions and guiding the discussion, rather their field of expertiseo Classes meet in late afternoons and evenings to accommodate students who work but due to the intensive nature of the program, full-time work is not encouraged. �37 36 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPruNG SEMESTER §UJV.IJ\IIER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar T'ang Poetry Mencius'· Bodhidharma, Zen Teachings Hui-neng, Platform Sutra ofthe Sixth Patriarch Sei Shonagon, The Pillow Book Dagen, Shobogenzo Basho, The Narrow Road to the DeepNordl !Ching Noh Theater: Nonomiya (Forest Shrine) and Hagoromo (Angel Wing) Confucius;;. Tao Te Ching* SANSKRIT TUTORIAL SANSKRIT TUTORIAL Bhagavad-Gita '' Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script Nagarjuna~ SEMINAR Kalidasa, Shakuntala, Kumarasambhava and !Yfqjlzaduta (Cloud Messenger) Rig Veda Brihad-Aranyaka Upanishad Kailza Upanishad Ishvara Krishna, Samkhya Karzka Kapila, Samkhya Pravachana Sut:ra':· Patanjali, Yoga Sutra Readings on Carvalza frmn the Sarvadarsansamgraha, Sarvasiddhantasamgraha, Tattvopaplavasimha (Refittation a/Inference), and Prabodha-candrodaya (Rise ofIntellect) Gitagovinda Kesava Ivlisra, Tarkabhasa (BrJJ<JSztwn a/Reasoning) Kmnarila Bhatta, Slokavartika Kanada, Vaisesika Su~ta':· Jl1anavadharmasastra (Institutes SEMINAR Ramayana Lao Tzu, Tao Te Ching Confucius, Analects, Great Learning and Doctrine ofthe ll1ean Chuang Tzn, Inner Chapters MoTzu'' Mencius* Ssu-ma Ch'ien, Records ofthe Grand 1-iistorian ~·· Han Fei Tzu'' Asvaghosha, Buddhacarita (Acts ofthe Buddha) The Lotus Sutra Dhammapada Vimalalcirtinirdesasutra DiamondSutra andHeartSutTa HslU1 Tzu~' Nagai-juna, 1\!ladhyamika-shastra and Vigrahavyavartani Vasubandhu, JYfadhyantavibhagabhasya, (Commentary on the Separation BadaTayana, commentary by Shankara Ramanuja l\lladhva CbuHsi,Leaming of the Sage Wang Yang-ming, Instructions for Practical Living PRECEPTORIAL (examples) IVlahaparinibbana Sutta PRE C E PT 0 R l AL (examples) l11ahabhara-ca (Discourses of ShankaTa Yiu Ch' eng-en, Journey to the West Early Buddhist texts Pre-Confucian texts Ts'ao Hsi\eh-Chin, St01y of the Stone Ssu-ma Ch'ien, Records of the Grand Historian FoR ADDITIONAL INFORMATION To receive a Program Statement containing mo:re detailed information about the Graduate Institute, as well as forms, contact us at either of the following addresses: Graduate Admissions Office Sto John's College POO. Box2800 PRECEPTORIAL (examples) Murasaki Shikibu, The Tale of Genji Contemporary Japanese fiction "selections Graduate Admissions Office Sto John's College n6o Camino Cruz Blanca Santa Fe, New Mexico DIRECTORY INFORMATION AND RIGHT TO PRIVACY n compliance with the Education Rights and Act, the college retains the right to at its discretion, the following info:rmation about each student currently or previously attending the college: the student's name, street addxess, listing, e-mail address, date and birth, activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most educational agency or institution attended the student As required by the act, the college will notice of its intention to publish such ch-c 0.0r.m information. Students have a to inform the college Nithin a reasonable of time that any or all of this directory information should be ·withheldo The colleg·e will respect any such request for 0 0 0 " �{R E S I D E N C E & The college is well aware that activities, artistic pv-nw•Qo-, hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in are both the Director of Athletics and the Student Polity. In Santa Fe are organized by the Student Activities Office (SAO), which is for and THE ANNAPOLIS CAMPUS ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of .Annapolis, of the State of Tv'.Iaryland. Its of 4.0,000 is ·with the government of the state and of Anne Arundel with the training of "'"'·"·u~"it>"'~H at the United States Naval Acawom·y; with the fish, crab, and oyster industry; and with the ational activities of the The campus of thirty-six acres lies in the historic district, Creek, one block from the State House and across the street from the Naval AcadThe fifteen include I<Jin-c,om:urv historic homes (now class- of students has governed itself since I9if5 with elected offi'°~':ut.cuie: each dor- Council, meet once a week to hear requests from students for funds, to remind students of their responsibili- S T U D E N T L I F E } 39 ties to the and to express student opinion on common lems. The Delegate Council also meets with members of the college administration to discuss matters of mutual concern and maintains a Student Committee on Instrnction, which vvorks ¥rith the Instruction Committee on academic matters, A Food Committee works with the haJl manager to ry dishes for menus, The a student newspaper, provides a second medium for expression of opinion to the community as a whole, ""'"''"'"""'"ranges from petty to vital; essays, reviews, and news are included, Energeia, the college's student-run literary is annually and contains and more essays, poetry, and fiction. Students are also welcome to contribute to The and The & Johns Review, the DNO official tions of St. John's. Extracurricular organizations at St. John's are generally infonnaL Some continue year after year, while others up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and groups - some led by students, others tutors - in Latin, Chinese, German, the New Testament, Leibniz, African-.A..rnerican literature, and selected women writers. Other activities stem from interests of the curriculum, such as astronomy, dance, and the martial arts A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to with free access to '"'ronO and Internet services. Students can use the lab for essays, T>UW'" �40 {ST. JOHN'S COLLEGE} {RESIDENCE & izes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Jl!Iapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic to Washington and ~~'"""w is free of charge for St. John's students. Va:rious artists teaching in thei:r fields of specialization conduct classes in drawing, and pottery out the year. Materials and tools are furnished without charge in most cases. Parries, an important part of community life where students and tutors meet · informally, come in several varieties. The St. John's Vfaltz Committee a:rranges frequent in the Great Hall, waltzes and big-band swing music. These include the Halloween Nlasked Ball, Mid-Winter Ball, Waltz, Cotillion, and Commencement Rock parties are held the Coffee Shop by members of the out papers written on computers, and exploring the World Wide Web. Theater life is active. The stage one or two classical plays a one or two modern works, several one-act Recent uutLcu'"'" have included The Winter's The Nature and Purpose of the Phaedre, The Midlife Crisis of ~<.u1tv0<.<2 and The Tempest. weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is sciret:mn£'.S have included Citizen Kane, and The Seventh Seal. TI1ere .is also a special winter film series Music is in groups and individVoice and instrumental ensembles train new members and perform at collegia at the end of each semester. The St. John's Cho:rus has on campus or in town. Individual a:rtistic expression needs a time for and a to work. Permanent facilities, such as the art studio, ceramic studio, darkroom, and stage floor, to skills. The college's Mitchell Art Gallery special- STUDENT LIFE} 41 There are concerts at the college, and the Political Forum invites lecturers to speak on weekday evenings. Annapolis itself offers church groups of an denominations, synagogues, concerts, historic tours, se:Jiood, sailing, the Naval Academy, hiking, cycling, state government, political work, service groups, and so on. Washington, D.C", and Baltimore, both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules trips to both cities to attend plays and as well as for individual ATHLETICS The an extensive intramural sports program that includes team competition in soccer, flag football, handball, and croquet, as well as individual tournaments in tennis and table tennis. This highly and very popular program, for both men and women, is a of the extracurricular life. Many students abandon athletics when enter because they find programs designed for only the select few. At St. John's, are able to rediscover the joy of amateur athletics in a welcoming setting berween intramural teams is but good-natured. Students and faculty also pui-sue interests in FencUnion has regular bouts 'Nith local clubs and , aikido, yoga, training, tai chi, dance, aerobics, and Pilates staff, and even pa1ents Located at the confluence of the Chesaand the Severn River, is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic region., serves as headquarters for an active crew program. Sweep-oar ruwing and are very activities, and the college's more serious rowers compete in local regattas. : i ' �42 {ST. JOHN'S The college has a small fleet of sailboats, from lasers to a 24-foot Bristol sloop, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6rn by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- {RESIDENCE & can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and STUDENT LIFE} 43 faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and from students and alike. of many kinds are students through the Collegium Musicum. Formed to stimulate musical on campus, the association members of the college community with an to perform before small, receptive audiences. Through this students and who instruments or who sing can find teachers and fellow musicians with whom to or The SL John's Chorus and the small chorus also give recitals. The college instruments, includand a and Practice rooms are available in the Fine Arts ~cu"'~'"' The St. John's Film students to classic and current films for the college of Santa Fe its crafts, music, theater, and visual arts. Others have e>rr1P•1t~¥v schools, counon local church restoration, or other local activities. buses near the campus, proto town. economical Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on concerns, and slide shows on art pus activities, as are as Latin, German, UJJU""O,.L Hebrew. Thorne students support toward fulfillment of medical school prerequisites summer months, a leave from the college, or after COLLEGE} AB in Annapolis, waltz parties, rock parties, and such events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and occasions for informal gatherings of tutors and students. Reality VVeekend includes a talent show, a picnic, and athletic ATHLETICS the Santa Fe campus Like encourages all students to m amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, courts, a wellweight room, men and women's locker rooms, and a outdoor ment room. The student outdoor programs office, the director's office, and a small outdoor resource are also located at the new center. The offers students, staff, and alumni a of sports and outdoor recreational Student interest determines which sports and outdoor progran1s aJCe offered. There are organized tournaments for basbadminton, table-tenindoor and outThere are also to swim and tennis, softball, and Ultimate Frisbee. The college also supports a Kanite-Do program Jorge 6th Dan. Dependon student interest, extracurricular· classes are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater and downhill and cross-country skiing, snow shoeing, and fishing. The Outdoor Programs office extended river each fall and spring in the surroundSouthwest. The neighboring Sangre de Cristo Mountains hundreds of square miles of forest and wilderness for {RESIDENCE & ~~.,.,,.,,,.,and hiking. Students can the St. John's College Search and Rescue Team and learn back-country skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the of the New Mexico state police and averages a year. The athletic and outdoor program office students free use of sports and outdoor bags, tents, fly-fishing mountain bikes, downhill and cross-country skis and snowshoes are a few of the items available for check-ont. The college does not in formal collegiate athletics and there are no athletic scholarships awarded. The that the college on the intellectual of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the of STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to individual or team sports. BOTH CAMPUSES ................................................................................................................._ RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's as a non-denominational institution. In its early years, there were some ties with the Protestant ~,,,,,,~.,,but these no longer exist. tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conof the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and the students need for their classes. It also maintains a stock of books related to all of the program, and books of mOJCe gen er- �a1J2aazJSLtJ&U&M&t.&Ii&Sii&U 46 al interest. It is {ST. JOHN'S ~~~~.o~r.r' Both campuses maintain computer laboratories for student use, free access to word processing and Internet services, e-mail. PC and Macintosh computers are available in the laboratories. As supports for an active social life, the on each campus a coffee common room for the use of all students. In addition, there are smaller, furnished social :rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the college communities, the incoming students to make proper use of the support that other students can give them in their college lik =111<wu1." and Santa Fe campuses have different housing due to differences in available v-1owc1'1lly, unmaITied undergraduv"'"'-"·~'·vu to live on campus, space and to take their meals in the hall, unless receive perrrns:sio,n from the local housing office to live off campus. freshmen are ~r·r~,,-~,·d housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that available for married students during the academic year. Such students should check with the Admis- the directors ofresidential life. Retmning of fox room_s before v0J~:ation. In r~1m~v~·uo, students are :not ted to remain in residence vvinter COLLEGE} or spring vacation. In Santa Fe, students are not to remain in residence winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and communities, there is no separate office ed for international student services. The Office of the Assistant Deans handles all aspects of student life and provides counseling and on an individual basis. In addition, each new student parin a orientation program at the time of The registrars act as advisors to all international students with respect to visa ~~-·-"'-'" and related matters. Informal "F-1" clubs have been formed international students together 'With other students, and staff for special social events, but, in general, internatiomil students find themselves easily ing in the mciinstream of campus academic and social life. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and serVJces that include: • individual career information and assistance in to and schools {RESIDENCE & access to a national alumni career network • pre-law and pre-medical advising on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities postings on the St. John's website St. John's :remains committed to providing high-qualit'y assistance to students and alumni as make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES An employment service, under the supervision of the Placement Office, offers off-campus it part-time employment for students during the academic year, but it also can aid students looking for full-time or pa:rttime summer employment i.n the local community. HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cosL RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories_ These rules have been decided upon the deans in consultation with students and faculty. Every informed of them, and upperclassmen are reminded of them each falL The rules differ in certain details on the two campuses, though in general follow the same pattern. The academic and intellectual life of the community is from the communal life. The building of a good community :requires the to show STUDENT LIFE} 47 respect for the individuality of each studenL All students agree to abide the rules and regulations 1-.nv11nc.•~<1ceu Student Handbook the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, alcohol, are ·with the program of at St_ John's Students who engage in such activities face severe action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The the rooms periodically and at the expense of the occupant or occupants, ai.-iy dormitory room and furniture that have been damaged mal wear a..nd teaT. to property is charged to the caution fee of the student or students responsible for the damage. The is not for the loss of, or damage to, any student property from fire, theft or any other cause. �48 {SITE PLAN} ANNAPOLIS, {SITE PLAN} IVIARYLAND SANTA FE, NEW 49 MEXICO COLLEGE CREEi< SOCCER LOWER PLAYING FIELD FIELD BOATHOUSE ............ TENNIS COURTS I j "f!==="'l···················· j STUD EMT !···.ACTIVITIES CENTER HEATING PLANT UPPER Pl..AYH\lG FIELD ' TENl'-llS COURTS tu UJ a: f<fJ LU '-' cc 0 lU '-' '-' z "' CoHee Shop WOODWARD HALL L COLLEGE AVENUE l\Pi\RTMEl'JTS �{ADMISSIONS} he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at SL John's is a common Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that to engage fully in the life of reason and believe they can take in it. In vv-riting their essays, many determine their ow11 appropriateness as SL John's students; others eliminate themselves as deciding that their interests and those of the do not coincide. for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an has the necessary preparation and to the St. John's program satisfa.ctorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the "Do you think I am to profit from the program of studies at St. John's?" In the essays, are asked to discuss their previous their reasons for choosing St. John's, and their experience with books. A number of topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. can tell the committee much more than statistical records reveal. Next the committee considers the academic achievement and Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, larly those of teachers, are carefully read for indications that the applicant has the maturity, energy, and initiative to succeed in the St.. John's program St. John's attaches little importance to test scores, and no applicant is accepted or because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, ethnic origin of an or any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a s1m1Jl college in which the students and are known to each otheL Each campus serves about "rSO undergraduates. The size of each class is limited on each campus. Most freshman classes are about divided between men and women. Classes enter in late and there may be a January class on only one campus. New students are enrolled only as t;rpically rn3 to r5% of each class have done one, two, or even three years of college work elsewhere. These students, despite having records at other colleges, relinquish their advanced standing to take part in the St. John's prngram. Freshmen who enter in stay on campus the following sun1mer to complete the first year. They can thus �52 T ! {ADMISSION} graduate a year earlier than if had DC•st1ooneu their entrance until the following fall. The class is of interest to students who come to St. John's from other traveled or worked srnce "''"'uuwcivu school, or who wish to enter St. John's <u11Hcuia1.ci v ter of their REQUIREMENTS FOR ADJ\IJ:ISSION subject matter, vvith brief the course content and texts used. of INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll students. In order to be considered for admission, international students must have followed a and must submit the essays_ Two letters of :reference, at least one of which must be from a teacher of an academic 3- An official 1-ecord of secondary work, with all courses and grades, including the results of the examinations "A" Levels, International BaccalauThis must be accompasys~'-'"'"-'~'' translation of 2. academic include two years of algebra, one year of geometry, and two years of a language; additional work in mathematics and language is advised, as well as two or three years of natural science. In addition to the annucation essays and school report, of one from a teacher. In cases, certain of these rrnrrc•m,e>rnrc may be waived, or additional information may be SAT or ACT test scores are not but may prove SL John's accepts an school to profit from the prog:rnm and must either submit the results of test (SAT, ACT, m PSAT) or a GED certificate. A campus visit and inte:rv1ew are ~0 1,,~,"rn" imp ortant in such cases. HoMESCHOoLED STUDENTS :L Homeschooled applicants must submit the :results of either the SATI or ACT._ 2_ must al.so submit an outline of the curriculum they have in chronological order by conventional s 22m2a1t_WJ£3Jtttt!i,QJJ.ULJQJ£). . Z!QJIA)@ 4 Test results from: a. The Student Assessment Test Test b. The Test as a Foreign Language (TOEFL), if the first is not English. TEST CODE l'foMBERS St. John's College's test code numbers for the Entrance Examination Board (SAT and TOEFL) are: nmm1µvuo Santa Fe = 4737. The American Test (ACT) numbers are: .A.nnapolis = I732; Santa Fe= PROCEDURE t. John's College is one college located on two campuses. .Although must be at one campus m the other, admission to either campus constitutes admission to the college as a whole. On inquiry, pro students {ST. JOHN'S COLLEGE} 53 receive a statement of the St. John's College program, an for admission and recommendation forms to be comschools and references. ""''"-"""'r tions may be submitted as second semester of the eleventh Because the college welcomes all serious there is no Students should submit their materials to the Adn1issions Office on the to attend. Students for financial aid should refer to the section on Fees and Financial .A.id and the Admissions Office of their intentions as soon as St" John's is committed to maintaining its low ratio (8 to In l,VHH!WLlHCHL the number of students in each freshman class is controlled, Candidates for admission are advised that who meet the suggested deadlines are in a better position to secure in the classes and consideration for financial assistance than those who apply later. DEADLINES for fall classes should be no to DEPOSITS Upon notification of acceptance, cants have the option to enroll on either campus. In order to secrrre a in the entering must submit a of $soo to the Admissions Office on the campus at which their weTe processed~ with a statement the campus wish to attend, Once the has been submitted, the campus may not be except RS noted below. Deposits are except as noted first semester tuition and fees. financial aid basis. As soon as essays and documents are received, the is the Admissions Committee. ''"""''~"""is notified of the committee's decision in about two weeks. ed students have the option to enroll on either campus. Late applications for both fall and January classes will be consideJed, but cants are advised that the earlier their files are completed, the greater their chances of securing positions in the enterclass on the campus of their choice. basis until the available are filled. the fall classes fill by the so while there is time to consider offers of a_dmission from other institutions, the earlier a decision can be reached, the bettero classes usually fill by the end of December. Students who submit before the end of the first week of May (for the fall or December 20 (for the January term) have a significantly chance of securing positions in the entering classes than those who submit deposits later. �54 {ADMISSION} {STo If the entering class on the applicant's first-choice campus is full when the deposit is received, the Ailinissions Office will offer the following r) the may be transferred to the other campus, space remains in that entering class; 2) the deposit may be used on the waiting list or in a class on the fo:st-choice campus; 3) the returned if neither of the first two deposits or financial aid files from approved applicants are received" Positions in the entering classes and financial aid will then be offered as become available. Every effort will be made to accommodate those on the waiting list by them to their campus preference or to enroll in a subsequent class, as noted above" IS Once enrolled on either campus, any student in good academic standing may for transfer to the alternate campus for the upcoming academic yeaL must Registrar's Office of their intention to transfer by the third Monday in of the previous year Those students who wish to for financial aid must also file their new financial aid forms by March L All intercampus transfers must be deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing" FINANCIAL Arn The college endeavors to meet the full demonstrated need of students requesting financial assistance" Of neceshowever, the amount of financial aid available for each class is limited" It is essential, therefore, that candidates apply for both admission and financial aid early" for financial aid will be fo:r on a first-come, first-served basis until the available aid is eXhaustecL Therefore, USO citizens and permanent residents requesting financial assistance should file the for Federal Student Aid and the College Service's Financial Aid PROFILE form as early as and promptly supply the Financial Aid Office with any additional documentation that may be Non-U.S" citizens requesting financial assistance should file the Foreign Student Financial Aid with the Admissions Office as soon as Students who complete their financial aid applicafall classes) tions before February 15 or 30 (for January classes) have a significantly chance of all the aid for which qualify than those who themlateL WAITING LIST Once the classes are full or the available aid is exhausted, a list W111 be established in the order in which lNTERCAMPUS TRANSFER STUDENT RIGHT To KNow AcT In compliance with this act, the Office of the Registrar will and make readily available, upon request, completion or 1!Lctu'u"°'"vu rates to current and prospective students. INQUIRIES should be addressed to Director of Admissions, St. John's College, P"O. Box 2800, 21404-2800 (Phone: 4.rn-626-2522 or 800-727-9238; E-mail: admissions@sjca"edu) or Director of Admissions, St. John's n6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505-98,1r-6060 or 800-33r-5232; E-mail: admissions@ maiLsjcsfedu)" Each campus maintains a \Vorld \Vide \Veb site: www"sjca"edu and Santa Fe JOHN'S CAMPUS VISIT I t is best for those who are considering attending St" John's to see the college for themselves" It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St" John's because of its unique curriculum and teaching methodso While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 PJVL; attend tutorials in mathematics, language, and music; visit a labo:ratory; be intervievved by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk with St" John's students and tutors; visit the and bookstore; explore the historic town of or Santa Fe; attend a movie, art exhibit, or concert; or watch students m the sports program" Since the seminar, the most part of the program, meets on Thursday evenings, student visitors are normally on campus from Tuesor from Thursday to arrangements make these time periods uuµv'oo'u"c, the visitor may telephone the Admissions Office for The calendar in the front of the should be checked to make certain the college vvill be in session during the time of the visit" Those to visit should tele(r-800-727-9238 for or r-800-33r-5232 for Santa JFe) or wTite the Admissions Office giving the dates alternates) have selected" It is also necessary for the Admissions Office to know the time of arrivaL When the reservation is confirmed "'°°'·""'uc•ueo or letteT, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation" They will be a room in a dormitory and meals in the dining hall without charge. St. John's students clress informally for but more for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminaL Linens are the college" Visitors weekdays between 9 A.IVL and 5 PJVL should go to the Adi-nissions Office" On weekends and any day after 5 PoMo, visitors should go to the college receptionisL The is at the switchboard in Campbell Hall at .Aimapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Vv'ashington International is located twenty miles from Annapoliso An limousine goes to and from Annapolis; visitors are ad-vised to check schedules in advance. Bus service from the is not Hourly buses run between Baltimore and and the driver will let visitors off near the campus if askect Buses from Washington are less and let passengers off on \Vest Street, about six blocks from the college By car, take Route 50 from from Baltimore take Route 2 or International is miles from the Santa Fe campus" A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. and Continental bus lines pass Fe" Amtrak stops at NJYL, twenty miles from Santa Fe, and taxi service is should be available to town made with the taxi service one in advance). Upon arrival at the bus station or at one of the San_ta Fe hotels, the easiest way to get to the campus is by ta,'Ci" �56 {FEES & FINANCIAL PROCEDURES A1"1D DEADLINES ID} {ST. A.The underlie St. John's financial aid program: for The ment funds the 3. Financial aid may be in the form of a grant~ loan or part-tin1e and vvill be offered to all students as a that combines one or more fonns of aid. 5 4. In "'"'~ '"'"" with the pu11lJb1.,11.111) that students should contribute to their educational expenses, is the first compon~nt of a financial aid award. At St. John's, consists of a and an educational loan. 5 Financial aid is not renewable; rather, students each yeai· to be considered for aid. 6. Students financial aid must meet the cnteria for satisp:rogress in order to :retain their award page any federal loans :received at any institurion and must not owe any refunds to the federal p:rograms. 5. Students applying for and receiving financial aid from St. John's a:re required to the Financial Aid Office scholarships, loans, grants, gifts, which the basis of race, color, sex, age, ma:rital status, creed or ethnic or national origin. """ '""'"''" or other financial benefits for which they become eligible; any in their or their cial and marital status, and address. for U.S. citizens and B. The permanent residents aµi.wy HJlf; for finan~ial aid is as follows: rUJ1JJ-1L<cu11c~ must file the current Free for Federal Student A ...id In addition, St. John's students seeking institutional grant aid to file the Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from schools. the Financial .Aid Office at St. John's, or online at or com. To have an forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Santa FAFSA. Santa Fe~oo2093. 2. As part of the avpuc<>o.u.u for financial aid, parents and students must provide of their most recent Federal Income Ta,-c Return and \Y.f-2 forms. ,,~HU•~L.•~· and must federal verification :requirements Inde'"'"'''m,uc students must submit information in mde:r to be consideied for institutional assistance. Financial dents are cover the full need of such because of funding limitations in both federal and institutional p:rogra.ms. of funded finan40 cial assistance must not be in default on COLLEGE} 57 7 . Financial aid awards a:re made. in accordance vvith the of Title fV of the Civil because of limited finances. St John's therefore maintains a financial aid program to assist eligible students to the greatest extent w1thrn the limits of the resources. Financial aid awards are made on the basis of need. JOHN'S C. Non-U.S, citizens applying for financial aid should note the I. 2. Financial aid for foreign students is limited and for it is strong. For non-U.S. citizens, the maximum institutional assistance available is of current tuition, room, and board. In addition to need-based loans and grants, students are eligible for to Non-U.S. citizens should file the Fo:rStudent Financial Aid Jl..j:)p11ca,ncm with the Admissions Office as early as !JV''""'"'"· preferably no later than February 15. This form may be obtained from se,;or1mtrv school offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financiol aid vvill be made until after a student has been admitted to the college. are the deadJines and notification dates for financial aid: F!UlSHMAN CANDIDATES: A.lthough the college has no deadline for receipt of financial aid candidates for admission who are in need of financial assistance should indicate that need as soon as The FAFSA and the College Scholarship Service's PROFILE form should be filed at the with their cants should note also that the earlier their aid is the better the chance that their after es) have a U•e,m.,,,.u,,"'i all the funds for which are eligible than those earlier. RETIJ!l..N[I\JG STIIDENTS: due March who are I a:re from enrolled students to the and for financial aid for the first time. Both the FAFSA and the Service's form should be filed at the earliest date accordance with their lines. Students whose financial aid c:redentials are :received the Financial JI.id Office to the Ma:rch I deadline will be notified of the decision on their I. Students whose for financial aid are received s.fter the deadline will not be denied consideration for of funds cannot be K Funds for financial aid awards from the a:re available from the sources listed below. STo JOHN"S GRANTS: Funds for St. John's grants are the college from its own resources. St. John's grants do not need to be repaid. FEDERAL PELL GRAJ\fT; This federnl program is designed to financial assistance to those who need it to attend a institution. Pell Grants are intended to be the first form of assistance in a financial aid and may be combined with �58 {FEES & FINANCIAL other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman Arn} {ST. JOHN'S year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student, with a copy to the parents. The charges are due and payable in full by August r for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the treasurer about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must COLLEGE} 59 know in April which returning students will register in September. A deposit of $300 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the I: 2003-04 STUDENT BUDGET' Tuition $28,840 ......................................................... ····························· Room & Board ?,320 ........................................................... Books 280 Activities Fee 200 ~~r..s._o.i:i~.~:ic:r~:n.:s..~.5. ....................?.?..<:>..................... TraI1.5.P..?.r..~~_t;i_oi:i ................... ~?..?..~}?.O, 600• , Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the college. I !· ! ~ I I' �60 {FEES & FINANCIAL AID} {FEES ment schedule of tuition and fees corre!Jvuv.,ui; to the schedule on which receive their benefit payments. These arrangements must be made to the beginning of the a.cademic year, after having received proper certification from the Veterans Administration or the Social debts to the college may not registeT for classes at the beginning of the second semester and subsequent semesters unless have made ~~.~~~ 7 "°'c 0 arrangements with the treasurer, The college may inte:rest on all balances, at rates and on schedules to be determmed and p11bJl:lsllled REFUND POLICY sti:ident must make a new deposit to secure in a class. Ea.ch student is to make a of $:wo, called the Caution which is used as a last resort to recover student bills. This fee is ~,., .. "'''~~,,., of the freshman year. ff unused, it is refunded when the student leaves the Each senior must pay a Commencement Fee of the of the second sernester of the senior year. Veterans and Social wc•~c'""~u to receive educational benefits rnay anange with the treasurer for a pay- DETERMINATION OF DATE OF A student cons1dwithclrawal to the end of the semeste:r may initiate the withdrawal process the office of the intention to withdraw, students provide this notification to the Office and students contact the Graduate Institute Office . \i\Then a student notifies the or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this OFFICIAL WITHDRAWAL; 61 institutional refund is to count the number of calendar from the first of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five are The schedule on page 60 is used to determine the percentage of fees activity room, and which ¥rill be refunded. The same schedule will be used to calculate the cancellation of non-fede:ral financial aid: the "refund amount" percentage the percentage of aid to be cancelled and the "amount percentage to the revised aid the student will receive. Fo:r a the first seven of school would receive Io% of nonfederal aid that had been awarded, date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendanceo UNOFFICIAL WITHDRAWAL: If a student does not the or Director of the Graduate Institute of the intention to the date of 'Withdrawal used for the calculation of return of Title IV Funds and mstitutional i-efund vv:ill be the of the semester. A date earlier or later than the used if the has documentation of the last the student attended class or handed in an If a student withdraws because of circumstances the student's control, the will determine the date of withdrawaL R A student who is v-~Fvuvu ¥rithdraw for academic or reasons will receive no refund of tuition, room, and board, C, If the college determines that the cir- A, If a student withdraws to the end of the semester, a refund of tuition 'Will be made to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund The next step in determination of the cumstances to withdrawal are the student's control, the student will be charged for tuition, fee, room, and board based on the percentage of the semester attended of enrolled divided total number of days in the The same pe1·centage wlllbe to institutional aict Docu- AMOUNT CHARGED 1-5 15-21 II-IS 60% 22-28 I6-20 40% 60% 21-25 20% 80% No Refund 100% 90% IO% 80% 26 and after the student has indicated the intent to withdraw and the the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refond. After a student notifies the or the Director of the Graduate Institute of an intention to the student is to discuss the decision with A student may rescind the intention to withdraw not the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice ofv'Vithdrawal has been the student must a written notification. ff a student who rescinded an intention to withdraw does Arn} INSTITUTIONAL REFUNDS REFUND AMOUNT I-7 43 and after FINANCIAL WITHDRAWAL INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED FaJ.l/S]YriJUg Snmme:ir & 20% �62 {FEES & FINANCIAL mentation of circumstances leading to the withdrawal may be :required; for example, a letter from a physician will be if a student is unable to complete the semester for medical reasonso RETURN OF TITLE IV FUNDS If a student who has :received Title IV Funds financial aid) leaves the institution to completion of 603 of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title fV programso No return of Title rv funds is after 6o3(approximately 9 weeks of a :r6 week semester)o The withdrawal date will be established as described in the above Refund Policy The percentage of Title fV aid which is earned the student the amount of federal aid the student is to keep) is the same as the percentage of the This percentage is the total number of in the semester oweek-ends but scheduled breaks of more than five days) into the number of calendar {ST. AID} student. For example, a student enrolled for r4 of :r:r2 would have earned I2053 of Title IV aid for the semester. In this 87"53 of the Title XV aid would be unearnedo The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentageo Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: :r" Unsubsidized Stafford Loans 2" Subsidized Stafford Loans 30 Perkins Loans 4. Federal Plus Loans 5. Pell Grants 60 SEOG Federal Work-Study funds are not involved in this determination: A student rnay keep money earned the Federal Work- Study Program. If the total amou-nt of unearned aid exceeds the amount the school is to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 503 of the amount received for the semester. Student loans and Plus Loans received for expenses do not have to be returned at the time of withdTawal but must be in accordance 'With the terms of the loan. The Financial Aid Office vvill a student if a return of federal grant funds is requirecL Sample cases of refund calculations are available in the Financial Aid Office" JOHN'S COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of r980 require that each post-secondary institution make available information concerning the criteria for judging satisacademic progresso The criteria for St" John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This is normally the dean in consultation 'With a committee of all the student's tutors, the "Don Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semesteL This assessment is conducted in the student's presence by all of his or her tutors in common, At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work dming the first two years and determine whether or not the student will be allm"led to continueo Under some circumstances a student who has not satisfactorily a semester's work may be allowed to reueat the work in order to remain at the " Students are not assistance (federal or while are repeating worlc Sometimes students are to enter a new semester with the requirement that they meet conditions during the course of the semestn. In these cases, a student is not work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been meto When the conditions have not been met, the dean, in consultation with the Instruction decides what further determination is to be made of the case. �64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VE TERAN s/D EPENDENT S In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans. l. St. John's will report to the Veterans Administration within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. AID} Minimum acceptable grades of a C average are expected. If a student falls below this average and/or the student's tutors think there is a serious academic problem, the Don Rag Committee will recommend a consultation with the dean, who may ask the student to leave the college or may place the student on academic probation. During that probation period, support and counseling are available. Failure to meet standards through two semesters of probation must be reported to the V.A. A third semester of certification may not be granted for V.A. benefits without approval of a V.A. counseling psychologist. 3. The V.A. requires that grades be given for all courses undertaken and that all grades be considered in arriving at a grade point average. Should a V.A. enrolled student withdraw from any course at any point subsequent to the midterm point of any semester, a grade ofFwill be assigned. 4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted. 5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress. 6. St. John's will inform all veterans and dependents that prior academic credit credentials from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college. However, liberal arts credits previously earned will be deducted from the training time eligibility offered by the Veterans Administration to the transferring student. JOHN'S COLLEGE} 65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER}., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. BARZUN,}ACQUES: TheAmerican University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, SCOTT: Embers ofthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 1967. GRANT, GERALD and DAVID RrnsMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945· HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· MEIKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. John~ Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· �66 { B0 A R D OFFJ:CERS Chairman Raye. Cave New York, NY Vice Chairmen Stewart H. Greenfield Westport, CT Jonathan Zavin New York, NY Secretary Jeremy Shamos Denver, CO M. Brownell Anderson Washington, DC J. Burchenal Ault Honorary lvfember Santa Fe, NM John E. Balkcom President, Santa Fe Campus Robert Bienenfeld Long Beach, CA Thomas Cai,nes San Francisco, CA Ray Cave New York., NY Jill Z Cooper Washington, D.C. Gregory Curtis Pittsbmgh, PA Charles M. Diker New York, NY Eleanor D. Tydings Ditzen Visitor Emeritus Alhambra, CA David Dobreer Visitor Emeritus All1ambra, CA Martin A. Baltimore, Robert Ehrlich Ex: Officio Governor of Maryland Annapolis, MD 0 F vI s I T 0 R s A N D G0 v E R N 0 R s} {FACULTY} Barbara Lauer Lammie, WY Jeremy Shamos Denver, CO ANNAPOLIS Barbara Leonard Honormy Member Oberlin, OH President Jaune Evans Santa Fe, NM Warren Spector New York, NY Stephen Feinberg El Paso, TX Perry Lerner New York, NY Ronald H. Fielding Rochester, NY David Levine Dean, Santa Fe Campus Jean FitzSimon Robley Timmins LaSelva Beach, GlendaEoyang Ex Officio Circle Pines, MN New York, NY Harvey Flaumenhaft Dean, Annapolis Campus Stephen Forman, M.D. San Marino, CA Elizabeth Gemmill Conshohocken, PA Thomas Geyer New York, NY Robert Goldwin Lenore Steiner Clinton Dale Lively Princeton Junction, NJ Paul Martin San Antonio, TX Pedro Mai·tinez-Fraga Miami, FL Anna Greenberg Annapolis, MD Stewart H. Greenfield Westport, CT Keith M. Harrison Concord, NH Michael E. Uremovich Santa Fe, NM Jason Walsh NewYork,JT'{ Peter McGhee Cambridge, MA Mark Middlebrook Oakland, CA Jonathan Zavin Richard Morris Santa Fe, NM Lee David Zlotoff Santa Monica, CA Charles A. Nels on MEMBERS EMERITI Croton-on-Hudson, NY Christopher B. Nelson President, Annapolis Campus Lawrence, NY Richard Hoskins Chicago, IL Theodore Rogers New York, ITT Vfilliam E. Johnston Chicago, IL Milrnel Salovaai'a Bernai,dsville, NJ Leslie Jmnp Washington, DC Pamela Saunders-Albin Santa Fe, NM Richard Kimball Norwalk, CT Frederica Saxon Baltimore, MD Thomas R. Krause Ojai, CA George Schoedinger MD St. Louis, MO 1-lonorary il1ember William Tilles Rockville, MD William E. Wanen NewYork,l.ri William Richardson Ex Officio Governor of New Mexico Santa Fe, NM Allan Hoff1nan Paul Tierney Darien, CT Harriet Warren Honormy Member Atlanta, GA Visitor Emeritus Cheryl Foote Groenendyke Tulsa, OK TI10mas Stern Palo Alto, CA Paula Maynes Santa Fe, NM Visitor Emeritus Washington, D.C. Ambler, PA New York, NY Eleanor Tydings Ditzen David Dobreer, M.D. Robert A. Gold>1~n A.Jlan Hoffman Chai·les A. Nelson Harriet Higgi_ns Warren MEMBERS HONORARY J. BurchenalAult Thomas Cai·nes CHIU§TOPH.ER Bo NELSON B.A., St. John's College, Santa Fe, I970, St. John's College, Annapolis, I966-69; J.D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean ofthe College in Annapolis HARVEY FLAUMENHA.Ff B.A., 1960, M.A., 1962, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, l960-6I; :National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, Lecturer in Liberal Arts, of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, I98I; MIT I Harvard Workshop on Nuclear \Veapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, I992-94; Dean, St. John's College, Annapolis, 1997-. 67 EVA ToH, BRANN B.A., Brooklyn College, I950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agorn Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, I988-96; Dean, St. John's College, 1990-97; Doctor of Humane Letters, Whitman College, Ig95; Doctor of Letters, Middlebury College, 1999. BEATER.UHM VON 0PPEN RA., University ofl:fomingham, England, 1939; Art Librarian, Barber Institute of Fine Arts, University of 1939-43; British Foreign Office, 1943-51; Institute of International Affairs, 1952-56; Research Staff, Nuffield College, Oxford, 1956-58; Microfilming Project of the Committee for the Documents of the American Historical Association, 1959-60; Tutor, St. John's College, Annapolis, 1960-63 of absence, 1963-6 5), 1971-; Visiting Lecturer in tlistory, Smith College, Ig63-6~c, University of Massachusetts, I964-65; Member, Institute for Advanced Study, Princeton, 1968-69; Member, Center of International Studies, Princeton University, I969-7I; �68 {FACULTY} National Endowment for the Humanities Translating and Editing Grant, I978-79 · JOSEPH P. COHEN B.A., St. John's College, Annapolis, I956; J.D., University of Maryland Law School, I976; Department of Philosophy, University of Chicago, I9S6-57, I959-62,; University of Vienna Summer School, I957; United States Army, I957-59; Lecturer in the Liberal Arts, University College, University of Chicago, I960-~2; Tutor, St. John's College, Annapolis, I962-; Visiting Fellow, Yale Law School, I97I-72; Summer Fellow, Council for Philosophical Studies, I977; NEH Summer Fellow I978, I984; Visiting Scholar, Oxford University, I978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, I958; Columbia University, I96o; Ph.D., University of Maryland, I988; Tutor, St. John's College, Annapolis, I963-. HOWARD J. FISHER B.A., University of Rochester, I965; Technician, Harvard University Cyclotron Laboratory, I964-65; Tutor, St. John's College, Annapolis, I965-; Visiting Lecturer in Physics, Western New England College, I98o; Visiting Senior Member, Linacre College, Oxford University, I982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, I9S9; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, I959-63; Staatsexamen I, University of Heidelberg, I963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, I963-64; Ph.D., University of Heidelberg, I964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, I964-65; Staatsexamen II, University of Heidelberg, I965; Instructor in Classics and Philosophy, Rosary College, I966-67; Tutor, St. John's College, Annapolis, I967-. {ST. JOHN'S COLLEGE} NICHOLAS MA!STRELLIS JOE SACHS B.S., Bates College, I962; Department of History of Science, I962-67, Teaching Assistant, I962-66, University Fellow, I 966 _6 7, University of Wisconsin; Tutor, St. John's College, Annapolis, I967-. B.A., St. John's College, Annapolis, I968; Graduate Student, The New School for Social Research, New York, I97I-73; M.A., Pennsylvania State University, I975; Teaching Assistant, Pennsylvania State University, I973-74; Tutor, St. John's College, Annapolis, I975-· JoHNF. WHITE B.A., St. John's College, Annapolis, I965; M.A., The New School for Social Research, I970; Alvin Johnson Fellow, I970-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, I962-63; B.A., St. John's College, Annapolis, I967; M.A., Princeton University, I972; Princeton National Fellow, I972; Tutor, St. John's College, Santa Fe, I973-n Annapolis, I978-. DEBORAHSCHWARTZRENAUT B.A., St. John's College, Annapolis, I968; M.A., The Johns Hopkins University, I97I; M.S., Georgetown University, I974; Tutor, St. John's College, Annapolis, I974-· DAVID L. TOWNSEND B.A., Loyola College, I969; AIN, Jesuit Honor Society, I967-; Fellow, Harvard, I969-74; M.A. Harvard, I970; Teacher, Cambridge Free School, I970-72; Diplome, Universite de Paris, I973; Ph.D. Harvard, I976; J.D. Yale Law School, I98I, Bar Association I98I-; Tutor, St. John's College Santa Fe, I974-, Annapolis, I984-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2000-. MICHAEL COMENETZ B.A., The Johns Hopkins University, I965; M.A., I967, Ph.D., I972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, I972-75; Tutor, St. John's College, Annapolis, I975-· JOHN VERDI B. S., Psychology, Fordham University, I972; M.A., I974, Ph.D., Philosophy, I975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-9I; Director, Graduate Institute in Liberal Education, I992-95; N.E.H. Chair in Modern Thought, I997-99· ROBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I976; M.A., Counseling, Loyola College, I996; Tutor, St. John's College, Annapolis, I977-; Counselor and Therapist, I996-. MERA J. FLAUMENHAFT B.A., University of Chicago, I966; M.A., I967, Ph.D., I970, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvania Foundation Fellow, I966-70; Instructor in English, I970-7I, Assistant Professor of English, I97I-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-· 69 PETER KilKAVAGE B.A., I973, M.A., I976, Ph.D., I983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, I977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I97S; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-. JON LENKOWSKI B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, 1976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, I979-· THoMASMAY B.A., Loyola College, I971; M.A., Fordham University, I97S; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher CGllege, 1976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, l995-I998. JONATHANS. TuCK B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, I972; Graduate Study in English, Berkeley, l97I-78; Woodrow Wilson Fellow, I969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, I969-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching �70 {ST. {FACULTY} Assistant and Associate, Department of English, Berkeley, Ig73-78; Tutor, St. John's College, Annapolis, I979-; Assistant Dean, 1991-94. Ig82-; Member of the Science and EngineeTing Advisory Board, High Frontier, Virginia, I99l-. NANCY DUNNING I!lUCHENAUER B.A., Stanford University, 1969; Graduate Study in English Literature, University of Wisconsin, 1970-71; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, I979-80; Richard M. Weaver Fellowship, r98I; Ph.D. in Philosophy, Pennsylvania State University, I985; Tutor, St. John's College, Annapolis, 1982-. B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, Ig66-68; University Fellow in Classics, Brown I96970; Tutor, St. John's College, Santa Fe, r980-96; 1997-; Director of the Graduate Institute, Santa Fe, I991-94. MICHAEL G, DINK Harvard r970-72; B .A., St. John's College, 1975; M.A., r978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, Ig78-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-. JAMES HOWARD BEALL Active U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; IVI.S., Physics, I975, & Ph.D., Physics, 1979, University of Maryland; AstroLaboratory for Astronomy & Solar Physics, NASA Goddard Space Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., I978-79; Project Scientist, BKD, Arlington, Virginia, I979-8I; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, D.C., l98I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, 'Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, ELIZABETH M. BLETINER HENRYH. HIGUERA B .A., Cornell University, 1976,; M.A., 1976, Ph.D., I983, University of Toronto; Instructor in Political Science, Dickinson C , l98I-82; Tutor, St. John's College, Annapolis, I982-. WALTER STERLING B.A., St. John's College, I965; M.A., State 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, I970-74; Editor of St. John's Review and Tutor, St. John's College 1983-. MICHAJEL BLAUSTEIN B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, 1984,-. CHJ.lSTER Bffil.KE B.A., St. John's College, 1974; Master of Music, Unniversity of Michigan, 1979; Tutor, St. John's College, Annapolis, r984-. AN!TAL, KRONSBERG B.A., St. John's College, 1980; Tutor, St. John's College, r984-; Assistant DeaJ1, I9982002. JOHN'S f'ATRICIAM. LOCKE B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, I984; Teaching Fellow, Boston College, I978-82; Instructor, Assumption College, I98I; Tutor, St. John's College, Annapolis, 1984-. §TEWART UMJ'HREY B.A., Senior College of the New School for Social Research, 1966; IVI.A., I97I, Ph.D., I973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, I972-76; Graduate Faculty of The New School, 19?6-80, of Oklahoma, 1980-84; Tutor, St. John's C Annapolis, I984-. B. S., Manhattan College, New York University, John's College Graduate Institute, 198I; Neurological Residency Mt. Sinai Hospital, 1973; Board Certification from the American Board of and Neurology, Member, .American of Neurology, Anne Arundel County Medical Society; Anne Arundel Medical Center, l97"h Attending Assistant Professor of Neurology, Johns Hopkins Hospital, I976-; Chairman, Professional Committee of the National Sclerosis Society, 1986gtf; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, Chairman, Medical Ethics Committee, Anne Arundel Medical Center, r985-96,. PA!VffiLA K __ RAUS M.A., I973; Ph.D., I98o, The Catholic University of America; NDEA Fellow, ; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic of America, I975-80; Assistant COLLEGE} 71 The Catholic University . ;.. · Ig 8o-8 5, mnencan Fellowships Program Panel, American Association of University Tutor, St. John's College, rg8 5-. WILLIAM PASTILLE A.B. in Brown M.A. in Musicology, Cornell 1979; Ph.D. in Cornell University, 1985; Faculty, School of Music, University of Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R., HAIGNEY B.A., l98I, M.A., , Ph.D., University of Lecturer in English, Vanderbilt University, Instructor, GoucheT College, Tutor, St. John's College, Ig89-. .ADAM SCHULMAN JUDJITH LA, SEEGER B.A., Harvard University, Cornell 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, of Assistant Professor, Part-time, Indiana and of the Folklore Institute, Indiana Professor, Part-time, of at College Park of Spanish and Portuguese, r990; Tutor, St. John's College, Jl nnapolis, ... �72 {FACULTY} {ST. JOHN'S COLLEGE} 73 JOANE. SILVER MARGAIIBT ANNE KI~Y CARL PAGE GEORGE A. RUSSELL B .A., State University of New York, College at Old Westbury, I97I; M.A., St. John's College, Annapolis, I976; Ph.D., Graduate Theological Union, in Theology and The Arts, I993; Tutor, St. John's College, Annapolis, I974-77; Tutor, St. Mary's College, Integral Program, I977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer I985, I986, I987, I988; Tutor, St. John's College, Santa Fe, I989-96; Annapolis, I997-· B.A., University of Ki'ng's College, I977; M.A., Department of Classics, Dalhousie University, I979; Commonwealth Scholar, Hertford College, Oxford University, I980-82; M.Litt., Faculty of Modern Languages, Oxford University, I982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, I982; Junior Fellow, Massey College, University of Toronto, I983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, I988; Fellow and Tutor, University of King's College, I987-89; Tutor, St. John's College, Santa Fe, I990-96, Annapolis, I997-· B.A., University of Auckland, New Zealand, I98o; MA (Hons), University of Auckland, I982; Ph.D., Pennsylvania State University, I987; Assistant Professor of Philosophy, Emory University, I987-94; Tutor, St. John's College, Annapolis, I994-· B.A., St. Francis College, I973; M.A., The Catholic University of America, I983; Ph.D., The Catholic University of America, I994· Dean of Students, St. Patrick's Academy, I98I-86; Teacher, Hamden Hall, I986-9I; Adjunct Lecturer, Albertus Magnus, I986-9I; Assistant Professor of Philosophy, Xavier University, I99I-95; Tutor, St. John's College, Annapolis, I99S-· K. YEE B.A., English, Pomona College, I977; M.J. Journalism, University of California, Berkeley, I98o; M.A., Chinese, I98I, Ph.D., English, University ofWisconsinMadison, I989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, I988-89; Tutor, St. John's College, Annapolis, I989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers oh990 and I99I. CORDELLD. ANDRE BARBERA B.A. in Music, Wesleyan University, I974; Resident Fellow, Newberry Library, Chicago, I978; Ph.D. in Musicology, University of North Carolina, I98o; Visiting Assistant Professor of Music, Cornell University, I979-82; Assistant Professor of Music, University of Notre Dame, I982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, I989-90; Tutor, St. John's College, Annapolis, I990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, I968; Graduate Study, New School for Social Research, I970-72; M.S., I985, Ph.D., I989, University of Delaware; Tutor, St. John's College, Annapolis, I990-. ERIKSAGENG B.A., University of Alaska, I983; M.A., I985, Ph.D., I989, Princeton University; National Science Foundation Fellow, I983-86; Mellon Fellow in the Humanities, I983-89; Fulbright Fellow, I987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, I987-88; Rockefeller Fellow, University of Oklahoma, I989-90; Tutor, St. John's College, Annapolis, I990-. ERIC M. SALEM B.A., St. John's College, I977; M.A., University of Dallas, I979; University of Heidelberg, I98o-8I; Ph.D., University of Dallas, I990; Fulbright Fellow, I98o-8I; Assistant Professor, Whitney Young College, Kentucky State University, I98390; Tutor, St. John's College, Annapolis, I990-. RAl>OSLAV DATCHEV Degree in Philosophy, University of Sofia, I982; Assistant Professor of Philosophy, University of Sofia, I982-83; Tutor, St. John's College, Annapolis,I992-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, I96I; J.D., Washington & Lee University, I964; U.S. Army, I968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, I973-80; Associate Professor of Law, Loyola University, Chicago, I980-95; Tutor, St. John's College, Annapolis, I99S-· ROBERT GoLDBERG St. John's College, Annapolis, I977-79; B.A., Harvard College, I98I; M.A., I983, Ph.D., I990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, I989-90; Visiting Assistant Professor of Political Science, Kenyon College, I990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, I994-95; Tutor, St. John's College, Annapolis, I99S-· KATHERINE HEINES B.A., St. John's College, Santa Fe, I982; M.A., I986, Doctoral Candidate I990-, The Catholic University of America; Lecturer, The Catholic University of America, I987-88; Instructor, Marquette University, I988-89; Tutor, St. John's College, Annapolis, I995-· EMILY H. BROOKER LANGSTON B.A., Emory University, I987; M.A., University of Chicago, I988; Jacob K. Javitz Fellow, I989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, I993; Ph.D. Candidate, Emory University, I992-; Tutor, St. John's College, Annapolis, I995-· JONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I99I; Graduate Student, Music Composition, Duke University, I990-9I; Earhart Fellow, I99S; Ph.D., Political Philosophy, Fordham University, I996; Tutor, St. John's College, Annapolis, I996-. LUIJNGu B.A., History, Beijing University, China, I980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, I984-87; M.A., International Affairs, The George Washington University, I987-89; Ph.D., Political Theory, The George Washington University, I989-95; Adjunct Professor, Department of Political Science, The George Washington University, I995; Tutor, St. John's College, Annapolis, I996-. MICHAEL W. GRENKE B.A., University of Chicago, I988; Ph.D., Boston College, I994; Lecturer, University of New Hampshire, I993; Postdoctoral fellow, Boston College, I993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, I995; Tutor, St. John's College, Annapolis, I997-· STEPHEN LARsEN B.A., Pomona College, I986; Ecole des Hautes Etudes en Sciences Sociales, Paris, France, I986-87; Assistant Editor, Independent Journal ofPhilosophy, Paris, France, I986-87; M.A., Princeton Univer- �74 {ST. {FACULTY} sity, 1990; Ph.D. Candidate, Princeton University, 1990-; Fellow, Deutscher Akademischer Austauschdienst, University of Heidelberg, 1992-93; Lecturer, Princeton University, r994-97; Tutor, St. John's College, Annapolis, r997-. PAUL W. LUDWIG B .A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, r995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John's College, A_nnapolis, r997-. SUSAN R. PAALlVIAN B.A., Rice University, r990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. DANIEL HARRELL B.A., Vanderbilt University, r989; Ph.D., Emory University, r997; Tutor, St. John's College, Annapolis, r998-. Jmrniilrnss B.A., Philosophy, Eckerd College, r99r; Ph.D. Philosophy, Vanderbilt University, 1998; Tutor, St. John's C AJinapolis, r998-. MARKJ,Lurz B.A., University of Chicago, r980; M.A., University of Toronto, 1982; Ph.D., of Toronto, 1990; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, SL John's College, Annapolis, I998-. JOSEPH C, I'l[ACFAHLANil RA., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, I993-94; Ph.D., Committee on Social Thought, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, I994-97; Tutor, St. John's College, r998-. JOHN'S JEFFREY ALLEN SMITH B.A. Philosophy, Columbia College, Columbia University, 1986; Ph.D., Princeton University, r994; Lecturer, History, University of Pennsylvania, l992-I994; Assistant Professor, History, Harvard University, 1995-2000; Tutor, St. John's College, 2000-. B.A., Philosophy and Political Science, Emory University, r989; Ph.D., Committee on Social Thought, The University of Chicago, r997; Lecturer in the College, The University of Chicago, r994-r997; Visiting Assistant Professor, Political Science, Colgate Unversity, r998-99; Assistant Professor, Philosophy, Carthage College, Ig99-2oor; Tutor, St. John's College, 2oor-. B.A. (Hon.), University of Calgary, l99r; M.A., Duke University, 1994; Ph.D., Duke University r997; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. John's College, 2000-. GARY BORJESSON MARK W. SINNETT B.A., Whitman College, I987; M.A., I994, Ph.D., I997' Emory University; Assistant Professor of Philosophy, University of Central Arkansas, r997-r999; Tutor, St. John's College, r999-. B.S., Mathematics, Texas Christian University, M.A., I978, Doctoral Study in Mathematics, I979-8I, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U.G. Marshall Fellow in Mathematics, Ig8I-83, Lecturer in Mathematics, Ig83Kansas University; B.D. (Hons.), Theology, St. Andrews University, Ig88; Richard JI/I. Weaver Fellow, 198<;,-85; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, 2000-. JEFF BLACK B.A., College, University of Toronto, 1993; Teaching Fellow, Boston College, r998-I999; Tutor, St. John's College, r999-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory r992-94; Ph.D. in Political Science, University of California, San Diego, I999; Tutor, St. John's College, Ig99-. DANJJ.lL Kow B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois Ig77; Ph.D., Philosophy, University of Notre Dame, 1983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, r986-88; Assistant Professor, I988-go, Associate Professor, I990-96, Professor of Philosophy, I996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. 75 LOUIS MILLER P. llJAVID B.A., St. John's College, Annapolis, r986; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Department of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of Chicago, I990-98; Tutor, St. John's College, Annapolis, r998-. AMrnTHANAYAGAM COLLEGE} JACQUELINE L PFEFFER ThiLANCASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, 199r; Ph.D., Experimental Particle Physics, University of Rochester, r997; Postdoctoral Fellow in Particle Physics, Michigan State University, l997-2om; Tutor, St. John's College, 200I-, }OHNTOJVJARCHIO B.A., Columbia College, Columbia University, r98Lf; M.A., I993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, r996; National Fulbright Research Fellow, Rome, r994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant of Philosophy, Villanova University, r998-2oor; Tutor, St. John's College, Annapolis, 2oor-. SruRA.MNAMJUAR B. Tech., Ig84, Indian Institute of Technology, Madras; Research Fellow, Ivlurugappa Chettiar Research Center, Ig84-86; Research Assistant, Indian Institute of Technology, Bombay r986-88; Graduate Assistant, Chemistry Department, Philosophy and Graduate School of Education, SUNY Ph.D., Philosophy, SUNY 2000; Information Architecture Consultant, 2000-2002; Visiting Scholar, SUNY Buffalo, 2oor-2002; Tutor, St. John's College, 2002-. LomsPETmcH B.A., English, Northwestern University, r982; M.A., r986, Ph.D. Candidate, I9861990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, r985-r987; Dramaturg, Assistant Director and Actor, Court Theater, �76 {FACULTY} The University of Chicago, Ig85-89; Fulbright Scholar, Alexandru t Cuza Univerfasi, Romania, Ig90-9I; United States University, Brno, Ig92-I993; Reader and Stage Crew, Folger Shakespeare and Theater, D.C., Ig93-r995; Civic Education Fellow, P:resov University, Slovakia, r995:r997; CEP Fellow, Alexandru l Cuza UniIasi, Romania, :r997-I999; CEP r999-2000; State National of 2000-2002; Founder, American Studies Resomces and Training Center, Bishkek, 2om-02; Tutor, St. John's ColJASON A. TIPTON BA , of California, San I993; NLIL Tulane r999; I\ILS. Tulane 2om; Ph.D. Tulane UniScholar, Greece, 2000-m:; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, SL John's JOANNA BACHE TOBIN fl.A., 11/Iedieval/Renaissance Studies, Studi- {ST. SANTA FE JOHN'S JOHN§, STEADMAN President JmJNE. BALKCOM A.B., cum laude, in Philosophy, Princeton MBA, Graduate School Finance :r973-74; Assistant, CF Industries, I97475; Associate, Hewitt Associates, 1975-80; and Vice President, Booz, AJlen & Hamilton, Principal, BaL\com and Evanston, IQ<:m-oo, .oJtuc,ipcu, Sibson & Company, :r988-2000; Adjunct Professor of Economics, Graduate School of Business, of '-''·"V'A",,' 1999-2000; M.A. in Liberal Arts, St. John's College, Santa Fe, :woo; President, SL John's Santa Fe, 2000- STEPHENR. VANLUCHENE B.S., Philosophy, University ofWisconsin, :r959; Instructor in Radio Repair, United States I954-56; Assistant in 1959-61, Teaching Fellow, 1961-62, Cornell University; Tutor, St. John's College, Annapolis, :r962-67, Santa Fe, 1967-; Assistant Dean, 1970-72. B.A., Arizona State University, :r969; M.A., r97I, Ph.D., 1973, University of Notre Dame; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, I982-85; l99I-:r996. EJLUOTT T. SKINNER DAVID BOlLOTIN B.A., University of Colorado, 196:r; M.A., Princeton University, , Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, 196,-;,; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's College, Sante Fe, 1965-. B.A., Cornell University, :r966; Ph.D., New York University, r974; Lecturer in Classics, Yale University, l97:r-73; Tutor, St. John's College, Annapolis, :r974-82; Santa Fe, Associate Professor, Comniittee on Social Thought, University of Chicago, 1986, :r987-88. PHIJLIP LECUYllR Dean ofthe College in Santa Fe DAVID LAWREl"<CE LEVINE lmup,-o-;tv COLLEGE} of John's :r969, Ph.D :r975, The State 'Woodrow V!ilson Fellow ; .NDEA Fellow ( Graduate Fellow, The 1967-70; Pennsylvania State :ReseaTch, Cent1e Universitaire International, Paris, I970; Language Goethe Institut, 'Vest Instructor "-' ''rn'""· 'v/est B.A., Colorado College, ·Merton College, Oxford 1969; Studies in Biology, University of New Mexico, Ig70-72; Boettcher Scholar, 1962-66; Perkins Scholar, :r963-66; fil10des Scholar, r966-69; Danforth Graduate Fellow, Ig66-72; Woodrow Wilson Fellow (honorary), Ig66; Tutor, English Literature, Summer Humanities Institute, Colorado College, Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I971-72; Tutor, St. John's College, Santa Fe, 1972-. DAVID EDWARD STARR Ph.D. Candidate, Political :r99Lf-; Tutor, St. '"""''''"Research Grant, Earhart Foundation, :r984-85; Tutor, St. John's Santa Fe, Assistant Dean, 199'?' Director of the Gniduate Institute, r997-2oo:r; Dean, St. Santa Fe, 2001-. B.A., Gordon 1962; M.A., I966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, Ig63-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor rn Philosophy, University of Rhode Island, :r966-71; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. GEORGIA§, KNIGHT B. S., Philosophy, :r970, M.A , I9'{2, Teaching Fellow, Universit-y of Utah, :r970-74:, Tutor, St. John's Santa Fe, Ig74-; Assistant Dean, 1988-90. KENTH. TAYLOR B.A,, Yale Ig63, M.A , University of Georgia, 5; Ph.D., University of California at Santa Cruz, :r976; University of California at Santa Cruz, 1967-68, Defense Language Institute, Monterey, California, IQ'Do--oq Heidelberg University, r97:r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of California at Santa Cruz, Tutor, St. John's College, Santa Fe, I9'{Li,-. EJLIZABElrH s. ENGEL B.A., Pomona College, M. Phil., I97I, Ph.D , Philosophy, :r973, Teaching Assistant, 1969, Yale Teacher, Shimer C , :r971-73, Assistant Professor of California State University at Humboldt, :r973-75; Tutor, St. John's College, Santa Fe, :r975-. �78 {ST. {FACULTY} LYNDA LAMSON MYERS B,A., SL John's College, Ig7I; M.A., University of North Carolina, Ig75; IVI.A,, Ig91, Ph,D,, I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, Ig85-88. ANTHONY JAMES CAREY St, John's College, n.1.tuocpv"' B,A,, University of North Carolina, M.A,, I 973 , Ph.D, 19 98, Graduate Faculty, The New School for Social Research; U.S, Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, Ig69; Part-time Instructor in Philosophy, East Carolina 1974-78; Part-time Instructor in Philosophy, North Carolina College, 1976-78; Tutor, St. John's College, Annapolis, Santa Fe, 1984-; Dean, 1986-91, I996-2000; Acting President, 2000. Ct'!A.Po.LO'ITE GRAY M-.AJR'TIN B .A., of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of 1972- 73; Ph.D., Classics and ·~"'~C•~D'~"p Studies, Boston Teaching Fellow, Boston I975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PETERPESIC A.B,, Harva:rd University, :r969; M.S., 1970, Ph.D., :r975, Stanford University; Danforth Graduate Fellow, :r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, :0:970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, :r980-; Musician-in-Residence, 198,;c-, EDW.MID CARY STICKNEY B.A., St. John's College, 1975; M.A,, Philosophy, Albert-Ludwigs Universitaet, Freiberg, W, Germany, 1979 ; Tutor, St. John's College, San~a Fe, 1980_; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D,, Harvard University, :r980; Teaching Fellow in Government at Harvard College, 197 5_ 73, 1979 _3 0 ; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, SL John's College, Annapolis, 1982-85; Santa Fe, 1985-. §TEPHEN FREDERICK HOUSER RA,, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., of 1989; Ph.D,, University ofVirgini~, 1990; President's Fellow, University ofVIIgmia, 19 3 7_90 ; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell 1969; Ph.D., Boston College, Assistant Professor of Political Science, 1975-81, Directo:r of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1081-83, University of New England; Th1tor, St. John's College, Santa Fe, :r983-; Director of the Graduate Institute, 2oor-, JOl:lGJE H. AIGLA Universidad NaciomiJ Aut6noma de Mexico, Mexico City, I971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979 ; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California Sai"l Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Ai1atomy and Physiology, City College of San Francisco, 1981-85; Private JOHN'S translator, 1982; Lecturer, Collegiate Seminar, Saint College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-. JmmF. CORNELL BA, 1975, MA, l9n McGill University; Ph,D., University of Chicago, r981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEB Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, r984-85; Tutor, St, John's College, Santa Fe, :r985-; Visiting Assistant Professor of History of Science, University :r990. ROBERT R!CHA..lIDSON B.A., Park , 1960; Woodrow Wilson Fellow; Danforth Fellow; M.A,, 1962, Ph.D., 1969, Yale Shimer College 1975-77; Cornell College, 1968-70; University of vvisconsin-Madison, :r970-73; Tutor, St. John's College, Santa Fe, 1985-. LINDA WIENER B,S,, Biology, University of Miami, 1977; M.So, Entomology, Colorado State University, :r979; Co-founder, Foundation for the and Protection of Trilobites, 1979; Ph.D,, Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D, Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. COLLEGE} 79 THOMAS SCALLY B A., SL College of California, 1967; MOA., Boston College, 1970; Ph.D., Boston College, 1971; Assistant University of Santa Clara, 1970-71; Assistant Professor, St" Mary's College of California, 1971-74; Assistant California State University at ucuuuv,,u 1975; Department Chairman (Philosophy), Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Italy, 1980-84; Visiting St. John's College, Santa Fe, 1987-89; Tutor, SL John's College, Santa Fe, 1990-. 0 G.RAN'l' Ho FRANKS BA, St, John's College, "~•au1yvc•a J.D., Harvard Law M.A,, 1980; Associate, & Sutro, San Francisco, Clerk to Judge Cecil K Poole, Ninth Circuit Court of , San CA, 1983-84, Associate, Heller, Ehrman, White & McAuJiffe, San Francisco, Tutor, St John's College, Santa Fe, BASIA C, MILLER B,A., Philosophy, A.Jltioch 1959; 1962; Ph.D,, M,A., University of University of Chicago, Translator for the University of Chicago Press, Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Teaching Assistant, University of :r985-87; Instructor, Northern Illinois 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-2002, ~W'°ILLIA!o/l §,KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, ; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate 1983-87, �80 {ST. JOHN'S COLLEGE} {FACULTY} M.A., Classics, University of Colorado-Boulder, r985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, r987-88; Reynolds Fellowship, r988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer r985; Visiting Assistant Professor, University of ColoradoBoulder, Summer rggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; Tutor, St. John's College, Santa Fe, r989-. KruSHNANVENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, r982-86; Academic Exchange, University of New Mexico, Albuquerque, r985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi University, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, Nor th China Film and Broadcasting Institute, r989; Tutor, St. John's College, Santa Fe, r989-. BRUCE M. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, r995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, rggo-. JAMES P. FORKIN B.A., St. John's College, Santa Fe, r980; M.S., Vegetable Crops, University of California-Davis, rg86; M.A., Political Science, University of California-Davis, rg86; Tutor, St. John's College, Santa Fe, r990-. FRANK R. HUNT St. John's College, Annapolis, r97r-73; Cornell University, r973-74; B.A., New York University, r976; M.A., r980, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, r980-86; Lecturer, Marymount University of Virginia, r985-86; Editor, Princeton University Press, r987-89; Tutor, St. John's College, Santa Fe, rggo-. JAMES COHN B.A., Dartmouth College, rg8r; Fulbright Scholar, Germany r98r-82; Ph.D. Committee on Social Thought, University of Chicago, rggo; Tutor, St. John's College rggr-. CHARLEsN. FASANARO B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, r980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, r980-82; Jonathan M. Daniels Fellow, r982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, . r986-9r; Associate Professor, Center for Philosophy and Religion, Colorado, rg86; Professor, Center for Philosophy and Religion, Colorado, rggo; Tutor, St. John's College, Santa Fe, rggr-; Assistant Dean, 2002-. JOSHUAL. KATES B.A., St. John's College, Annapolis, r980; Advanced Summer Greek Institute, New York City, rg8r; Collegium Phaenomenologicum, Perugia, Italy, r987; M.A., rg88, Ph.D., rggr, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor of Comparative Literature, State University of New York at Binghamton, rggr; Tutor, St. John's College, Santa Fe, rggr-. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, r974; M.S., Mathematics, Brown University, r977; Undergraduate Study in Mathematics Education, University of New Orleans, r979-80; Graduate Study in Mathematics, Clarkson University, r983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, rggr; Instructor, University of New Orleans, r977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, r980-82; Visiting Assistant Professor, St. Lawrence University, r983-86; Assistant Professor, Manchester College, r988-92; Tutor, St. John's College, r993-. 81 JULIE REAIIARD B.A., English, Michigan State University, r980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, r984; Ph.D., Comparative Literature, University of Colorado, Boulder, rggr; Teaching fellow, Department of English, University of Nevada, Reno, r98r-84; Instructor, Department of English, University of Colorado, Boulder, r987-88; Instructor, College of General Studies, University of Pennsylvania, r988-89; Graduate Work, Literary Theory, University of Pennsylvania, r988-9r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, r996-98; Tutor, St. John's College, Santa Fe, r993-. CLAUDIA A. HONEYWELL VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, r985; Yale University Teaching Fellow, rg86-88; M.A., M. Phil. in Philosophy, Yale University, rggo; Ford Foundation Dissertation Fellow, r990-9r; Ph.D. in Philosophy, Yale University, r992; Philosophy Instructor, Albuquerque TV-I Community College, rggr-92; Tutor, St. John's College, Santa Fe, r992-. BARRY E. GoLDFARB B.A., Yale University, r975; M.A., University of Chicago, r978; M.A., University of Cincinnati, rg8r; Ph.D., The Johns Hopkins University, rg86; Visiting Lecturer, University of Southern California, rg86-88; Assistant Professor, The Pennsylvania State University, r988-92; Language Coordinator and Lecturer, The Johns Hopkins University, r992-93; Tutor, St. John's College, Santa Fe, r993-. B.A., University of Chicago, rg86; Account Executive, American Bankcard Services, Woodland Hills, CA, r987-88; M.A., rggr, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, rggo; Mochlos Archaeological Excavation, Crete, rggr; Visiting Assistant Professor of Classics, Cornell College, r993-94; Tutor, St. John's College, r994-. CALEB THOMPSON B.A., Philosophy, Clark University, r984; M.A., Philosophy, University of Virginia, rggo; Ph.D., Philosophy, University of Virginia, r994; Alumni Dissertation Fellow, r993-94; Postdoctoral Fellow, SUNY at Buffalo, r994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, r996-. �82 MKCHAELD. BYBEE B.A., Philosophy, r972, B.A., M.A., English, r972, I97S, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, r972-74; M.A., Ph.D., Philosophy, r976, r98r, University of Hawaii; Assistant Professor of Philosophy, Idaho State r982-84; Instructor of English, I984-90,Senior Instructor of English, r990-95, University of Oregon; Assistant Professor of Rhetoric, San Diego State r995-96; Tutor, St. John's College, Santa Fe, JumTH I. A!JAIV[ B.A., rg86, JI/LA., r989, Political Science, University of Alberta; Ph.D., r996, Political Boston College; Tutor, St. John's College, Santa Fe, r996-. AERAHAl\'I ANDERSON kB., Harvard {ST. {FACULTY} r975; Harvard-Ens Preceptor in Humanities, , German Munich, in Philosophy, Columbia ; Assistant Professor, University of Dallas, 1986-87; Assistant Professor, Institute for Advanced Study, r994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 1997-. MATIHJEW K. DAVIS B.A., St. John's College, Annapolis, r982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, of Pittsburgh, 1985Ph.D. in Political Science, Boston College, 1995; Killam Fellow, Earhart Fellow, r990-91; E:radley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Projects Editor, Books in Canada, 1997-98; Tutor, St. John's Santa Fe, 1998-. PETER L. GILI!lERT B.Ao, St. John's College, Annapolis, r98r; B.A. , Theology, Oxford University, 1985; Ph.D., Church The Catholic University of A1nerica, 1995; Tnmslator for Ancient Christian Commentary of 1995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike e Yvishtit», Durres, Albania, Tutor, SL John's College, Santa Fe, 1998-. MARK ROLLIN§ A.B. Princeton 1977; M k, Ph.D. in University of California, Berkeley, 1986, l99I; Teaching Fellow in Philos University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, I984-86, I987, r99192, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA 1998; Tutor, St. John's College, Santa Fe, r9980 Instituto de Investigaciones Filosoficas, UNAM, Mexico r996-97; Tutor, St. John's Santa Fe, 1997-. JACQ UJES faJffO !NE DUVOISil\! .. B.A., r980, St. John's College, Annapolis; MOA., 1984, Ph.Do, r992, The Catholic University of America, University of Irvine, r987-9I; Knights of Columbus Fellow, 1981-86,; Tutor, St. John's College, Santa Fe, 1997-. BRENDON LASELL B.So, California Institute of Technology, 1990; M.S., r99r, Ph.D. r994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, 0 , 0 JOHN'S COLLEGE} 83 GINO THOMAS GEORGE LANE B.S. in Physics, California Institute of Technology, 1989; M.A., 1992, M. Phil., 1995, Ph.D. in Astronomy, Columbia University, 1997; Tutor, St. John's College, Santa Fe, r998-. B.A., Reed College, r976; M.A., 1978, Ph.Do, 1989, University of Chicago Divinity School; Research Assistant, University of Chicago, 1986-89; ~"'""""" Instructor in Philosophy, Elmhurst College, r983-89; Lecturer in Theology, University of Chicago, 1987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, 1989-98; Instructor in Philosophy, Albuquerque TVI Community College, l99r-99; Special Part-time St. John's College, Santa Fe, 1998-99; Tutor, St. John's College, Santa Fe, 1999-. JENNIFERL. 0TSUK1 B.A., Reed College, 1983; M.A., I986. Ph.D., I99l in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, 199r-97; Tutor, St. John's College, Santa Fe, r998-. JULIE REHMEYER B.A., Mathematics, Wellesley College, 1994; M.S., Mathematics, Massachusetts Institute of Technology, 1997; 'Ihtor, St. John's College, Santa Fe, 1998-. WILLIAM ALBA A.B., Cornell University, Ph.D., University of California at Berkeley, r992; Researcher, Santa Fe Institute, I992; Instructor of and Physics, Phillips Academy, 1992-94; Visiting Profes-sor of Chemistry, Bard College, 1994-95; Faculty Associate, Bard Institute for Writing and Thinking, 1995-; .Assistant Professor of Liberal Arts, Coordinator of Mathematics and Science, School of the Art Institute of Chicago, 1995-99; Tutor, St. John's College, Santa Fe, r999-. GRJEGORYD. BAYER B.A., St. John's College, Annapolis, 1978; M.A., University of Toronto, lg3I; Ph.D., University of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist University, I995-96, College of William and Mary, 1996-97, College of Wooster, 1997-98; NEH Fellow, Institute for Advanced Study, Princeton, 1998-99; Tutor, St. John's College, Santa Fe, r999-. RlcHAIID A. MCCOMBS, II B.A., l3.S., Fordham I990; Loyola Fellow, Fo1dham University, 199092; M.A., Fordham 1992; Teaching Fellow, Fordham r992-94; InstructOT, Marist College, 1995, Tutor, Rose Hill C , 1996Instructor, University of South Carolina, r999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham 2000° EDWARD A. WALl'KN B.A., Political Science, College, 1987; M.A., English, College (Bread Loaf School of English), r989; M.A., Political Science, Duke University, r992; Ph.D., Political Science, Duke University, ; National Endowment for the Humanities Dissertation Grant, Ig93-94; Exchange Fellow and Instructor, Institut fur Politische Wissenschaft, Friedrick.Alexander Universitat, Erlangen, 199 4-g5; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, r999-. �84 85 {FACULTY} MICHAELE. WOLFE B.A., Ig94, St. John's College, Santa Fe; Dupont Fellowship, Ig94-95, President's Fellowship, University of Virginia, Ig9497; M.A., History of Religions, University of Virginia, Ig97; Assistant Director of Admissions, St. John's College, Santa Fe, Ig97-99; Tutor, St. John's College, Santa Fe, Ig99-. DAVID CARL B.A., Philosophy, Pomona College, Iggo; M.A., Philosophy, Claremont Graduate School, I99I; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, I99I-93; English Instructor, Wupertal, Germany, Ig92; Philosophy and Religion Instructor, Diablo Valley College, Ig93-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, Ig98; Comparative Literature Instructor, UC Davis, Ig95-2000; Tutor, St. John's College, Santa Fe, 2000-. MICHAEL GOLLUBER B .A., Liberal Arts, Sarah Lawrence College, Ig88; M.A. , Philosophy, State University of New York at Stony Brook, I99I; Ph.D., Philosophy, Tulane University, Ig98; Instructor of Philosophy, Southwestern University, Ig96-98; Assistant Professor of Philosophy, Xavier University of Louisiana, Ig98-2000; Tutor, St. John's College, Santa Fe, 2000-. JOHN F. GIBSON B.A., St. John's College, Santa Fe, Ig88; Graduate Research Assistant, Complex Systems, Los Alamos National Laboratory, Ig88-9I; Co-founder, Prediction Company, I99I-92; Graduate studies, Department of Theoretical and Applied Mechanics, Cornell University, Ig92-I996; Staff Scientist, Beam Technologies, Ig96-I998; Computer Systems Administrator, Computational Flid Dynamics Laboratory, Mechanical and Aerospace Engineering, Ig99; Independent research, 2000-oI; Tutor, St. John's College, Santa Fe, 200I-. PATRICIAM. GREER B.A., College of Notre Dame of Maryland, Ig66; M.A., Writing Seminars, Johns Hopkins University, Ig67; Teaching Fellow, University of Southern California, Ig68-69; M.A., St. John's College, Annapolis, Ig95; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-0I; Adjunct Instructor, History of Asian Religions, University of Virginia, Ig99; Visting Lecturer, Sanskrit Epics, Sweet Briar College, Ig99; Tutor, St. John's College, Santa Fe, 2om-. EWEN llARru:SON B.A., Ecology, Behavior Evolution, University of California, San Diego, Iggo; M.S., Biology, Ig95, Ph.D. (anticipated) 2002, University of Michigan; Graduate Student Instructor, University of Michigan, Ig93-2000; Lecturer, Eastern Michigan University, Ig98; Graduate Teaching Consultant, University of Michigan, 2000-oI; Tutor, St. John's College, 200I-. JAY SMITH B.A., St. John's College, Ig77; M.A., Philosophy, Marquette University, Ig79; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, Ig86-89; Environmental Consultant, Iggo-2000; Tutor, St. John's College, Santa Fe, 200I-. LISE VAN BOXEL B.A., The University of Toronto, Ig92; M.A., Boston College, A.B.D., The University of Toronto; Tutor, St. John's College, Santa Fe, 200I-. MICAHEL ANDREWS B.A., History, Montana State, Ig92; M.A., European History, Tulane University, Ig97; Ph.D. Candidate, American Intellectual History, Tulane University, Ig98-2002; Tutor, St. John's College, Santa Fe, 2002-. MoNIKAI. CASSEL A.B., Comparative Literature, Princeton University, Ig92; Ph.D., Comparative Literature, University of Michigan, 2002; Graduate Instructor in German, English, and Comparative Literature, University of Michigan, Ig94-2002; Study and Research, Humboldt-Universitat, Berlin, Ig96-97; Fellowship, Institute for Research on Women and Gender, University of Michigan, 2om; English Instructor, Desert Academy at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002-. INGOFARIN M.A., Philosophy, Freie Universitat Berlin, Ig85; Ph.D., Philosophy, Indiana University, 2003 (anticipated); Associate Instructor, Indiana University, Ig90-I999; Visiting Assistant Professor, The University of Toledo, Iggg-2000; Visiting Assistant Professor, The College of William and Mary, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. KENNETH B. WOLFE B.A., St. John's College, Santa Fe, Ig94; M.A., Latin, University of California at Berkeley, Ig96; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. �{ST. JOHN'S 86 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, r948. TUTORS EMERITI AND STEPHEN FEINBERG RETIRED TUTORS COLLEGE} 87 OFFICERS, Assoc1ATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President John E. Balkcom Dean Harvey Flaumenhaft Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Vice Presidentfor Advancement, Santa Fe Michael Franco B.B.A., University of Texas, Austin, r967. John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Douglas Allanbrook Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Ralph Swentzell Glen A. Freitas Katherine S. Mulford Vice Presidentfor Adv~ncement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute William Pa~e Assistant Dean Judith L. A. Seeger Director ofAdmissions John M. Christensen Director ofAlumni Activities Jo Ann Mattson Director ofAthletics Leo Pickens Director of Career Services Roberta Gable Director ofFinancial Aid Caroline Christensen Librarian Andrea Lamb Director of Communications Rosemary Harty Registrar Reenie Craven Nurse Practitioner Carolyn Buppert Treasurer Bryan E. Valentine Director ofthe Graduate Institute FrankN. Pagano Assistant Dean Charles N. Fasanaro Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Tahmina Shalizi Director ofAthletics and Outdoor Programs Mark St. John Director of Career Services Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Librarian Jennifer Sprague Director ofPublic Relations Laura J. Mulry Registrar Marline Marquez Scally Family Nurse Practitioner Linda Budd Director ofPersonnel and Buildings and Grounds Ted R. Gonzales �{ p R 88 0 F I L E } FRESHMAN CLASSES ENTERING FALL 2002 AND JANUARY 2003 Annapolis States Represented 34 35 Alabama I Alaska Arkansas I Arizona I California Colorado Connecticut Delaware Florida Hawaii Illinois Indiana 7 I 6 I 2 6 2 Kansas Maine Maryland 1\([assachusetts Michigan Minnesota India I Netherlands I 28 Pakistan I IS Spain January 2003 Men Women Early Entrance 2 I Previously Attended College 5 Veterans 2 Range of Ages I 20 I 4 I 2 I 2 7 I24 I39 22 23 84 89 62 73 2 IO 9 6 North Carolina Public Independent Homeschooled Rank in Class" First Fifth Oregon I 47 II I7-30 I7-40 2 0 IOI I22 40 32 8 4 54% 72% 67% 38% 46% 25% Second Tenth Second Fifth 2:x:% I3% 23% 28% 9% I% I4.% 0% 5% Third Fifth 4 2 34 First Tenth I 7 New Mexico 3 xg Kind of School Attended Receiving Financial P,__id Nevada South Carolina South Dalrnta I I I Pennsylvania I Number of Students Fall 2002 4 Ohio Oklahoma I Germany IO Montana l'{evvYork 3 I 2 2 Mississippi Missouri New Hampshire New Jersey Santa.Fe Foreign Countries Canada 2 Kentucky Louisiana Annapolis Santa Fe I I I Tennessee I 2 Texas 4 FomthFifth Last Fifth National Merit Honors Scholars 56 9 6 I7% 37 I 8 Finalists Semi-Finalists II 8 Commended Students 30 20 I7 Utah Vermont Virginia Washington 4 2 IS 5 West Virginia I 3 2 'Wisconsin 2 2 \'Vyoming District of Columbia I 4 '' Not included in this table arexo3 students for ·whom rank-in-class is not available. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2003-2004 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2003-2004 Date A point or period of time associated with an event in the lifecycle of the resource 2003-2004 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2003-2004 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bf710aeeb0857920115e3ad0421a75f2.pdf b80505274d74a0841e72af303b0ca4fb PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 4rn-263-237I 2I404 SANTA FE, NEW MEXICO 87505 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA I9Io4; 2I5-6625606), and by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 8oo-6I2-'(440). The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COJLLEGE CALENDAR {COLLEGE CALENDAR 2004-200 SANTA FE Freshman and Convocation Classes Seminars Classes Begin with Seminars October 8 - n Convocation November 2tr - 28 DecemberI6 Recess October 15 - 18 End of First Semester I DecemberI6 End of First Semester Second Semester !2 November 25- 28 -\rvinter Vacation December 17 - 'JVinter Vacation Freshman -7 IVfarch 12 - 24-MarchI3 I I I 27 End of Second Semester End of Second Semester Con1mencement Comn1encement I I I §UM:l\'l:ER 005 Second Sexnester I I I I I I I I I I i ! ~ June r3 Graduate Institute Summer Session June 20 Second Semester Ends 4 Graduate Institute Summer Session Ends Graduate Institute Summer Session Begins Second Semester Ends II Grnduate Institute Summer Session Ends �{TABLE 6 THE 8 ro II 16 20 22 THE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 55 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 87 Officers, Associates, and Staff 88 Profile: .11.003-2004 Freshman Classes �{STo 6 JOHN'S 7 COLLEGE} {INTRODUCTION} L discus- John's SlOH of its historical manifestations. ness of a recurrent problem and the however, the aim is to ascertain not how were, but how things are - to help the students make reasonable decisions in whatever circumstances possess face" And it is the ultimate airno of the program that the habits and discus- students should continue with them sion thus begun takes the form of a discussion The conversational Most of the lta.cmL1u! at St, express of lNhich contemporary life is teachers methods of the seminar are carried over into the tutorials, J'vi much as possible, the actual instruction in all classes and laboratories is made to on the initiative of the students. The tutms function as more intent on ~"c"'""·"' students them than upon them their ovvn St. seeks to restore the true meanmg of a liberal arts education ry function of the libernl arts has been to about an awaTeness of the forms that are embodied in combinations of words and in numbers so that they the liberal aTts were seven in number: grammar, and music, and astronomy - the arts of mathematics. In more contemporary terms, the hberal arts what is involved in the use of words and numbers m all and also in measurThere are many ,ways to them: discussion, translation, Whatever methods are used, and musical an: also linked the othe:rs. In that sense ta...~e converse with each other. mvite the students to think part, within the limits of their This one-sided. The great books can is the clarifications that we desire. io at a propeT choice. The of the St. John's seminaT. HeTe a number of students of 'will serve the students who have learned them have to say, "without this defect is the raned all serve the same end: to these means, students vml be clear alternatives with faced with a text that may present unfamiliar It is to one another's group a:re in continuous with the utmost to discuss it that the students are to submit theu The demands of the individual and those of the limits within vvhich the discussion moves with the centuries, but these arts of enable men and vwmen to 'Nin kn owl.edge of the world arnund them of themselves in this world and to use that Under their g11idance, mer! and women can free themselves from the wantonness of and the 11anow11ess of beaten it may concern itself,Nith n1ore that thrust themselves fonvard. The students or with very contemporary to the seminar the assum1Jtlol',s viith wisdom.. women can acquire the habit of Under their rnen and to reason" A genuinely conceived liberal arts cuniculum cannot avoid aiming at these most of all human �{ST. 8 {THE JOHN'S COLLEGE} 9 CuRHICULUM} THE SEMINAR he heart of the curriculum is the seminar - a discussion of readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the who serve as leaders. The and for the requirements of common courtesy, there are two rules: first, all must be heard and they may clash; must be 0 "~~~"·~~ argument - an unsupported does not count. In a freshman seminar the students may tend to express their with little for their their under discussion has aroused a sustained and conversation. The assignment for each seminar amounts, on the average, to around pages of reading, but may be much shorter if the text to be difficult. The seminar with a asked one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not to the leaders. They do not raise their hands for to be heard, but enter the discussion or withdraw from it at will. The is temth e use of formal modes of address. Once the seminar may take many forms. It may range from the most to the most general. The readcertain to elicit a discussion of war and vvrPc.,-,rrn and to bring to the surface the students' and fears about the wisdom or error of national policies. Homer and Dante prompt Ieflections on human virtues and vices and on humaniultimate fate. Sometimes a seminar of the close to the text; at other times the talk may range the :reading, but itself in the mmds of the the coffee after senunar, students from different groups compaxe the made in their discussions. in with one another, the with care, keep- maybe """"'uco on the part of few of the seminar members, or occas10 n s when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather the of "following the argument," of facing the crucial issues, or of foundations upon which a r.rain of The argument lead to the answer to a tion remains open with certain alternatives outlined. The progress of the seminar is not smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. gradually can the logical of an argument emerge within the sequence of analogies and other devices which the discussion is kept alive. A seminar may also into rather empty talk, without able for some time to extricate itself from such a course. At its best, the seminar insights the initial views held by any of Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the or interpretation. It is to the discussion, to keep it moving, to raise and to the students in every way to understand the author, the issues, and themselves. The most useful instrument for this purpose is the the most useful device of all is the But the leaders may also take a definite and stand and enter into the son, and any opinion can genernl consent. The aim is to develop the students' powers of and understanding, and to arrive at intelligent opinions of their Every freshman, and submits an essay on some theme ed by the semmar readings. In Santa an essay is submitted each semester; each year. The essay is not research papeT with extensive and a but rather an c;..cc.c;uq..rc on the part of the students to set out writing, as as can, their thoughts on some aspect of the arts. The essay in the second becomes the center of their final examinations. For the essay holds a tance: it becomes the part of process called enabling (see page 3r) �10 {THE CURRICULUM} {ST. THE PRECEPTORIAL ..................................................................................................................~ or about seven to weeks m the middle of the year the seminars of the senior classes are Listed below are some of the •won.~~·,nial offered on the two ca1111Ju.sec in recent years. These are small groups of students engaged in the of one or in exploration of one through several books. Students are usugiven choice of sixteen to on books or of DaI. 1 . tlcu,ar interest to the tutors who offer them. Students may suggest a and mvite a tutor to study it with them. Jt o:ne or a the program, some may deal ·with books and the students would not otherwise ~"'v~cu·ccci. TheI"e are at a pace n1ore by the semithe students~ 'Nork is con1 - I-Iobbes: Leviathan Austen: Selected Novels ~~~i?a~~rnblems m Medicine JOHN'S THE TUTORIALS COLLEGE] 11 means of communication. In a of as a preof the traditional studies of grammar, rhetoric, and The tutorial seeks to foster an and active grasp of the relations betV11een language on the one hand and and on the other. To do this, it must direct attention to the fundamental ways in which words can be put together.; to the modes of signifying things; to the varied connotations and bro::td sense, it may be he seminar cannot suffice as the only setting for liberal education. its very nature, the seminar does not the student an to cultivate the habits of methodical and careful discussion and devices must therefore support it; these are the tutorials in language, mathematics, and music For each of four years, a student attends one language and one mathematics tt1torial three ti1nes a 'l"T-:':'.,ek mores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students learn and instruction of a tutor. The tutorial conditions for a small group to c 0 '''·01' '"''C toward a careful often through translation or demonstraAs in the semone another and with the tutor, but the discussion focuses sharply on assigned tasks, There are for all students to contribute their measure of instruction and are made in all classes: mathematics, music, and sections, as well as in langm.ge tutorials. The students are thus called upon to articulate and CU.UH~Uc"' in both the 'NTit- languages (Greek in the first and second years, and French in the third and fourth auo1'u1u.: ~V'H!XLJ. ' " · " ' from thern them with of the nature of Ianguages in general and of their 01Am in particular. the four years, then, ""·'l'.L""I'." as the discourse of reason, as the articulation of the medium of the art and their own resources of articulate and learn the rules that must govern it if is to be clear, consistent and effective - if it is to be and IS 011 constructioHs, and the of each studied, Thus the THE LANGUAGE TUTORIAL ·~c·~'·'~'~'''~~H in higher education has led LU''" ''-U~,, skills. As the of the central a one the language tutorial attempts this condition in the and shades of abstract logical structure and rhetorical pattern of a Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a playisread- rtacine'sPhaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. Itis equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation oflogic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomywith a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso'sLes Demoiselles d'Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a BJ.ace among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} {ST. JOHN'S COLLEGE} 17 THE LABORATORY ······· ··········································································································- hree hundred years ago, algebra and the arts of geometry were introduced into European thought, mainly Rene Descartes. This was one of the great intellectual revolutions in recorded paralleling and in part determining the other great revolutions rn morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a of the St. John's program and focal one that the college takes special care to There is an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be without the first two years, which cover the from Homer to Descartes. ble the of natural ,_, .. ~.·~···~···~ on an immense scale and has provided the for what is known to us as the labThe intellectual tools of the laboare the consequence of the vast conceived by the great of the seventeenth century. based on a mathematical into a great book wxitten in characters. '~·~·"""c is concerned with the of the human mind and hand that and measurement; crucial · the interand fact has to All of this is sup- which provide the necessary ing of mathematical The task, the various scientific to bring the up to date them, or to engage in specialized It is rather to make the student separation of scientific frorn the as if were tinct and autonomous domains of Different fields of sources common to all intellectual life. The laboratory program is largely determined three considerations relevant to the liberalization of the of science: (r) The free discussion of the instruments and involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific ru:sc1pil!11e to its roots in assumption, and observation. Thus certain intewholes of matters are to be selected as problems in which the roles of theory and experimentation can be distinthrnugh critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources to consider alternative methods, and on occasion to repeat an entire experiment. thus can they come to a mature understanding of the sciences called c'exactn A section consists of fourteen to sixteen students ~working under the guidance of a tutor, with the of mo:re advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for and discussion of for or for both, as the progress of the work requires. vc.""''ucmcmy a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writmf'"s of Axistotle, Galen, Harvey, Huyge~s, N~wton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical �{ST. 18 {THE LABORATORY TOPICS THE FIRST YEAR beenchoThe sen from and biological sciences. The sequence of may be outlined as follows: The laboratory begins with twelve weeks devoted to in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with illiCl'OSCOpeS is nv~VJlH~PiUl!\00 constant theoretical based on reading works of biological scientists. Here the student confronts organisms as entities ·with properties of wholeness, intimately on, yet distinct from, the s1u- IST YEAR .... ···························- weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic 12 JOHN'S COLLEGE} 79 CURRICULUM} are taken up, experimentally in discussion of the relevant theories. The student compares the views and Lavoisier on the nature of and substantial change, and on to study and discuss important texts bearing on the the atomic-molecular theory. ExpeTito with the work culmiThe freshman next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on is studied, then the laws of of gases, temperature, and in the resolution of the of atomic weights and in an "·"'""''"'V" of some consequences of this laboratory deals top- divisions of optics, and out the year, nied by the w'" ""'·'by Galileo, Descartes, :Newton, Leibniz, Caxnot, and Maxwell The mathematical tools of be put to work in the same time that their rigorous ment is in the mathematics tutorials. fa-5 the tools of the calculus become acceleration, work, energy, and uucci,1c1,u helds to their reformulation in terms of denvative and at the same time, the concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories and wave - and the success of either theory in for examined. The fundamental ~'0 ~~.-~of electricity and magnetism are studied and and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic oflight. THE FouRTH YEAR In many ways, the work of the senior year is a return to the students first confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the of study. Prepared electrical phenomena, the student can focus on the of atomic stability that led to the revoluquantum of Boh1· the wave mechanics of de Broglie Schrodinger. Through a sequence of toric scientific papers and related ments, the concepts of and of discxeteness and ~vuc""""" meanmg. Luria and Delbruck. Next, "~'""'w·'"v" papers leading to - for instance Tatum, 'NJ.tson and Crick, Monod - are studied. �20 {ST. {THE JOHN'S 2 COLLEGE} CURRICULUM} THE FORMAL LECTURE T he curriculum as described so far calls for student tion at every active stage of the work. On evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an connector it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar or space science, fields: in m or architecture. The lecturers are often visiting scholars, but not infreare members of the St. John's from the academic world or from the arena of affairs; may be poets or anists. Sometimes a concert a lecture. The lecture is followed a discussion. Here the lecturers submit themselves to prolonged questioning the students, with the participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit and the exposition of a may not be familiar with, and it also in the dis- "Perceptual Experience and the Mechanisms of Human Vision" William Banks other campus in recent years: A War Poem" Crime Go Down?" Q.Wilson '"'rn~-u~Nuclei, Active Galactic Nuclei, very different from the classroom. It is here that they can test the degree of their understanding and the of what learned. The lectures range through a subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate in the seminars and tutoriak Others may have a lasting effect on the direction that students' work takes within the framework of the program. Fine Arts Quaitet Madison and the Bill of Rights" Goldwin Aristotle, and Liberal Luchene "The Tears of Odysseus" Stickney "Evolution and Development" J. T. Bonner "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Mazur "The Parable of Don Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. Fe Bart Emerson String Quartet Stanford Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Citizenship in a Mass Mark Hatfield Lies" Eva Brann "Mimesis and the End of Axt" John Sallis "Vil.hat Good and \Vhat Harm Can Do?" Wolfgang Lederer "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla "Botticelli's Prima Vera: =iicwYrn ofa Paul Barolsky �{ST 22 {THE JOHN'S COLLEGE} 23 CuRRICULUIVI} FRESHMAN YEAR ST. JOHN'S LIST OF GREAT BOOKS he list of books that serves as the core of the curriculum had at Columbia at the University of and at the and centuries, most of which were written in modern languages; the fourth year the reading into the nineteenth and uventieth centuries. The order in which the of continuous review at St. John's College. The distribution of the books ove:r the four years is Mo:re than two thousand years of intellectual form the of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The fi:rst year is devoted to Greek authors and their understan<lof the liberal arts; the second year contains books from the Roman., Medieval, and Renaissance the third yea:r has books of the seventeenth matter. The St. John's cmriculum seeks to convey to students an the fundamental have to face It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is the Instruction Committee of the Those listed here are read at one or both campuses. Books read in seminar are indicated an asterisk. n"•'••nOo oh to the Aristotle: Euclid: Nicomachus: Lavoisier: Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Republic, Crito, Phaedo, .'>o,cmnr>sz,um Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *J\ficomachean Ethics, On Generation and ''Politics, Parts Generation ofAnimals Elern.ents On the JVature of Things ') '(·Solonn Arithmetic Elements of Chemistry Motion Archimedes, Fahrenheit, Virchow, J\1ariotte, Driesch, Stears, J.J. Thomson, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: 'The Bible *DeAnzma, Conics Aeneid ''Plutarch: G'Caesai\)' "Cato *Tacitus: D1Scow0es, !Janual Annals 'Plotinus: TheEnneads Summa Contra Gemiles *Dante: ''.Chaucer: +Des PTez: *Macl:riavelli: ''Luther: ''Rabelais: ]1/Iass The Prince, Discourses On the Revolutions ofthe The Freedom of a Christian Gargantua and Pantagruel Palestrina: Viete'. "Introduction to the ft_.iJ.alytical Art" �aa:s zzs iS 24 *Bacon: Shakespeare: Poems Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE JVovum Organum *Henry V, ''The Tempest, *Richard II, *As YouLikeit, *Hamlet, *Othello, *Macbeth, 'fKingLear, ''·Coriolanus, Sonnets Marvell, Donne, and other r6th- and r71:h-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: 'fHobbes: <·Descartes: <·Milton: La Rochefoucauld: La Fontaine: ''·Pascal: Huygens: *Eliot ''Locke: Racine: Newton: Leibniz: ''S'"·rift: *Hume: *Rousseau: *Moliere ''Adam Smith: *Kant: *I\lfozart: *Austen: Dedekind: Fielding: {ST. CURRICULUM} Don Quixote Two New Sciences Leviathan 111editations, Rules for the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica Epitome IV *Monadology, *Discourse on JV!etaphysics, Essay on Dynamics, "Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe JVletaphysics ofJV/orals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. BernouJli, 0rsted, 14 rrmPTP Faraday, Maxwell JOHN'S assaa1 1 COLLEGE} 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: "'Kierkegaard: "V!agner: ''·Marx: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of Ame1,ica, *Supreme Court Opinions The Federalist Origin ofSpecies . Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Jlfanuscripts of1844, The German Ideology Brothers Karamazov ''Dostoevski: TVarandPeace 'Tolstoy: The Adventures ofHuckleberry Finn *Twain: Selected stories *O'Connm: Psychology, Briefer Course *William James: Birth of Tragedy, Thus Spake Zarathustra, *Nietzsche: Beyond Good and Evil General Introduction to Psychoanalysis 'fFreud: Poems Booker T. Washington: Selected writings The Souls ofBlack Folk DuBois: TVhat is Philosophy? *Heidegger: The Physical Principles ofthe Quantum Theory Heisenberg: Selected papers Einstein: The Electron Millikan: Heart ofDarkness ''Conrad: The Bear *Faullmer: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Essays Davisson, Schrodinger, Bohr, de Broglie, Dnesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, *These authors or works are read in seminar. The others are distributed among the tutorials and laboratory �26 {THE CURRICULUM} {THE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Literature Philosophy and Theology History and Social Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch THE TUTORS Mathematics andNatural Science Music ................................................................................................................................................................................................................................................... Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch ............................................................................................................................. ··················································· ............................................................ . Sophomore Virgil Year Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Ploti.nus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon ................................ Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez .................................. Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Nev.rton Senior Year Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W.James Heidegger Plato Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Washington DuBois Hamilton, Jay, Madison Faraday Lobachevski Rutherford Minkowski Davisson Driesch de Broglie ACADEMIC Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mozart Mendel Wagner J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&Monod A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chiefrole of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC THE INSTRUCTION COMMITTEE THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately xoo,ooo volumes. The library building, renovated in x996, provides comfortable study spaces as well as computer terminals with access to the catalogue, other JOHN'S SCHEDULES P T he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. ORDER} library databases, and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in x990. The library now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The library also provides public terminals for accessing electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the program. Annapolis has the Bray Collection, dating from x696 and known as the "first public library in America," as well as the Prettyman Collection of signed and inscribed books. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elem,ents; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:00 - 10:10 A.M. 10:~20 29 COLLEGE} MONDAY TUESDAY Language WEDNESDAY Language Mathematics - n:30 A.M. r:oo - 3:40 P.M. Laboratory 8:00 - 10:00 P.M. THURSDAY Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00-10:30A.M. MONDAY Mathematics Language I0:30 A.M. - 12:00 P.M. r:oo - 4:00 r .M. Language Laboratory Language Laboratory Chorus 2;30 - 4:00 P.M. 8:00-10:00 P.M. TUESDAY Seminar Seminar Formal Lecture �30 {TEE ACADEMIC ESSAYS AND EXAMINATIONS EssAYs £'.U'"'"'a'·'' in Annapolis and each semester in Santa Fe, all freshmen, and submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are and on the texts have read or the paper they have written and on their critical and >n--~-nh-cp ~tJUU~HUo It is not the much students remembeL Students are to consider the different parts in relation to each other and that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is before the winter vacation, and for before nT,PN>rn'()rl {ST. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL EssAY AND ORAL ExP~MINATION In the senior year, the student is to present to the a final ed to some aspect of the four It i.s not intended to be a of ized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this the seniors attend no classes. If the final essay is the mittee to which it has been the student is examined about it the comnnttee in an hour-long examination. No is awarded unless both the essay and the oral examination are The senior essay is regarded as a culmination of the student's JOHN'S ACADEMIC STANDING ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and sermnar. It is assumed that each student has the required to pu:rsue this course of study until there is clear evidence to the contrary. The cuniculum is varied and rich enough for great diversity of interest, and achievement, and there is ample room within it for a wide :range of and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and for grades. Because student is essential to the way in which classes are conducted at St. John's, attendance at all regscheduled college exercises is A record of absences is kept. Tlus record is taken into consideration whenever there is occasion to determine academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met ifthe student is to continue in the college. The normal probationary is one semester. LETTER GRADES Students are encouraged not to work for but to develop their powers of understanding. Therefore, within the college, grading is not of central Students are told their grades on request. The tutor's comprehensive judgment of a student is to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a level. Such a grading system is necessary for students who wish to enter or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a , and meet ·with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their ffWn work. Advice may be and given; difficulties may be aired; but g:rades are not reported or discussed. In the junior year, conferences some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. the Sophomore is a review the In;truction Committee, with the advice of all the tutors of of the student's during the two years spent in the college. The sophomore essay is especially important in the enabling pron o students are class unless they have written a essay, and then only if in the judgment of the Instruction Committee they are prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2r.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.8% are in communications or the arts; • r7.3% are in business or business-related occupations; {ST. ORDER} • 9.7% work in the field oflaw, with most in private practice or the judiciary; • 9.4% work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.6% work in social services, including counseling, psychology, social work, and the ministry. • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes a~e conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theolof!?f, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly Smaller group of students (twelve to sixteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 THE LIBERAL ARTS CURRICULUM''" DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS PRECEPTORIAL (examples) SEMINAR Homer: Iliad, Odyssey Aeschylus: Agameninon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytns, Bacchae, Electra Aristophanes: Frogs PRECEPTORIAL (examples) Montesquieu: The Spirit of the Laws Shakespeme: The history plays Smith: The Wealth a/Nations Aristotle: On the Soul Heidegg·er: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Hegel: The Philosophy ofRight Nietzsche: Thus Spake Zaratlzustra IV1ATHEMATIC5 AND NATURAL SCIENCE SEMINAR TUTORIAL Plato: Chaucer: Canterbury Tales in Middle English' Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Lucretius: On the Nature a/Things Aristotle: Physics' Ptolemy: Almagest* Gahleo: Dialogue 011 the Two Chief World Systems* Dan'Vin: The Ongin a/Species* Freud: Selected Works PRECEPT 0 RI AL (examples) Investigations Rousseau: Emile Timaeus~ HISTORY the French Revolution,_ TUTORIAL Euclid: Elements* Lobachevski: The T/ze01y of Parallels* PRECEPTORIAL (examples) Pouncs AND Socrnr1 SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics*· IVIachiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality l\1arx: The Economic and Philosophic Manuscripts of 1844-·· Tocqueville: Democracy in America·' Axistotle: J\Ticomachean Ethics:/· Thmnas Aquinas: Treatise on Law;. Hobbes: Leviathan'' Decla1·ation of Independence P.,.:rtides of Confederation U.S. Constitution and Madison: The Selected U.S. Supreme Court Decisions Light: Aristotle, Descmtes, Huygens, and Newton Lavoisier: Elements ofChemisoy Maxv,ell: TheOl)/OfHeat Bacon and the Principles of Natnral Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodu,s Job Jviatt!zew Romans Augustine: Confessions'" Thomas Aquinas: Summa TUTORIAL Ham;Jton, TUTORIAL Augustine: The City of God''· Vi co: Tlze New Science ' Ka11t: Idea ofa Universal History J(aramazov Tlzeologica ' Kant: Groundwork oftlze Metaphysics ofMorals Kierkegaard: Philosophical Herder: Ideas Toward tlze Philosophy ofthe Hz:St01y of Jl1anki,,d'' Hegel: Plulosophy ofHist01y' Mmx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences" Collingwood: The !dea ofHz:Story' Strnuss: Political Philosophy and I-lz:St01y" PRECEPTORIAL (examples) Tolstoy: !Var and Peace Machiavelli: Tlze Florentine Histories Weber: The Protestant Ethic and the Spzi·it of Capitalism Arendt: Tlze Origins of Totalitarianism ':·'/.Readings may differ slightly between the tvvo can1puses Fragments TUTORIAL Plato: JVfeno Aristotle: Metaphysics* Descartes: _!l;Jeditations H1m1e:An Enqui1y Concerning 1-Iuman Understanding Kant: Prolegomena to Any Future 111etaplzysics Nietzsche: Beyond Good andEvir program is to students seek a understanding of the fundamental and endurthat have been ,,,~~,.,,,,,,,,human in the rich traditions of the East. Its course of SEMINAR Herodoms: Histories'· Thucydides: Peloponnesian War* Livy: Early Hist01y ofRome* Polybius: Histories'· Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals'. Tocqueville: The Old Regime and Cervantes: Don Qui,i;ote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarclz Dostoevski: The Brothers f""'""'"'"""""""""he aim of the Eastern Classics i -r Selections credit hours, in one calendar year, beginning in the fall and ~~.,,~.-~-~··h in the summer. It is offered Saiita Fe campus. The program includes a series of seminars, and a tutorial in either Sansbit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range ofindian, Chmese, and ese texts. In the tutorial, twelve to fifteen eitheT Sanskrit or classical students Chinese. The to gain some into their structure and to trans- late selected shoTt passages from classical texts, In the eight to twelve students a single work or theme for an eight-week Each student is to write a substantial paper. Fae- the discussion? their field Classes meet in late afternoons and to accommodate students who but due to the intensive nature of the program, full-time work is not �36 3'7 THE EASTERN CLASSICS CURRICULUM SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching* T'ang Poetry Mencius: Works' SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-sh<L>tra• The TaleoftheHeike LotusSutra Sei Shonagon: The Pillow Book• Kenko: Essays in Idleness Dogen: Shobogenzo * Basho: TheNarrowRoadtothe Deep North Chushingura: The TreCL>uryof Loyal Retainers FALL SEMESTER SANSKRIT TUTORIAL Gonda,A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: BCL>ic Writings a/Mo Tzu • Chuang Tzu: B<L>ic Writings Mencius: Works* Hsiin Tzu: Writings ofHsun Tzu• Han Fei Tzu: Writings o/HanFei Tzu* Ssu-ma Ch'ien: Records a/the Grand Historian• !Ching RigVeda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi' Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPT 0 RI AL (examples) Mahabharata (required) !Ching Confucius: Analects Chuang Tzu: B<L>ic Writings Lao Tzu: BCL>ic Writings SEMINAR Kalidasa: Shakuntala, KumarCL>ambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes o/Manu Kautilya: Artha-Sh<L>tra KamaSutra• Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka • Jayarasi Bhatta: Tattvopaplav<L>imha * Asvaghosa: Buddhacarita Majjhima Nikaya • Vimalakirti Sutra • Nagarjuna: Madhyamika-sh<L>tra Chandrak:irti: Pr<L>annapada Lankavatara Sutra • Guadapada: The Great Karika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record a/the Peach Blossom Fountainhead Chinese Poetry• Diamond Sutra HeartSutra Hui-Neng: Platform Sutra a/the Sixth Patriarch Chu Hsi: Chu Tzu ch'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RIAL (examples) RigVeda Upanishads Ts' ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records a/the Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Murasaki Shikibu: The Tale of Genji (required) FoR ADDITIONAL. INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2r404-2800 4rn-fo6-254r giadm@sjca.edu www. stj ohnscollege. edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf.edu www.stjohnscollege.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E S I D E N C E & The is w.ell aware that activities, artistic and lighthearted recreation are necessary v~"''"'" ments to an intellectual life, and it is committed to the funds, and support needed to make them available. Such activities in axe "~'~'"''"''"'"both by the Dixectox of Athletthe Student fo Santa Fe the Student Activi- S T U D E N T ties to the L I p E } 39 and to administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Instruction Committee on academic matters, A Food Committee works with the OJVUU•~-·~ fox and equipmenL THE ANNAPOLIS CAMPUS , ince its as King -William's School in r6 St. John's has been situated in of 4.0,000 '"Tith the and of Anne of ~u''"'"H"'v"" at the Umted States Naval Ac:ae1.enw; with the fish, crab, and oyster and with the and recreHlt:llUClHv The Student Polity ;·pny,pq,,.,-,,~t-rn,a<. Delegate Council, meet once a week hear requests from students for funds, remind students of theiT responsibili- The Gadfly, a student newspaper, provides a second medium for of to the Controve:rsy :ranges from petty to vital; essays, and news are included. Energeia, the college's student-:run literary magazine, is and contains and more essr,ys, poetry, and fiction. Students are also welcome to contribute to The College and The St. the two official tions of St. John's, continue year after year, while others up and die out as the individual membeTs of the come and go. extracurricular activities grow out of the curriculum as students' interests overflow from the classroom. The past years have seen sm2.ll classes and ers tutors - in nese, Gexman, the l'1ew Hegel, Leibniz, .A.J'rican-A.merican literature, and selected women wTiters. Other activities stem from interests of the curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available fo1- student use in a computer lab, The lab, open 24 hours a serves with free access to and Internet services. Students can use the lab for essays, �40 {ST. JOHN'S COLLEGE} {RESIDENCE & izes in circulating exhibitions by artists of stature. Recent shows have included Rembrandt Etchings, Japanese VVoodblock Prints, The Figure in 20th Century Sculpture and Space and Place.· Jl1apmaking East and West. Lectures and discussions are scheduled dming each show. An exhibit in the spring displays work members of the college community. There are odic trips to galleries and museums in ""'·'"·'f;CVU and Baltimore; h·<rn<m<w+~+,~~ is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in and pottery throughout the year. Materials and tools are furnished without in most cases. Parties, an important part of communiry life where students and tutors meet come in several varieties. The St. John's Waltz Committee arranges frein the Great Hall, quent waltzes and big-band s"vving music. These include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, and Commencement Waltz. Rock parties are held the Coffee out papers written on computers, and the World Wide \Y/eb Theater life is active. The stage one or two classic3J one or two modern 'Norks, uiuwx~c several one-act Recent have included The Winter's Tale, The JVature and Purpose of the Crisis of •Neekend, the student film club presents and domestic films - the classics of cinema art The is eclectic: recent have included _,lieservoir Potenikin, Citizen Kane, STUDENT LIFE} 41 There are concerts at the college, and the Political Forum invites lecturers to speak on weekday """"°m''c itself offers church groups of synagogues, concerts, plays, historic tours, seafood, sailing, the Naval hilting, cycling, state government, political work, sei·vice groups, and so on. Washington, D,C., and both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules to both cities to attend plays and as well as for individual explorations. ATHLETICS The an extensive intramural sports program that includes team in soccer, flag handand croquet, as well as individual tournaments in tennis and table tennis. This and very program, for both men and women, is a extracurricular life. don athletics when they entex because find programs the select few. At St. John's, able to rediscover the letics in also pursue interests in (the FencUnion has bouts with local Individual artistic time for and a manent facilities, such as the aTt studio, ceramic studio, shop, darhoom, and stage floor, to The college's Mitchell Art Gallery special- staff, and even paxents Located at the confluence of the Chesaand the Severn River, is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic serves as headquarters for an active crew program. rowing and are vexy activities, and the more serious rowers compete in local regattas. �42 {ST. JOHN'S COLLEGE} {RESIDENCE & STUDENT LIFE} 43 The college has a small fleet of sailboats, from lasers to a 24-foot Bristol sloop, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. THE SANTA FE CAMPUS I n the early Ig6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of Ig64 in New Mexico's capital, founded in I6rn by Spanish colonists. Its population of 65,000 people is occupied principallywith the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the I6 dormitory units on the main campus houses from I2 to I8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular acrivities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the coll~, or after graduation. COLLEGE} AB in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe campus encourages all students to participate in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketb,all court, two racquetball/squash courts, a wellequipped weight room, men and women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor resource library are also located at the new center. The college offers students, faculty, staff, and alumni a variety of sports and outdoor recreational opportunities. Student interest usually determines which sports and outdoor programs are offered. There are organized tournaments for basketball, volleyball, badminton, table-tennis, racquetball, squash, indoor and outdoor soccer, and fencing. There are also opportunities to swim and play tennis, softball, and Ultimate Frisbee. The college also supports a Karate-Do program led by tutor Jorge Aigla, 6th Dan. Depending on student interest, extracurricular classes are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater canoeing and rafting, downhill and cross-country skiing, snow shoeing, and fly fishing. The Outdoor Programs office organizes extended river trips each fall and spring in the surrounding Southwest. The neighboring Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness for {RESIDENCE & camping and hiking. Students can join the St. John's College Search and Rescue Team and learn back-country skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to play individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter ofr784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted bytutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more gen er- �{RESIDENCE 46 {ST. JOHN'S al interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories. AB supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. The Annapolis and Santa Fe campuses have slightly different housing practices due to differences in available dormitory space. Generally, unmarried undergraduates are expected to live on campus, space permitting, and to take their meals in the college dining hall, unless they receive permission from the local housing office to live off campus. Only freshmen are guaranteed housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the direc.tors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter & STUDENT LIFE} COLLEGE} or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. , INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the ABsistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising • ?n-c~pus career workshops and meetmgs with alumni • information and referrals on current career and job opportunities • community service opportunities job postings on the St. John's website . ~t. Jo~n's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES ~-employment service, under the supervis10n of the Career Services Office, posts off-ca~pus jobs. Primarily, it provides part-tJ.me employment for students during the academic year, but it also can aid s:udents looking for full-time or partt1me summer employment in the local community. HEALTH SERVICES A S~dent Health Center on each campus proVIdes a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans m consultation with students ~nd faculty. Every entering student is mformed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show 47 respect for the individual1"ty of eac h student. All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually b the college. St. John's assumes that st:_ dents will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including al~ohol, are fundamentally incompatible with the program of study at St. John's Co~l~~e. Students who engage in such actJ.VItJ.es face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff ~o care for the dormitories. The college rnsp_ects the rooms periodically and reparrs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear ~d tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. 'i �{SITE {SITE PLAN} 48 ANNAPOLIS, SANTA MARYLAND FE, PLAN} NEW 49 MEXICO COLLEGE CREEK SOCCER FIELD BOATHOUSE LOWER PLAYING FIELD .... TENNIS COURTS STUDENT ..... ACTIVITIES CENTER HEATING PLANT I UPPER PLAYING FIELD TENNIS COURTS Coffee Shop SUITES L COLLEGE AVENUE r APARTMENTS �'£_ < --@Jilii£1Ll21Zi J££&312&1!J iiJ Lil LZUfalL &LEU. lk a ··.'···r·.·.··.· ....•. {ADMISSIONS} .. which apare selected for St. John's are special, and prospective students find it that constitute an lege. Those who apply want an education that consists of careful reading and consideration of the most ucwauv..i..u;; of serious conversation in which learn to consider the of others as well as their own; and of active parcLc.ip.auvu in their own education. Education at St. John's is a common Each student has a considerabie effect on the life and of the comM o st who consider St. John's examine themselves before 51 They can tell the committee much more than statistical records reveal. Next the committee considers the academic achievement and Previous academic records - the school report and t:ranif thexe is one - show whethex an has the habits and initiative to succeed in the St. John's progra,'11. St. John's attaches little test scoxes, and no or because of such scores. The committee's decisions are not influenced the race, religion, sex, age, color, In their essays, ma..riy determine their own approas St. John's others eliminate themselves as decidthat their interests and those of the do not coincide. Thus, for the select themselves, Some are rejected, of couxse, but a wide of students is each year. The purpose of the admission process is to detexmine whether an o·,~nl,~c,,,r the necessary to the St. John's program satisfacThe Admissions Committee - five tutoxs and the DiTector of Admissions on '"~'f.HHAXUUH as The essays to give a ethnic ox any other factors unrelated to the work of the college. The asks a minimum nPT.'1>n'>I data. r·~eed Iol' financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small in which the students and axe known to each other. Each campus serves about 450 The size of each class is limited on each campus. Most freshman classes are about divided between men and women Classes enter in late and thexe one campus, New students axe enrolled as IO% to IS% of each entering class have done one, two, or even three years of work elsewhere. These part in the St. John's prngrnm. Freshmen who enter in stay on campus the following summex to the first yeaL can thus �52 {ADMISSION} {ST. JOHN'S COLLEGE} 53 graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ost applicants have a strong b~ckground ~~ academic sub1ects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. HOMESCHOOLED STUDENTS Homeschooled applicants must submit the results of either the SAT1 or ACT. 2. They must also submit an outline of the curriculum they have followed, arranged in chronological order by conventional I. subject matter, with brief descriptions of the course content and texts used. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "N' Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SAT1) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), if the applicant's first language is not English. TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = 1732; Santa Fe = 2649 PROCEDURE S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the first week of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. �54 {ST. {ADMISSION} If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: l) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify . than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, any student in good academic standing may apply for transfer to the alternate campus for the upcoming academic year. They must notify the Registrar's Office of their intention to transfer by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March r. All intercampus transfers must be approved by the deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 21404-2800 (Phone: 410-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505-9846060 or 800-331-5232; E-mail: admissions@sjcsf.edu). The college maintains a website atwww.stjohnscollege.edu JOHN'S CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or l-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dinin hall 'h g wit out charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should ~ot be denied the opportumty to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible s~d~nts to the greatest extent possible wit~m t~e limits of the college's resources. Fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. I. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3· Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy th~t students should contribute to theu educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). A1n} 7 . Financial aid awards are made_ in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discriminatio~ on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. ~itizens_ and permanent residents applymg for fmancial aid is as follows: Applicants must file the current Fr~e Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the ?oll~ge Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from secondary schools. the Financial Aid Office at St. John's, or online at www.fafsa.ed.gov or www.profileonline.collegeboard.com. To have an analysis of your forms sentto St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe= 4737 . FAFSA: Annapolis=oo2092; Santa Fe=oo2093. {ST. JOHN'S any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. I. 2 . As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3 . Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit p~rental information in order to be considered for institutional assistance. Financial aid packages for self-supporting students are generally not adequate to cover the full need of such applicants because of funding limitations in both federal and institutional programs· 4 . Recipients of federally funded financial assistance must not be in default on C. Non-U.S. citizens applying for financial aid should note the following: r. Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's COLLEGE} 57 PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. Applications are due by March r from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April r. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. RETURNING STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. ST. JOHN'S GRANTS: FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined wit �58 {FEES & FINANCIAL other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,000 per year. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WoRKSTUDYPROGRAMS: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL PERKINS LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman FEDERAL STAFFORD LOAN: {ST. JOHN'S AID} year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to I%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. FEDERAL 2004-05 STUDENT BUDGET' Tuition ............................ $30,570 Room&Board Books Activities Fee 200 Personal Expen5..~5. ..... 750 IOO, 350, 600• Transport~?:?.1:. ,Fees are subject to changewithoutuotice. , The allowance for transportation varies with the distance between the student's home and the college. BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August I for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must COLLEGE} 59 know in April which returning students will register in September. A deposit of $300 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the �60 {FEES FINANCIAL & AID} {FEES & FINANCIAL AID} 61 ment schedule of tuition and fees corresponding to the schedule on which they r~ceive their benefit payments. These arrangements must be made to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Students with debts to the nrny not i·egister for classes at the beginning of the second semester and subsequent semesters unless have made the treastffer. The college may charge interest on all at rates and on schedules to be determined REFUND POLICY to student must make a new secure in a class. Each student is required to make a of $200, called the Caution which is used as a last resort to i-ecover student bills This fee is once at the of the freshman year. If unused, it is refunded when the student leaves the Each senior must pay a Commencement Fee of $roo at the of the second semester of the senior year. Veterans and Social Security :recipients to receive educational benefits may arrange with the t:reasurer for a pay- DETERMINATION OF DATE OF WITHDRAWAL A student cons1dto the end of the withdravval semester may initiate the withdrawal process by the office of the intention to withdraw. Undergraduate students this notification to the s Office and graduate students contact the Graduate Institute Office. ·when a student notifies the Registrar or Director of the Graduate Institute of an intention to withd:raw, the student will be a form entitled "Official Notice of Withdrawal." At this OFFI-::IAL Vi"/ITHDllAWfi..L: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Sp¥ing Siu:nme1° I-7 REFUND AMOUNT INSTITUTIONAL REFUNDS I-S 903 ro3 8-•4 6-ro 803 203 n-rs 603 403 22-28 16-20 403 603 29-42 21-25 203 803 No Refond roo3 26 and after If a student does not the or Director of the Graduate Institute of the intention to the elate of 1Nithclrnwal used for the calculation of return of Title IV Funds and institutional refund will be the HUui.>vun of the semester. A date eai·lier or later than the may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withchaws because of circumstances beyond the student's control, the college will determine the date of withdrawal. ,u,ouuu.n.;.mu refund is to count the number of calendar from the first of classes to the elate of withdrawal (weekends are included but scheduled breaks of at least five are excluded). The schedule on page 60 is used to determine the percentage of fees room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage the percentage of aid to be cancelled and the "amount percentage to the revised aid the student will receive. For a the first seven days of school would receive ro3 of nonfederal aid that had been awarded. UNOFFICIAL VIITHDRAWAL: AMOUNT CHARGED TS-2I 4-3 and alter the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. or After a student notifies the the Director of the Graduate Institute of an intention to the student is to discuss the decision with A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been the student must a written notification. If a student who :rescinded an intention to withdraw does not the semester, the official date of withclrawal will be the later of the date the withdrawal form was obtained m" the last date of class attenclauce. Ao If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. The next step in determination of the R A student who is exveuea withdraw for academic or w,,c;11.Ju1m1 sons will receive no refund of tuition, romn, or other fees. Co If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student ·will be charged for tuition, fee, room, and board based on the percentage of the semester attended of days enrolled divided by total number of days in the semester)" The same percentage vvill be applied to institutional aid. Docu- �62 {FEES & FINANCIAL mentation of circumstances leading to the vv:ithdrawal may be for example, be if a letter from a vVm?-Hv••v the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title rV funds is after ly 9 weeks of a r6 week semester). The 'Withdrawal date will be established as described in the above Refund Policy_ The percentage of Title IV aid which is earned by the student (i.e , the amount of federal aid the student is to is the sarne as the percentage of the Th1s percentage is the total number of the A1n} a student enrolled for 14 of n2 would have earned of Title IV aid for the semester_ In this example, 87.5% of the Title IV aid would be unea:rned. The institution is responsible for to the federal aid programs the lesser of the amount of unearned Title IV aid o:r institutional vHU<f"vo that the student incurred multiunearned aid percentage. Federal regulations specify the order in which unearned funds are to be :returned The order is: to r. Unsubsidized Stalford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federnl Plus Loans 5. Pell Grnnts 6. SEOG Federal funds are not involved in this determination: A student may money earned the Federal V/orkIf the total amount of unearned aid exceeds the amount the school is ~Pcrnn-c•ri to return, a student may need to retur11 federal grant funds which have been rece1ved for expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for expenses do not have to be returned at the time of withclrawal but must be in accordance vv:ith the terms of the loan. The Financial Aid Offlce vvtll a student if a return of federnl grant funds is rP,mrirPrl cases of refund calculations ru-e available in the Financial Aid Office. (ST. JOHN'S COLLEGE} CRITERIA FOR JUDGING SATISFACTORY PROGRESS STUDENTS Provisions of the Education Act of that each institution make available information concerning the criteria for judging satisacademic progress. The criteria for St_ John's College regarding the determination of satisfactory progress for of federally funded (Title financial assistance are as follows: In order to be prngress, at the end of a semester a student must be to enter the next semester and that next semester must not include the of any work. This the dean in consultation vvith a committee of all the student's tutorn, the "Don Rag Committee_" The Don Rag Committee assesses a student's work in all parts of the program and approves its before recommending to the dean that the student be to enter the next semester. This assessment is conducted in the student's presence all of his or her tutors in common_ At the end of the 1.v"'v"w' v year, the dean and the Instrucwith the advice of the tutors, :review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not a semester's work may be allowed to repeat the work in order to remain at the while are HOpCOdUH" Sometimes students are npnn"n enter a new semester with the ment that meet conditions the course of the semester. In these cases, a student is not work and is deemed to be satisfactory progress until the dean determines that the conditions have not been met When the conditions have not been met, the in consultation vv:ith the Instrucdecides what further determination is to be made of the case. �{FEES & FINANCIAL that an set a imndmum time frame in students must their eduSt, John's has set eight as the maximum tirne frame in students who are of fedfinancial aid funds must earn their degrees, This may be years of Years in which a is not enrolled at St, John's will limitation student is Federal If a student class in which he or she 'Was enrolled for more than three weeks, the class 'Will be considered as repeated work and the student will not be eligible for financial assistance. to this may be by the dean in the case of an withdrawal due to illness or other mitigating circumstances, Students who are their Don Rag Committees to enter the next semester vvith grades on their records are deemed to be making satisfactory progress and a1e for financial aid, a deci- academic should sion present a letter of to the Dean of the The dean ·will :review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In with federal and state reguJohn' s has a set of v,yui1Jrnuncc ,, St John's will report to the of Veterans Affairs (VA) within 30 days all incidents of official termination m change of status that would affect benefits. 2, {ST. A1n} The V.A. that be given for all classes undertaken and that all be considered in a grade average. In A_unapolis, a V.A. enrolled student who 'Withdraws JOHN'S GPA. ofa Caverage are If a student falls below this average and/ or the student's tutors think there is a serious academic the Don Rag Committee will report this to the Dean, who may ask the student to leave the college or may the student on academic tion and that must be met if the student is to continue in the college. The normal During that support and counseling are available to the student. 4, BooKs ABOUT LIBERAL. EDUCATION ERSKil"ffi, Jom'<!: J.B. ADLER, MORTIMER J.' and CHAIILES VAl'\f How to Read a Book, Simon and Schuster, r972. ADlLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, Press, 1958, The American University, Harper and Row, 1970, Teacher in America, Little, Brown and Co., r945. BARZUN,JACQUE§: BELL, DANIEJL: The Reforming of General Education, Columbia Press, 1966, BESTOR, ARTHUR K: Educational Wasteland,S, The University of Illinois Press, Urbana, r953, The Restoration Learning, Knopf, 1955, BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EVA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, I9?9· BRUNER, JEROME S.: The Process of Education, Harvard University Press, r960, Embers ofthe World, Harris \Vofford, fr., Center for the Study of Democratic Institutions Santa Barbara, California, 1970, ' BUCHANAI'<J, SCOTT: program at the except in very unusual cirumstances. Prior credit will be granted for pursuit of the same fouryear, curriculum at the .Annapolis and Santa Fe campuses. The award of credit by the college will reduce the time toward the reward of a degree and will be reported to the VA as 65 BIBLIOGRAPHY DOREN: semester will have a indicating the of work up to the date ofwithdrawaL In Santa Fe, a VA emolled student who vvithdraws from a class after the m a semester will have 8.u F :recorded, No credit will be for withdrawal grades nor, in accordance vvith will be included in the COLLEGE} DARKEY, WIJLUAl'Vl (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 19 79 . My Life as a Co., 1948. , Rmm~T A. Higher Educatwn and Modern Democracy Rand McN ally and Co,, ' GERALD and DAVID Rrnsrvw'!: The Perpetual Dream.' Reform and Experiment in the American Collare 0 ' University of Chicago Press, HARVARD COJVIMITIEE REPORT: General Education in a The University, Cambridge, Massachusetts, 1945· ~~·un""'M· ROBERTM.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State Press, 1943, The Higher Learning in America, Yale University Press, The Learning Society, Praeger, No Friendly Voice, Greenwood, 193 6. University of Utopia, of Chicago Press, r953. C.§.: TheAbolition Macmillan Publishing Co., Inc., 1947. 1943, MEIKLEJOlIN, fa4EXANDER: Education Between Two TYorlds, Harper and Brothers, 1942. - SMITI3!, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St fohn'sProgram, St, John's Press, 1983. VAN DOJIBN, MARK: Liberal Education, andCo,,1944, �66 { B0 A R D J. BurchenalAult Honorary Member 0 F vI sI T 0 R s AN D G0 vERN Jean FitzSimon New York, NY Barbara Lauer Laramie, WY Santa Fe, NM 0 R s} Pamela SaundersAlbin Santa Fe, NM Harvey Flaumenhaft Robert Bienenfeld Long Beach, CA Barbara Leonard Dean, Annapolis Campus Honorary Member Oberlin, OH Frederica Saxon Baltimore, MD Sharon Bishop Elizabeth Gemmill Conshohocken, PA Perry Lerner New York, NY Secretary Thomas Geyer New York, NY David Levine Chair Reston,VA Thomas Carnes Jeremy Shamos Denver, CO Honorary Member San Francisco, CA Washington, D.C. Warren Spector New York, NY Robley Timmins Levy LaSelva Beach, CA Lenore Steiner Ambler, PA Robert Goldwin Ray Cave New York, NY Dean, SantaFe Campus Visitor Emeritus Jill Z. Cooper (Udall) Washington, D.C. Irene Crowe Washington, D.C. Eleanor D. fydings Ditzen Visitor Emeritus Anna Greenberg Annapolis, MD Erwin L. Greenberg Baltimore, MD StewartH. Greenfield Vice Chair Visitor Emeritus Westport, CT Cheryl Foote Groenendyke Tulsa, OK Mark Middlebrook Oakland, CA Alhambra, CA Martin A. Dyer Baltimore, MD Paul Martin San Antonio, TX Peter McGhee Cambridge, MA Alhambra, CA David Dobreer ClintonD. Lively Princeton Junction, NJ Keith M. Harrison Concord, NH N. Scott Momaday Santa Fe, NM Charles A. Nelson Allan Hoffman Robert Ehrlich Annapolis, MD Ex Officio Governor of Maryland Lawrence, NY Stephen Thomas New York, NY Paul Tierney Darien, CT William Tilles Rockville, MD MichaelE. Uremovich Santa Fe, NM Jason Walsh New York, NY Visitor Emeritus Honorary Member Thomas Stern Palo Alto, CA Annapolis, MD Glenda Eoyang Ex Officio, President ofAlumni Association Circle Pines, MN JauneEvans Santa Fe, NM Harriet Warren Honorary Member Christopher B. Nelson Atlanta, GA President, Annapolis Campus/Santa Fe Campus William E. Warren New York, NY William Richardson Martha Black Jordan Santa Fe, NM Julia Wilkinson Austin, TX Ex Officio Governor ofNew Mexico Leslie Jump Washington, DC Warren Winiarski Napa, CA Santa Fe, NM Richard Hoskins Chicago, IL William E. Johnston Chicago, IL Stephen Feinberg El Paso, TX Richard Kimball Norwalk, CT RonaldH. Fielding Rochester, NY Thomas R. Krause Ojai, CA Theodore Rogers New York, NY Mikael Salovaara Vice Chair Bernardsville, NJ Lee David Zlotoff Santa Monica, CA {FACULTY} ANNAPOLIS President CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, r970, St. John's College, Annapolis, r966-69; J.D., University of Utah College of Law, r973, Admitted to the Bar, State of Illinois, r973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, r973-78 and Partner, r979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, r979-9r and President, r987-9r, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, r98r-87, Aurora University Management Center, Illinois; President, St. John's College, r99r-. Dean ofthe College inAnnapolis HARVEY FLAUMENHAFT B.A., r960, M.A., r962, Ph.D., rg8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, rg6o-6r; National Aeronautics and Space Administration Fellow, r963-65; Lecturer in Political Science, Roosevelt University, r965; Lecturer in Liberal Arts, University of Chicago, r965-66; Instructor in Government, Wheaton College (Massachusetts), r966-68; Tutor, St. John's College, Annapolis, r968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, rg8r; MIT I Harvard Workshop on Nuclear Weapons and Arms Control, Summer r983; National Endowment for the Humanities Constitutional Fellow, r984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, r987-89; Visiting Professor, Department of Educational Studies, University of Delaware, r989; Lynde and Harry Bradley Foundation Grant, r992-94; Dean, St. John's College, Annapolis, r997-. 67 EVA T.H. BRANN B.A., Brooklyn College, r95o; M.A., rgsr, Ph.D. r956, Yale University; Fellow of the American Numismatic Society, Summer, r952; Fellow of the American School of Classical Studies at Athens, r952-5 3 ; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, r956-57; Member, Institute for Advanced Study, Princeton, r958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, r975-77; Tutor, St. John's College, Annapolis, r957-, Addison E. Mullikin Tutorship, r97r-; Fellow, Woodrow Wilson International Center for Scholars, r976-77; Arnold Visiting Professor, Whitman College, r978-79; Visiting Scholar in Honors Education, University of Delaware, r984-86; Fellow of the National Endowment for the Humanities, r987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, r988-96; Dean, St. John's College, Annapolis, r990-97; Doctor of Humane Letters, Whitman College, r995; Doctor of Letters, Middlebury College, r999. BEATE RUHM VON 0PPEN B.A., University of Birmingham, England, r939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, r939-43; British Foreign Office, r943-5r; Royal Institute of International Affairs, r952-56; Research Staff, Nuffield College, Oxford, r956-58; Microfilming Project of the Committee for the Study ofWar Documents of the American Historical Association, r959-60; Tutor, St. John's College, Annapolis, r960-63 (Leave of absence, r963-65), r97r-; Visiting Lecturer in History, Smith College, r963-64, University of Massachusetts, r964-65; Member, Institute for Advanced Study, Princeton, r968-69; Member, Center of International Studies, Princeton University, r969-7r; �68 {FACULTY} {ST. JOHN'S COLLEGE} 69 National Endowment for the Humanities Translating and Editing Grant, r978-79. JOSEPH P. COHEN B.A., St. John's College, Annapolis, r956; J.D., University of Maryland Law School, rg 7 6; Department of Philosophy, University of Chicago, r956-57, r959-6 2; University of Vienna Summer School, r957; United States Army, r~57-5.9; Lecturer in the Liberal Arts, Umvers1ty College, University of Chicago, r960-~2; Tutor, St. John's College, Annapolis, r962-; Visiting Fellow, Yale Law School, r97r-72; Summer Fellow, Council for Philosophical Studies, r977; NEH Summer Fellow r978, r984; Visiting Scholar, Oxford University, r978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, r958; Columbia University, rg6o; Ph.D., University of Maryland, rg88; Tutor, St. John's College, Annapolis, r963-. HOWARD}. FISHER B.A., University of Rochester, r965; Technician, Harvard University Cyclotron Laboratory, r964-65; Tutor, St. John's College, Annapolis, r965-; Visiting Lecturer in Physics, Western New England College, rg8o; Visiting Senior Member, Linacre College, Oxford University, r982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, r959; Classics and Philosophy, Univers~ties of Heidelberg, Frankfurt, Mumch, Tuebingen, r959-63; Staatsexamen I, University of Heidelberg, r963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, r963-64; Ph.D., University of Heidelberg, r964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, r964-65; Staatsexamen II, University of Heidelberg, r965; Instructor in Classics and Philosophy, Rosary College, r966-67; Tutor, St. John's College, Annapolis, r967-. NICHOLAS MA.ISTRELLIS }OE SACHS B.S., Bates College, r962; Department of History of Science, r96 2-67, Teachmg Assistant, r962-66, University Fellow, r966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, r967-. B.A., St. John's College, Annapolis, rg68; Graduate Student, The New School for Social Research, New York, r97r-73; M.A., Pennsylvania State University, r975; Teaching Assistant, Pennsylvania State University, r973-74; Tutor, St. John's College, Annapolis, r975-. JoHNF. WHITE . B.A., St. John's College, Annapohs, r965; M.A., The New School for Social Research, r970; Alvin Johnson Fellow, r970-7r; Tutor, St. John's College, Annapolis, r97r-. HOWARD ZEIDERMAN Dartmouth College, r962-63; B.A., St. John's College, Annapolis, r967; M.A., Princeton University, r972; Princeton National Fellow, r972; Tutor, St. John's College, Santa Fe, r973-n, Annapolis, r978-. }OHNVERDI B.S., Psychology, Fordham University, r972; M.A., r974, Ph.D., Philosophy, r975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, r978; Tutor, St. John's College, Santa Fe, r975-85; Annapolis, r985-; Assistant Dean, rg88-gr; Director, Graduate Institute in Liberal Education, r992-95; N.E.H. Chair in Modern Thought, r997-99. DEBORAH SCHWARTZ RENAUT B.A., St. John's College, Annapolis, rg68; M.A., The Johns Hopkins University, r97r; M.S., Georgetown University, r974; Tutor, St. John's College, Annapolis, r974-. DAVID L. TOWNSEND B.A., Loyola College, rg6g; ALN, Jesuit Honor Society, r967-; Fellow, Harvard, r969-74; M.A. Harvard, r970; Teacher, Cambridge Free School, r970-72; Diplome, Universite de Paris, r973; Ph.D. Harvard, rg 7 6; J.D. Yale Law School, rg8r Bar Association rg8r-; Tutor, St. John;s College Santa Fe, r974-, Annapolis, rg8 4-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2oor2002. MICHAEL COMENETZ B.A., The Johns Hopkins University, r965; M.A., r967, Ph.D., r972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, r972-75; Tutor, St. John's College, Annapolis, r975-. ROBERT P. DRUECKER B.S., Marquette University, rg66; Woodrow Wilson Fellow, r966-67; Teaching Assistant, Department of Mathematics, Boston University, r972-76; M.A., Boston University, r974; Fulbright and American Scandanavian Foundation Fellow, Norway, r976; M.A., Counseling, Loyola College, rgg6; Tutor, St. John's College, Annapolis, r977-; Counselor and Therapist, rgg6-. MERA}. FLAUMENHAFT B.A., University of Chicago, rg66; M.A., r967, Ph.D., r970, University of Pennsylvania; Woodrow Wilson Fellow, r966-67; University of Pennsylvania Foundation Fellow, r966-70; Instructor in English, r970-7r, Assistant Professor of English, r97r-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, r977; Tutor, St. John's College, Annapolis, r977-. PETER KALKAVAGE B.A., r973, M.A., r976, Ph.D., r983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, r976-77; Tutor, St. John's College, Annapolis, r977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, r975; M.S., University of Michigan, r977; Associate Mathematician, r977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, r979-. }ON LENKOWSKI B.A., Marquette University, r965; M.A., Philosophy, The New School for Social Research, r970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, r968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, r976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, r977-79; Tutor, St. John's College, Annapolis, r979-. THOMAS MAY B.A., Loyola College, r97r; M.A., Fordham University, r975; Assistant Professor, Loyola College, r974-79; Visiting Lecturer, Goucher College, r976-78; Tutor, St. John's College, Annapolis, r979-; Director, Graduate Institute in Liberal Education, Annapolis, rg86-8g, r995-r998. JONATHAN S. TuCK B.A., Columbia University, rg6g; B. Phil., Oxford University, r97r; M.A., University of California, Berkeley, r972; Graduate Study in English, Berkeley, r97r-78; Woodrow Wilson Fellow, r969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, r969-7r; Kent Fellow (Danforth Foundation), r97r-77; Teaching �70 {ST. {FACULTY} Assistant and Associate, Department of English, Berkeley, r973-78; Tutor, St. John's College, Annapolis, r979-; Assistant Dean, r99r-94. r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. NANCY DUNNING BUCHENAUER B.A., Stanford University, r969; Graduate Study in English Literature, University of Wisconsin, r970-7r; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, r979-80; Richard M. Weaver Fellowship, r98r; Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. B.A., History, r967, M.A., Ancient History, Cornell University, r969; Ph.D., Classics, Brown University, r980; Ford Foundation Fellow, r966-68; University Fellow in Classics, Brown University, r96970; Tutor, St. John's College, Santa Fe, r980-96; Annapolis, r997-; Director of the Graduate Institute, Santa Fe, r99r-94. MICHAEL G. DINK Harvard University, r970-72; B.A., St. John's College, Annapolis, r975; M.A., r978, Ph.D., r986, Philosoph~ The Catholic University of America; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, r980-84, Annapolis, r984-. Director, Graduate Institute in Liberal Education, Annapolis, r998-. JAMES HOWARD BEALL Active duty, U.S. Air Force, r963-67; B.A., Physics, University of Colorado, r972; M.S., Physics, r975, & Ph.D., Physics, r979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, r975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, r979-8r; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, ELIZABETH M. BLETI'NER HENRY H. HIGUERA B .A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. CHESTER BURKE B.A., St. John's College, Annapolis, r974; Master of Music, Unniversity of Michigan, r979; Tutor, St. John's College, Annapolis, r984-. .ANITAL. KRONSBERG B.A., St. John's College, r980; Tutor, St. John's College, r984-; Assistant Dean, r9982002. JOHN'S PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, r984; Teaching Fellow, Boston College, r978-82; Instructor, Assumption College, r98r; Tutor, St. John's College, Annapolis, r984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, r966; M.A., r97r, Ph.D., r973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, r972-76; Graduate Faculty of The New School, 1976-80, University of Oklahoma, r980-84; Tutor, St. John's College, Annapolis, 1984-. NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, r964; M.D., New York University, r968; M.A., St. John's College Graduate Institute, l98r; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, r974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, r976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 198694; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, r985-94. PAMELA KRAUS M.A., 1973; Ph.D., r980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, r975-80; Assistant COLLEGE} 71 Professor of Philosophy, The Catholic University of America ' 193 0 -8s· Amer1can . , Fellowships Program Panel , Am erican . . . Associat10n of University Women , r98 5, . Thtor, St. John ,s College, 3 _. 19 5 WILLIAM PASTILLE A.B. in Music, Brown University, 19 6 . M.A. in Music.ology, Cornell University: r979; Ph.D. rn Musicology, Cornell University, r985; Visiting Faculty, School of Music, University of Wisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. CATHERINE R. HAIGNEY B.A., r981, M.A., r983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, r985-87; Adjunct Faculty, Goucher College, r987-88; Tutor, St. John's College, Annapolis, 1989-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, r980; B.A., Physics and Philosophy, Oxford University, r982; M.A., History of Science, Harvard University, r985; Ph.D., History of Science, Harvard University, r989; Tutor, St. John's College, r989-. JUDITH L.A. SEEGER B.A., Harvard University, r966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., r982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, r984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, r989-. �72 {FACULTY} {ST. JOHN'S JOANE. SILVER MARGARET ANNE KIRBY CARL PAGE B .A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-96; Annapolis, 1997-. B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-96, Annapolis, 1997-. B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John's College, Annapolis, 1994-. CORDELL D. K. YEE B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University ofWisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and l99L ANDRE BARBERA B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-90; Tutor, St. John's College, Annapolis, 1990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. EruKSAGENG B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. Eruc M. SALEM B.A., St. John's College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kentucky State University, 198390; Tutor, St. John's College, Annapolis, 1990-. R.AnOSLAV DATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. ROBERT GoLDBERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-88; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. EMILY H. BROOKER LANGSTON B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. COLLEGE} 73 GEORGE A. RUSSELL B.A., St." Fran_cis College, 1973; M.A., The Catholic Umversity of America, :r 983 ; Ph.D., The Catholic University of America, 1994· Dean of Students St. Patrick's Academy, 1931_3 6 ; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, l986- 9 :r; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John's College, Annapolis, 1995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, 1991; Graduate Student, Music Composition, Duke University, 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, 1996; Tutor, St. John's College, Annapolis, 1996-. LUUNGu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John's College, Annapolis, 1996-. MICHAEL W. GRENKE B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer, University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, 1997-. �74 {FACULTY} {ST. JOHN'S COLLEGE} 75 PAUL W. LUDWIG AMIRTHANAYAGAM P. DAVID LOUIS MILLER B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. B.A., St. John's College, Annapolis, rg86; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Department of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of Chicago, rggo-98; Tutor, St. John's College, Annapolis, r998-. B.A. Philosophy, Columbia College, Columbia University, rg86; Ph.D., Princeton University, r994; Lecturer, History, University of Pennsylvania, r992-r994; Assistant Professor, History, Harvard University, r995-2000; Tutor, St. John's College, 2000-. Mich1?an State U~1versity, rggr; Ph.D., Expenmental Partrcle Physics, University of Rochester, r997; Postdoctoral Fellow in Particle Physics, Michigan State University, r997-2oor; Tutor, St. John's College, 200I-. JACQUELINEL. PFEFFER MERRILL JEFFREY ALLEN SMITH B.A. with Honors, University of Calgary, rggr; M.A., Duke University, r994; Certificate in Political Economy, r994, Ph.D., Duke University r997; Alona Evans Prize, Duke University, r993; H.B. Earhart Fellowship, Duke University, r993-4; Sir James Lougheed Award, r9946; Visiting Instructor, University of Calgary, r994, r996; Visiting Instructor, Humboldt Universitiit, r995; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. John's College, 2000-. B.A., Philosophy and Political Science Emory University, r989; Ph.D., Commit~ tee on Social Thought, The University of Chicago, r997; Lecturer in the College, The University of Chicago, r994-r997; Visiting Assistant Professor, Political Science, Colgate Unversity, r998-99; Assistant Professor, Philosophy, Carthage College, r999-2oor; Tutor, St. John's College, 2oor-. SusANR. PAALMAN B.A., Rice University, rggo; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. DANIEL HARRELL B.A., Vanderbilt University, r989; Ph.D., Emory University, r997; Tutor, St. John's College, Annapolis, r998-. JoHNKREss B.A., Philosophy, Eckerd College, rggr; Ph.D. Philosophy, Vanderbilt University, r998; Tutor, St. John's College, Annapolis, r998-. MARKJ.LUTZ B.A., University of Chicago, r980; M.A., University of Toronto, r982; Ph.D., University of Toronto, rggo; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, r998-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, r993-94; Ph.D., Committee on Social Thought, University of Chicago, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, r994-97; Tutor, St. John's College, Annapolis r998-. GARY BORJESSON B.A., Whitman College, r987; M.A., r994, Ph.D., r997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, r997-r999; Tutor, St. John's College, r999-. JEFF BLACK B.A., Trinity College, University of Toronto, r993; Teaching Fellow, Boston College, r998-r999; Tutor, St. John's College, Annapolis, r999-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory Fellowship, r992-94; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. DANIEL KOLB B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois University, r977; Ph.D., Philosophy, University of Notre Dame, r983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, rg86-88; Assistant Professor, r988-90, Associate Professor, rggo-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. MARK W. SINNETT B.S., Mathematics, Texas Christian University, r976; M.A., r978, Doctoral Study in Mathematics, r979-8r, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U.G. Marshall Fellow in Mathematics, r98r-83, Lecturer in Mathematics, r98384, Kansas University; B.D. (Hons.), Theology, St. Andrews University, rg88; Richard M. Weaver Fellow, r984-85; Lecturer in Mathematics, San Jacinto College, r988-89; Ph.D., Systematic Theology, Cambridge University, r993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, r993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, Annapolis, 2000-. DYLAN CASEY B.~., _Physics, B.A.,. Political Philosophy, JOHNTOMARCHIO B.A., Columbia College, Columbia University, r984; M.A., r993, Ph.D., r996; Lecturer, School of Philosophy, Catholic University of America, r996; National Fulbright Research Fellow, Rome, r994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, r996-98; Assistant Professor, Department of Philosophy, Villanova University, r998-2oor; Tutor, St. John's College, Annapolis, 2oor-. SRIRAM NAMBIAR B.Tech., r984, Indian Institute of Technology, Madras; Research Fellow, Murugappa Chettiar Research Center, r984-86; Research Assistant, Indian Institute of Technology, Bombay rg86-88; Graduate Assistant, Chemistry Department, Philosophy Department and Graduate School of Education, SUNY Buffalo, r988-2000; Ph.D., Philosophy, SUNY Buffalo, 2000; Information Architecture Consultant, 2000-2002; Visiting Scholar, SUNY Buffalo, 2om-2002; Tutor, St. John's College, 2002-. �76 {FACULTY} LOUIS PETRICH B.A., English, Northwestern University, Ig82; M.A., Ig86, Ph.D. Candidate, Ig86I990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, Ig85-I987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, Ig85-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, Ig90-9I; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, Ig92-I993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., Ig93-I995; Civic Education Project Fellow, Presov University, Slovakia, Ig95I997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, Ig97-I999; CEP Fellow, American University ofKyrgystan, Ig99-2000; Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 2000-2002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 200I-02; Tutor, St. John's College, 2002-. JASON A. TIPTON B.A., University of California, San Diego, Ig93; M.A. Tulane University, Ig99; M.S. Tulane University, 2om; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-oI; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, St. John's College, 2002 -. JOANNA BACHE TOBIN B .A., Medieval/Renaissance Studies, Wellesley College, Ig85; Visiting Studient, St. Hilda's College, Oxford University, Ig83-84; M.A., St. John's College, Annapolis, Ig94; Graduate Teaching Fellow, Georgetown University, Ig94-99; Ph.D. Candidate, Political Theory, Georgetown University, Ig94-; Tutor, St. John's College, 2002-. {ST. JOHN'S COLLEGE} 77 SANTA FE JOHNS. STEADMAN President B.S., Philosophy, UniversityofWisconsin, Ig59; Instructor in Radio Repair,United States Army, Ig54-56; Assistant in Philosophy, Ig59-6I, Teaching Fellow, Ig6I-62, Cornell University; Tutor, St. John's College, Annapolis, Ig62-67, Santa Fe, Ig67-; Assistant Dean, Ig70-72. B.A., Arizona State University, r969; M.A., r97r, Ph.D., Ig73, University of Notre Dame; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, r979-8r, Director of The Graduate Institute in Liberal Education, Ig82-85; Dean, r99I-r996. ELLIOTT T. SKINNER DAVID BOLOTIN CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-69; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State of Illinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-87, Aurora University Management Center, Illinois; President, St. John's College, I99I-. Dean ofthe College in Santa Fe DAVID LAWRENCE LEVINE University of Pennsylvania, Ig62; A.B. St. John's College, Annapolis, Ig67; M.A. Ig69, Ph.D. Ig75, The Pennsylvania State University; Woodrow Wilson Fellow Ig67-68; NDEA Fellow (Honorary) Ig67-70; University Graduate Fellow, The Pennsylvania State University Ig69-70; Independent Research, Centre Universitaire International, Paris, Ig70; Language Study, Goethe Institut, West Germany Ig70-7I; Instructor in Philosophy, University of Maryland, West Germany, I97I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, Ig68-69, I97I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, Ig75-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, Ig8o-88; Fellowship Research Grant, Earhart Foundation, Ig84-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, Spring Ig97, Director of the Graduate Institute, Ig97-200I; Dean, St. John's College, Santa Fe, 2om-. B.A., University of Colorado, Ig6I; M.A., Princeton University, Ig63; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, Ig64; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, Ig70; Tutor, St. John's College, Sante Fe, Ig65-. PmLIP LECUYER B.A., Colorado College, Ig66; Merton College, Oxford University, Ig69; Studies in Biology, University of New Mexico, Ig70-72; Boettcher Scholar, Ig62-66; Perkins Scholar, Ig63-66; Rhodes Scholar, Ig66-69; Danforth Graduate Fellow, Ig66-72; Woodrow Wilson Fellow (honorary), Ig66; Tutor, English Literature, Summer Humanities Institute, Colorado College, Ig68; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, Ig7I-72; Tutor, St. John's College, Santa Fe, Ig72-. STEPHENR. VANLUCHENE B.A., Cornell University, r966; Ph.D., New York University, r974; Lecturer in Classics, Yale University, r97r-73; Tutor, St. John's College, Annapolis, r974-82; Santa Fe, r982-; Visiting Professor, Committee on Social Thought, University of Chicago, Ig86, Ig87-88, 2002-03. GEORGIA S. KNIGHT B.S., Philosophy, Ig70, M.A., English, Ig72, Teaching Fellow, University of Utah, r970-74; Tutor, St. John's College, Santa Fe, r974-; Assistant Dean, r988-90. KENT H. TAYLOR B.A., Yale University, r963; M.A., University of Georgia, r965; Ph.D., University of California at Santa Cruz, r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, Ig68-69; Heidelberg University, r97r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of California at Santa Cruz, r967-7I; Tutor, St. John's College, Santa Fe, r974-. DAVID EDWARD STARR B.A., Gordon College, Ig62; M.A., Ig66, Ph.D., Ig72, Boston University; Graduate Assistant in Philosophy, Boston University, Ig63-64; Teaching Intern, Boston University College of Basic Studies, Ig64-66; Instructor in Philosophy, University of Rhode Island, r966-7r; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, Ig82-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. ELIZABETH S. ENGEL B.A., Pomona College, r967; M. Phil., Ig7r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, Ig7r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. �78 {FACULTY} LYNDA LAMSON MYERS EDWARD CARY STICKNEY B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; M.A., 1991, Ph.D., 1996, Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. ANTHONY JAMES CAREY JANET A. DOUGHERTY St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000. B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. CHARLOTI'E GRAY MARTIN B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PETERPESIC A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President's Fellow, University of Virginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, {ST. JOHN'S 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-. JoHNF. CORNELL B.A., 1975, M.A., 1977> McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. LINDA WIENER B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. THOMAS SCALLY B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philo- COLLEGE} 79 sophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. GRANT H. FRANKs B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. BASIA C. MILLER B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-2002. WILLIAMS. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of ColoradoBoulder, Summer 1990; Certificate, �Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; Tutor, St. John's College, Santa Fe, r989-. lKIDSHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, A-1buquerque, Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi. Uni.Taiyuan, People's Republic of China, r986-89, Lecturer in Film Analysis, Nor th China Film and Broadcasting Institute, Tutor, St. John's College, Santa Fe, r989-. BRUCE M, PElitRY B A , Greek, I9'?3, M.A, Classics, I9'?5, Ph.D., Classics, , University of Ph.D. Asian and Middle Eastern Studies, 1995, of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. FnANK R. {ST. {FACULTY} 80 Hum SL John's College, I9'?1-'?3; Cornell Universicy, I9'?3-'?4; B.A., New York University, M.A., Ph.D., I985, The Catholic University of America; Editor, Catholic of P,merica · Lecturer, Marymount Press, 1985-86; Editor, Princeton University Press, Tutor, St. John's College, Santa Fe, 1990-. JPMESCOHN B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College r991-. CHARLEsN, FASANARO B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, I983-8.o,; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-9r; Associate Professor, Center for and Religion, Colorado, r986; Professor, Center for Philosophy and Religion, Colorado, r990; Tutor, St. John's College, Santa Fe, :r991-; Assistant Dean, 2002.-. JOSHUA L ..KATES B.A., St. John's College, Advanced Summer Greek Institute, New York r981; Collegium Phaenomenologicum, Perngia, Italy, 198'?; M.A., 1988, Ph.D., :r99r, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor, State of New York at Binghamton, r99r; Participant, School of Criticism and Theory, Hanover, NH, 1994; Fellow, Camargo Foundation, Cassis, France, r999; Visiting Associate Professor, University of California Los Angeles, r999-2oor; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID RAVFN B.S,, Mathematics, Rensselaer Polytechnic Institute, I9'?4; M.S,, Mathematics, Brown University, I9'?'?; Undergraduate Study in Mathematics Education, of New Orleans, 19'?9-80; Graduate Study in Mathematics, Clarkson 1983-86; Ph.D , Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, JOHN'S University of New Orleans, 19n-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St, Lawrence University, r983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MOii.A B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, r986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John's College, Santa Fe, 1992-. BARRY K GOLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 19'?8; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, 1rnvp"-""" of Southern California, 1986-88; Assistant Professor, The Pennsylvania State University, 1988-92; Language Coordlilator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE REAHAJ:'..D B.A., English, Michigan State University, :r980; M.A., Old Germanic Languages and Literatures, Universiry of Nevada, Reno, 1984; Ph,D., Comparative Literature, University of Colorado, Boulder, r99r; Teaching fellow, Department of English, University of Nevada, Reno, r98r-84; Instructor, Department of English, University of Colorado, Boulder, r987-88; Instructor, College of General Studies, University of Pennsylvania, r988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-93; Associate Professor, English COLLEGE} 81 Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA A, HONEYW:ELL B.A., University of Chicago, :;:986; Account Executive, American Bankcard Services, Woodland Hills, CA, 198'?-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 19 gr; Visiting Assistant Professor of Classics, Cornell College, 1993-9-<c; Tutor, St. John's College, 1994-. CALEB THOM:PSON B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virginia, r990; Ph.D., University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, 1996-. D. BYBEE B.A., Philo 19p, B.A., M,A., English, :;:972, I9'?5, Idaho State University; educational Gateway Mental Health Center, Pocatello, Idaho, I9'?2-'?4; M.A, Ph.D., Philosophy, 19'?6, 1981, University of Hawaii; Assistant Professor of Idaho State University, 1982-84; Instructor 1984-90,Senior Instructor of English, r990-95, University of Oregon; Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. MICHAEL JumTH :t A...DA_.lVI: B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-. �82 {ST. {FACULTY} ABRAHAM ANDERSON A.B., Harvard College, Ig75; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, r975-76; Preceptor in Humanities, Columbia College, r980-83; German Academic Exchange Fellowship, Munich, r983-85; Ph.D. in Philosophy, Columbia University, Ig86; Assistant Professor, Philosophy, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, r987-96; Instituto de Investigaciones Filosoficas, UNAM, Mexico City, Ig96-97; Tutor, St. John's College, Santa Fe, r997-. JACQUES ANTOINE DUVOISIN B.A., r980, St. John's College, Annapolis; M.A., I984, Ph.D., I992, The Catholic University of America, University of California, Irvine, r987-9r; Knights of Columbus Fellow, r98I-84; Tutor, St. John's College, Santa Fe, r997-. BRENDON LASELL B.S., California Institute of Technology, r990; M.S., rggr, Ph.D. r994, University of Chicago; Lecturer in Mathematics, University of Chicago, r992-93; Member, Institute for Advanced 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, SL John's College, Santa Fe, r997-. MATIH.EV/K. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985Ph.D. in Political Science, Boston r995; Killam Fellow, r983-84; Earhart Fellow, r990-9r; Bradley Fellow, r993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, r997-98; Tutor, St. John's College, Santa Fe, 1998-. PETER L. GILBERT B.A., St. John's College, Annapolis, r981; B.A. (M.A.), QyJord University, r985; Ph.D., Church History, The Cath- olic University of America, r995; Translator for Ancient Christian Commentary of Holy Scripture, 1995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngjallja e Krishtit», Durres, Albania, r995-98; Tutor, St. John's College, Santa Fe, r998-. MARKROLUN§ A.B. Princeton University, r977; M.A., Ph.D. in Philosophy, University of California, Berkeley, r986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, r978-83, and r987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, r987, r99192, and r995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNA.NI, Mexico City, r988-9r; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, r997-98; Assistant Professor, Honors Seminar, Emerson College, Boston, MA., r998; Tutor, St. John's College, Santa Fe, r998-. Grno THOMAS B. S. in Physics, California Institute of Technology, 1989; M.A., r992, M. Phil., 1995, Ph.D. in Astronomy, Columbia University, r997; Tutor, St. John's College, Santa Fe, r998-. JENNIFERL. OTSUKI B.A., Reed College, Ig83; M.A., r986. Ph.D., 199I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, r991-97; Tutor, St. John's College, Santa Fe, 1998-. JULIE REHMID'ER B .A., Mathematics, College, r994; M.S., Mathematics, Massachusetts Institute of Technology, Ig97; Tutor, St. John's College, Santa Fe, 1998-. JOHN'S GREGORYD. RAYER B.A., St. John's College, Annapolis, r978; M.A., University of Toronto, r98r; Ph.D., University of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist University, r995-96, College of William and Mary, 1996-97, College of Wooster, r997-98; NEH Fellow, Institute for Advanced Study, Princeton, r998-99; Tutor, St. John's College, Santa Fe, r999-. GEORGE LANE B.A., Reed College, 1976; M.A., r978, Ph.D., 1989, University of Chicago Divinity School; Research Assistant, University of Chicago, 1986-89; Adjunct Instructor in Philosophy, Elmhurst College, 1983-89; Lecturer in Theology, Loyola University of Chicago, 1987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, 1989-98; Instructor in Philosophy, Albuquerque TVI Community College, r99r-99; Special Part-time Tutor, St. John's College, Santa Fe, r998-99; 1\1tor, St. John's College, Santa Fe, 1999-. RICHARD A. MCCOMBS, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, r99092; M.A., Fordham University, Ig92; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. EDWARD A. WALPIN B.A., Political Science, Middlebury College, r987; M.A., English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut for Politische Wissenschaft, Friedrick- COLLEGE} 83 Alexander Universitat, Erlangen, Germany, r994-95; Fellow, and Project Coordinator, Kenan Ethics Program, Duke University, I997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, 1999-. MICHAELE. WOLFE B.A., r99,c;c, St. John's College, Santa Fe; Dupont Fellowship, I994-95, President's Fellowship, University of Virginia, Ig9497; M.A., History of Religions, University of Virginia, r997; Assistant Director of Admissions, St. John's College, Santa Fe, 1997-99; Tutor, St. John's College, Santa Fe, 1999-. DAVID CARL B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, r99r; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, r99r-93; English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, I993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, Ig98; Comparative Literature Instructor, UC Davis, 1995-2000; Tutor, St. John's College, Sa_ntaFe, 2000-. MICliIAEL GOLLUBER B.A., Liberal Arts, Sarah Lawrence College, r988; M.A. , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, r998-2000; Tutor, St. John's College, Santa Fe, 2000-. JoHNF. GIBSON B.A., St. John's College, Santa Fe, 1988; Graduate Research Assistant, Complex Systems, Los Alamos National Laboratory, r988-9r; Co-founder, �84 {FACULTY} Prediction r99r-92; Graduate studies, Department of Theoretical and Applied I\l[echanics, Cornell 1992-1996; Staff Scientist, Beam Technologies, r996-r998; Computer Systems Administrator, Computational Fluid Dynamics Laboratory, Mechanical and Aerospace Engineering, 1999; Independent research, 2000-01; Tutor, St. John's College, Santa Fe, 2001-. PATlliC!AlVL GREER B.A., College of Notre Dame of Maryland, 1966; M.A., Seminars, Johns University, r9 Teaching Fellow, University of Southern California, 1968-69; M.A., St. John's College, Annapolis, r995; Ph.D., of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of Virginia, r999; Visting Lecturer, Sanskrit Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, :1001-. E\V!EJ°"\! ff~JUSON B.A., Ecology, Behavior Evolution, of California, Sm1 Diego, 1990; M.S., Biology, r995, Ph.D. Candidate, University Graduate Student Instructor, University of Michigan, 19932000; Lecturer, Eastern Michigan , Graduate Teaching Consultant, University of Michigan, 2000-01; Tutor, St. John's College, 2001-. JAY SMITH B A., St. John's College, 1977; M.Ao, 0 2002; Environmental Protection r986-89; Environmental Consultant, 1990-2000; Tutor, Sc John's College, Santa Fe, 2001-. 85 LISE VAN BOX-EL PHILIP Bil.TOK B.A., The of Toronto, 1992; M.A., Political Science with High Distinction, Boston College, 1995; Ph.D. Candidate, Political Science, The University of Toronto; Tutor, St. John's College, Santa Fe, 2001-. B.So, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; IVLA., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. MICAHEL At~REV/S B.A, History, Montana State, 1992; European History, Tulane University, 1997; Ph.D. Candidate, American Intellectual Tulane University, 1998-2002; Tutor, St. John's College, Santa Fe, 2002-. MONIYJc lL CASSEL A.Bo, Comparative Literature, Princeton University, 1992; Ph.D., Comparative Literature, of Michigan, 2002; Graduate Instructor in German, English, and Comparative Literature, of iYucw·~aiL 1994-2002; and Reseaxch, Humboldt-Unive:rsitat, Berlin, Fellowship, Institute for Research on V/omen and Gender, of Hu~rn'"'"'"· 2001; English Instructor, Desert Academy at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002-. INGOFARIN M.A., Philosophy, Freie Universitat Berlin, Ph.D., Philosophy, Indiana University, 2003 (anticipated); Associate Instructor, Indiana University, 1990-1999; Visiting Assistant Professor, The University of Toledo, r999-2000; Visiting Assistant Professor, The College of -William and 2000-02; Tutor, St. John's College, Santa Fe, 2002-. B. WOLFE RlL, St. John's College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, of California at Berkeley, 2000; Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, SL John's College, Santa Fe, 2002-. KENNETH Di.mo RAHM. GARFIELD Agnes Scott College, 1979-80; Girton Girton College, University, ; M.A., English and Philology, University of Virginia, DuPont Fellowship, University r983-87; Arts and Sciences Most Distinguished Graduate Work, University of Virginia, r988-89; Pho Do, English and Philology, University of Virginia, 1990; Assisant Professor, English and American Studies, UCLA, 1990-93, 1999-2002; Faculty Career Award, UCLA, r990; Ford Faculty Fellowship, 1992, r999; Tutor, St. John's '-<UUC><Co 2003-. JONATHAN HMm BOA., Government, Harvard 1981; Teacher, Colorado Springs School, r984-86; Graduate Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lectmer in the of Chicago, 1998-2002; Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. Eiuc POPPELE University of Chicago, 1979-80; B.A., St. John's College, Santa Fe, 1989; M.S.K, Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, r997-; Ph.D. Candidate, Civil Eno-ineerino· Un:iversrcy o~ 5, 1998-2003; Tutor, St. John's College, Santa Fe, 2003-. 0 0• • J, WALTER STERLING IV St John's Annapolis, rng;r Jacob K. Javitts Fellow, U.S. Depi~. ~f Education, r993-97; M.A. Philos~phy, Emory University, 1997; Doctoral Candidate, Philosophy, 1997-; Philosophy College in uu-"ucH;v Colleger 999_ 2000; Intellectual Heritage Instructor University, 1999-2000; Adul~ Learning Project Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. 0 �{ST. JOHN'S 86 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Ralph Swentzell Glen A. Freitas Katherine S. Mulford Robert Richardson HONORARY FELLOWS R.AYCAVE B.A., St. John's College, Annapolis, r948. STEPHEN FEINBERG COLLEGE} 87 OFFICERS, AssocIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President Christopher B. Nelson Dean Harvey Flaumenhaft Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Vice Presidentfor Advancement, Santa Fe Michael Franco B.B.A., University of Texas, Austin, r967. Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute William Pastille Assistant Dean Judith L. A. Seeger Director ofAdmissions John M. Christensen Director ofAlumni Activities Jo Ann Mattson Director ofAthletics Leo Pickens Director of Career Services Roberta Gable Director ofFinancial Aid Caroline Christensen Librarian Andrea Lamb Director ofCommunications Rosemary Harty Registrar Reenie Craven Nurse Practitioner Carolyn Buppert Treasurer Bryan E. Valentine Director ofthe Graduate Institute FrankN. Pagano Assistant Dean Matthew Davis Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Roxanne Seagraves Director ofAthletics and Outdoor Programs Mark St. John Director of Career Services Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Librarian Jennifer Sprague Director ofPublic Relations LauraJ. Mulry Registrar Marline Marquez Scally Family Nurse Practitioner Linda Budd Director ofHuman Resources Ted R. Gonzales �~·~~1·~---1 88 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2003 AND JANUARY 2004 AnnapoliJ States Represented Alaska Arkansas Arizona California Colorado Connecticut Florida Georgia Hawaii Illinois Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Montana Nebraska New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wyoming District of Columbia 28 36 I I 2 Annapolis Santa Fe I I3 2 5 s 3 3 2 3I IS I s 2 2 s I 3 I I 2 I I 24 I3 I 2 3 4 4 6 Foreign Countries Canada Germany Ireland Japan Mexico Romania South Africa Spain Ukraine s Fall 2003 January 2004 Men Women Early Entrance Previously Attended College Range of Ages Veterans I I Kind of School Attended Public Independent Homeschooled IS I6 6 9 2 IS 2 3 7 4 I 3 I I 2 I 5 2 8 I 3 I I I I I I Number of Students 3 I Santa Fe Receiving Financial Aid SAT Ranges Middle so% Middle so% I42 I6 8I I43 2I 77 83 8I 3 s 26 46 I7-27 I6-45 0 0 gr S7 9 94 64 6 60% 68% Verbal Math 640-'730 sBo-680 •combined entering classes, fall 2003, with 783 reporting I I6 2 2 4 2 I I • Not included in this table are rn3 students for whom rank-in-class is not available. l � STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 4rn-263-237I 2I404 SANTA FE, NEW MEXICO 87505 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA I9Io4; 2I5-6625606), and by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 8oo-6I2-'(440). The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COJLLEGE CALENDAR {COLLEGE CALENDAR 2004-200 SANTA FE Freshman and Convocation Classes Seminars Classes Begin with Seminars October 8 - n Convocation November 2tr - 28 DecemberI6 Recess October 15 - 18 End of First Semester I DecemberI6 End of First Semester Second Semester !2 November 25- 28 -\rvinter Vacation December 17 - 'JVinter Vacation Freshman -7 IVfarch 12 - 24-MarchI3 I I I 27 End of Second Semester End of Second Semester Con1mencement Comn1encement I I I §UM:l\'l:ER 005 Second Sexnester I I I I I I I I I I i ! ~ June r3 Graduate Institute Summer Session June 20 Second Semester Ends 4 Graduate Institute Summer Session Ends Graduate Institute Summer Session Begins Second Semester Ends II Grnduate Institute Summer Session Ends �{TABLE 6 THE 8 ro II 16 20 22 THE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 55 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 57 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 87 Officers, Associates, and Staff 88 Profile: .11.003-2004 Freshman Classes �{STo 6 JOHN'S 7 COLLEGE} {INTRODUCTION} L discus- John's SlOH of its historical manifestations. ness of a recurrent problem and the however, the aim is to ascertain not how were, but how things are - to help the students make reasonable decisions in whatever circumstances possess face" And it is the ultimate airno of the program that the habits and discus- students should continue with them sion thus begun takes the form of a discussion The conversational Most of the lta.cmL1u! at St, express of lNhich contemporary life is teachers methods of the seminar are carried over into the tutorials, J'vi much as possible, the actual instruction in all classes and laboratories is made to on the initiative of the students. The tutms function as more intent on ~"c"'""·"' students them than upon them their ovvn St. seeks to restore the true meanmg of a liberal arts education ry function of the libernl arts has been to about an awaTeness of the forms that are embodied in combinations of words and in numbers so that they the liberal aTts were seven in number: grammar, and music, and astronomy - the arts of mathematics. In more contemporary terms, the hberal arts what is involved in the use of words and numbers m all and also in measurThere are many ,ways to them: discussion, translation, Whatever methods are used, and musical an: also linked the othe:rs. In that sense ta...~e converse with each other. mvite the students to think part, within the limits of their This one-sided. The great books can is the clarifications that we desire. io at a propeT choice. The of the St. John's seminaT. HeTe a number of students of 'will serve the students who have learned them have to say, "without this defect is the raned all serve the same end: to these means, students vml be clear alternatives with faced with a text that may present unfamiliar It is to one another's group a:re in continuous with the utmost to discuss it that the students are to submit theu The demands of the individual and those of the limits within vvhich the discussion moves with the centuries, but these arts of enable men and vwmen to 'Nin kn owl.edge of the world arnund them of themselves in this world and to use that Under their g11idance, mer! and women can free themselves from the wantonness of and the 11anow11ess of beaten it may concern itself,Nith n1ore that thrust themselves fonvard. The students or with very contemporary to the seminar the assum1Jtlol',s viith wisdom.. women can acquire the habit of Under their rnen and to reason" A genuinely conceived liberal arts cuniculum cannot avoid aiming at these most of all human �{ST. 8 {THE JOHN'S COLLEGE} 9 CuRHICULUM} THE SEMINAR he heart of the curriculum is the seminar - a discussion of readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the who serve as leaders. The and for the requirements of common courtesy, there are two rules: first, all must be heard and they may clash; must be 0 "~~~"·~~ argument - an unsupported does not count. In a freshman seminar the students may tend to express their with little for their their under discussion has aroused a sustained and conversation. The assignment for each seminar amounts, on the average, to around pages of reading, but may be much shorter if the text to be difficult. The seminar with a asked one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not to the leaders. They do not raise their hands for to be heard, but enter the discussion or withdraw from it at will. The is temth e use of formal modes of address. Once the seminar may take many forms. It may range from the most to the most general. The readcertain to elicit a discussion of war and vvrPc.,-,rrn and to bring to the surface the students' and fears about the wisdom or error of national policies. Homer and Dante prompt Ieflections on human virtues and vices and on humaniultimate fate. Sometimes a seminar of the close to the text; at other times the talk may range the :reading, but itself in the mmds of the the coffee after senunar, students from different groups compaxe the made in their discussions. in with one another, the with care, keep- maybe """"'uco on the part of few of the seminar members, or occas10 n s when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather the of "following the argument," of facing the crucial issues, or of foundations upon which a r.rain of The argument lead to the answer to a tion remains open with certain alternatives outlined. The progress of the seminar is not smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. gradually can the logical of an argument emerge within the sequence of analogies and other devices which the discussion is kept alive. A seminar may also into rather empty talk, without able for some time to extricate itself from such a course. At its best, the seminar insights the initial views held by any of Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the or interpretation. It is to the discussion, to keep it moving, to raise and to the students in every way to understand the author, the issues, and themselves. The most useful instrument for this purpose is the the most useful device of all is the But the leaders may also take a definite and stand and enter into the son, and any opinion can genernl consent. The aim is to develop the students' powers of and understanding, and to arrive at intelligent opinions of their Every freshman, and submits an essay on some theme ed by the semmar readings. In Santa an essay is submitted each semester; each year. The essay is not research papeT with extensive and a but rather an c;..cc.c;uq..rc on the part of the students to set out writing, as as can, their thoughts on some aspect of the arts. The essay in the second becomes the center of their final examinations. For the essay holds a tance: it becomes the part of process called enabling (see page 3r) �10 {THE CURRICULUM} {ST. THE PRECEPTORIAL ..................................................................................................................~ or about seven to weeks m the middle of the year the seminars of the senior classes are Listed below are some of the •won.~~·,nial offered on the two ca1111Ju.sec in recent years. These are small groups of students engaged in the of one or in exploration of one through several books. Students are usugiven choice of sixteen to on books or of DaI. 1 . tlcu,ar interest to the tutors who offer them. Students may suggest a and mvite a tutor to study it with them. Jt o:ne or a the program, some may deal ·with books and the students would not otherwise ~"'v~cu·ccci. TheI"e are at a pace n1ore by the semithe students~ 'Nork is con1 - I-Iobbes: Leviathan Austen: Selected Novels ~~~i?a~~rnblems m Medicine JOHN'S THE TUTORIALS COLLEGE] 11 means of communication. In a of as a preof the traditional studies of grammar, rhetoric, and The tutorial seeks to foster an and active grasp of the relations betV11een language on the one hand and and on the other. To do this, it must direct attention to the fundamental ways in which words can be put together.; to the modes of signifying things; to the varied connotations and bro::td sense, it may be he seminar cannot suffice as the only setting for liberal education. its very nature, the seminar does not the student an to cultivate the habits of methodical and careful discussion and devices must therefore support it; these are the tutorials in language, mathematics, and music For each of four years, a student attends one language and one mathematics tt1torial three ti1nes a 'l"T-:':'.,ek mores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students learn and instruction of a tutor. The tutorial conditions for a small group to c 0 '''·01' '"''C toward a careful often through translation or demonstraAs in the semone another and with the tutor, but the discussion focuses sharply on assigned tasks, There are for all students to contribute their measure of instruction and are made in all classes: mathematics, music, and sections, as well as in langm.ge tutorials. The students are thus called upon to articulate and CU.UH~Uc"' in both the 'NTit- languages (Greek in the first and second years, and French in the third and fourth auo1'u1u.: ~V'H!XLJ. ' " · " ' from thern them with of the nature of Ianguages in general and of their 01Am in particular. the four years, then, ""·'l'.L""I'." as the discourse of reason, as the articulation of the medium of the art and their own resources of articulate and learn the rules that must govern it if is to be clear, consistent and effective - if it is to be and IS 011 constructioHs, and the of each studied, Thus the THE LANGUAGE TUTORIAL ·~c·~'·'~'~'''~~H in higher education has led LU''" ''-U~,, skills. As the of the central a one the language tutorial attempts this condition in the and shades of abstract logical structure and rhetorical pattern of a Those are matters �12 {THE CURRICULUM} that do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility. The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Students already fluent in French may be exempted from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a playisread- rtacine'sPhaedre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in translation more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. {ST. JOHN'S COLLEGE} THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. Itis equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John's, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation oflogic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �14 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomywith a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso'sLes Demoiselles d'Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a BJ.ace among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} {ST. JOHN'S COLLEGE} 17 THE LABORATORY ······· ··········································································································- hree hundred years ago, algebra and the arts of geometry were introduced into European thought, mainly Rene Descartes. This was one of the great intellectual revolutions in recorded paralleling and in part determining the other great revolutions rn morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a of the St. John's program and focal one that the college takes special care to There is an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be without the first two years, which cover the from Homer to Descartes. ble the of natural ,_, .. ~.·~···~···~ on an immense scale and has provided the for what is known to us as the labThe intellectual tools of the laboare the consequence of the vast conceived by the great of the seventeenth century. based on a mathematical into a great book wxitten in characters. '~·~·"""c is concerned with the of the human mind and hand that and measurement; crucial · the interand fact has to All of this is sup- which provide the necessary ing of mathematical The task, the various scientific to bring the up to date them, or to engage in specialized It is rather to make the student separation of scientific frorn the as if were tinct and autonomous domains of Different fields of sources common to all intellectual life. The laboratory program is largely determined three considerations relevant to the liberalization of the of science: (r) The free discussion of the instruments and involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific ru:sc1pil!11e to its roots in assumption, and observation. Thus certain intewholes of matters are to be selected as problems in which the roles of theory and experimentation can be distinthrnugh critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources to consider alternative methods, and on occasion to repeat an entire experiment. thus can they come to a mature understanding of the sciences called c'exactn A section consists of fourteen to sixteen students ~working under the guidance of a tutor, with the of mo:re advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for and discussion of for or for both, as the progress of the work requires. vc.""''ucmcmy a laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; writmf'"s of Axistotle, Galen, Harvey, Huyge~s, N~wton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical �{ST. 18 {THE LABORATORY TOPICS THE FIRST YEAR beenchoThe sen from and biological sciences. The sequence of may be outlined as follows: The laboratory begins with twelve weeks devoted to in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with illiCl'OSCOpeS is nv~VJlH~PiUl!\00 constant theoretical based on reading works of biological scientists. Here the student confronts organisms as entities ·with properties of wholeness, intimately on, yet distinct from, the s1u- IST YEAR .... ···························- weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic 12 JOHN'S COLLEGE} 79 CURRICULUM} are taken up, experimentally in discussion of the relevant theories. The student compares the views and Lavoisier on the nature of and substantial change, and on to study and discuss important texts bearing on the the atomic-molecular theory. ExpeTito with the work culmiThe freshman next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on is studied, then the laws of of gases, temperature, and in the resolution of the of atomic weights and in an "·"'""''"'V" of some consequences of this laboratory deals top- divisions of optics, and out the year, nied by the w'" ""'·'by Galileo, Descartes, :Newton, Leibniz, Caxnot, and Maxwell The mathematical tools of be put to work in the same time that their rigorous ment is in the mathematics tutorials. fa-5 the tools of the calculus become acceleration, work, energy, and uucci,1c1,u helds to their reformulation in terms of denvative and at the same time, the concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories and wave - and the success of either theory in for examined. The fundamental ~'0 ~~.-~of electricity and magnetism are studied and and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic oflight. THE FouRTH YEAR In many ways, the work of the senior year is a return to the students first confronted as freshmen. During the first ten weeks, the senior takes up anew the theory of atomism - but the atom itself has become the of study. Prepared electrical phenomena, the student can focus on the of atomic stability that led to the revoluquantum of Boh1· the wave mechanics of de Broglie Schrodinger. Through a sequence of toric scientific papers and related ments, the concepts of and of discxeteness and ~vuc""""" meanmg. Luria and Delbruck. Next, "~'""'w·'"v" papers leading to - for instance Tatum, 'NJ.tson and Crick, Monod - are studied. �20 {ST. {THE JOHN'S 2 COLLEGE} CURRICULUM} THE FORMAL LECTURE T he curriculum as described so far calls for student tion at every active stage of the work. On evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an connector it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar or space science, fields: in m or architecture. The lecturers are often visiting scholars, but not infreare members of the St. John's from the academic world or from the arena of affairs; may be poets or anists. Sometimes a concert a lecture. The lecture is followed a discussion. Here the lecturers submit themselves to prolonged questioning the students, with the participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit and the exposition of a may not be familiar with, and it also in the dis- "Perceptual Experience and the Mechanisms of Human Vision" William Banks other campus in recent years: A War Poem" Crime Go Down?" Q.Wilson '"'rn~-u~Nuclei, Active Galactic Nuclei, very different from the classroom. It is here that they can test the degree of their understanding and the of what learned. The lectures range through a subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate in the seminars and tutoriak Others may have a lasting effect on the direction that students' work takes within the framework of the program. Fine Arts Quaitet Madison and the Bill of Rights" Goldwin Aristotle, and Liberal Luchene "The Tears of Odysseus" Stickney "Evolution and Development" J. T. Bonner "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Mazur "The Parable of Don Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. Fe Bart Emerson String Quartet Stanford Quartet "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Citizenship in a Mass Mark Hatfield Lies" Eva Brann "Mimesis and the End of Axt" John Sallis "Vil.hat Good and \Vhat Harm Can Do?" Wolfgang Lederer "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla "Botticelli's Prima Vera: =iicwYrn ofa Paul Barolsky �{ST 22 {THE JOHN'S COLLEGE} 23 CuRRICULUIVI} FRESHMAN YEAR ST. JOHN'S LIST OF GREAT BOOKS he list of books that serves as the core of the curriculum had at Columbia at the University of and at the and centuries, most of which were written in modern languages; the fourth year the reading into the nineteenth and uventieth centuries. The order in which the of continuous review at St. John's College. The distribution of the books ove:r the four years is Mo:re than two thousand years of intellectual form the of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The fi:rst year is devoted to Greek authors and their understan<lof the liberal arts; the second year contains books from the Roman., Medieval, and Renaissance the third yea:r has books of the seventeenth matter. The St. John's cmriculum seeks to convey to students an the fundamental have to face It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is the Instruction Committee of the Those listed here are read at one or both campuses. Books read in seminar are indicated an asterisk. n"•'••nOo oh to the Aristotle: Euclid: Nicomachus: Lavoisier: Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Philoctetes Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Republic, Crito, Phaedo, .'>o,cmnr>sz,um Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *J\ficomachean Ethics, On Generation and ''Politics, Parts Generation ofAnimals Elern.ents On the JVature of Things ') '(·Solonn Arithmetic Elements of Chemistry Motion Archimedes, Fahrenheit, Virchow, J\1ariotte, Driesch, Stears, J.J. Thomson, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: 'The Bible *DeAnzma, Conics Aeneid ''Plutarch: G'Caesai\)' "Cato *Tacitus: D1Scow0es, !Janual Annals 'Plotinus: TheEnneads Summa Contra Gemiles *Dante: ''.Chaucer: +Des PTez: *Macl:riavelli: ''Luther: ''Rabelais: ]1/Iass The Prince, Discourses On the Revolutions ofthe The Freedom of a Christian Gargantua and Pantagruel Palestrina: Viete'. "Introduction to the ft_.iJ.alytical Art" �aa:s zzs iS 24 *Bacon: Shakespeare: Poems Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE JVovum Organum *Henry V, ''The Tempest, *Richard II, *As YouLikeit, *Hamlet, *Othello, *Macbeth, 'fKingLear, ''·Coriolanus, Sonnets Marvell, Donne, and other r6th- and r71:h-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: 'fHobbes: <·Descartes: <·Milton: La Rochefoucauld: La Fontaine: ''·Pascal: Huygens: *Eliot ''Locke: Racine: Newton: Leibniz: ''S'"·rift: *Hume: *Rousseau: *Moliere ''Adam Smith: *Kant: *I\lfozart: *Austen: Dedekind: Fielding: {ST. CURRICULUM} Don Quixote Two New Sciences Leviathan 111editations, Rules for the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise of Government Phaedre Principia Mathematica Epitome IV *Monadology, *Discourse on JV!etaphysics, Essay on Dynamics, "Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe JVletaphysics ofJV/orals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. BernouJli, 0rsted, 14 rrmPTP Faraday, Maxwell JOHN'S assaa1 1 COLLEGE} 25 SENIOR YEAR *Hamilton, Jay and Madison: Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: "'Kierkegaard: "V!agner: ''·Marx: *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of Ame1,ica, *Supreme Court Opinions The Federalist Origin ofSpecies . Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Jlfanuscripts of1844, The German Ideology Brothers Karamazov ''Dostoevski: TVarandPeace 'Tolstoy: The Adventures ofHuckleberry Finn *Twain: Selected stories *O'Connm: Psychology, Briefer Course *William James: Birth of Tragedy, Thus Spake Zarathustra, *Nietzsche: Beyond Good and Evil General Introduction to Psychoanalysis 'fFreud: Poems Booker T. Washington: Selected writings The Souls ofBlack Folk DuBois: TVhat is Philosophy? *Heidegger: The Physical Principles ofthe Quantum Theory Heisenberg: Selected papers Einstein: The Electron Millikan: Heart ofDarkness ''Conrad: The Bear *Faullmer: Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Essays Davisson, Schrodinger, Bohr, de Broglie, Dnesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, *These authors or works are read in seminar. The others are distributed among the tutorials and laboratory �26 {THE CURRICULUM} {THE CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Literature Philosophy and Theology History and Social Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch THE TUTORS Mathematics andNatural Science Music ................................................................................................................................................................................................................................................... Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch ............................................................................................................................. ··················································· ............................................................ . Sophomore Virgil Year Dante Chaucer Rabelais Shakespeare Donne Marvell Aristotle Epictetus Ploti.nus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon ................................ Plutarch Tacitus Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez .................................. Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Nev.rton Senior Year Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W.James Heidegger Plato Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Washington DuBois Hamilton, Jay, Madison Faraday Lobachevski Rutherford Minkowski Davisson Driesch de Broglie ACADEMIC Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mozart Mendel Wagner J. J. Thomson Bohr Millikan Schrodinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&Monod A t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chiefrole of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC THE INSTRUCTION COMMITTEE THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately xoo,ooo volumes. The library building, renovated in x996, provides comfortable study spaces as well as computer terminals with access to the catalogue, other JOHN'S SCHEDULES P T he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. ORDER} library databases, and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in x990. The library now contains more than 65,000 volumes, and offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The library also provides public terminals for accessing electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the program. Annapolis has the Bray Collection, dating from x696 and known as the "first public library in America," as well as the Prettyman Collection of signed and inscribed books. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elem,ents; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. A SAMPLE Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:00 - 10:10 A.M. 10:~20 29 COLLEGE} MONDAY TUESDAY Language WEDNESDAY Language Mathematics - n:30 A.M. r:oo - 3:40 P.M. Laboratory 8:00 - 10:00 P.M. THURSDAY Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00-10:30A.M. MONDAY Mathematics Language I0:30 A.M. - 12:00 P.M. r:oo - 4:00 r .M. Language Laboratory Language Laboratory Chorus 2;30 - 4:00 P.M. 8:00-10:00 P.M. TUESDAY Seminar Seminar Formal Lecture �30 {TEE ACADEMIC ESSAYS AND EXAMINATIONS EssAYs £'.U'"'"'a'·'' in Annapolis and each semester in Santa Fe, all freshmen, and submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are and on the texts have read or the paper they have written and on their critical and >n--~-nh-cp ~tJUU~HUo It is not the much students remembeL Students are to consider the different parts in relation to each other and that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is before the winter vacation, and for before nT,PN>rn'()rl {ST. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL EssAY AND ORAL ExP~MINATION In the senior year, the student is to present to the a final ed to some aspect of the four It i.s not intended to be a of ized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this the seniors attend no classes. If the final essay is the mittee to which it has been the student is examined about it the comnnttee in an hour-long examination. No is awarded unless both the essay and the oral examination are The senior essay is regarded as a culmination of the student's JOHN'S ACADEMIC STANDING ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and sermnar. It is assumed that each student has the required to pu:rsue this course of study until there is clear evidence to the contrary. The cuniculum is varied and rich enough for great diversity of interest, and achievement, and there is ample room within it for a wide :range of and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and for grades. Because student is essential to the way in which classes are conducted at St. John's, attendance at all regscheduled college exercises is A record of absences is kept. Tlus record is taken into consideration whenever there is occasion to determine academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met ifthe student is to continue in the college. The normal probationary is one semester. LETTER GRADES Students are encouraged not to work for but to develop their powers of understanding. Therefore, within the college, grading is not of central Students are told their grades on request. The tutor's comprehensive judgment of a student is to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a level. Such a grading system is necessary for students who wish to enter or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. THE DoN RAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a , and meet ·with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their ffWn work. Advice may be and given; difficulties may be aired; but g:rades are not reported or discussed. In the junior year, conferences some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. the Sophomore is a review the In;truction Committee, with the advice of all the tutors of of the student's during the two years spent in the college. The sophomore essay is especially important in the enabling pron o students are class unless they have written a essay, and then only if in the judgment of the Instruction Committee they are prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2r.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.8% are in communications or the arts; • r7.3% are in business or business-related occupations; {ST. ORDER} • 9.7% work in the field oflaw, with most in private practice or the judiciary; • 9.4% work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.6% work in social services, including counseling, psychology, social work, and the ministry. • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with close to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score substantially above the national averages on the Graduate Record Examination (GRE) and the Law School Admission Test (LSAT). Most fields of study may be entered directly from St. John's. Some of the more highly technical fields may require additional preparation, either prior to or during the first year of graduate study. St. John's has developed special programs and relationships with specific graduate and professional schools to help entry into fields such as medicine, business, engineering, and teaching. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes a~e conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theolof!?f, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly Smaller group of students (twelve to sixteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to eighty students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 THE LIBERAL ARTS CURRICULUM''" DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS PRECEPTORIAL (examples) SEMINAR Homer: Iliad, Odyssey Aeschylus: Agameninon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytns, Bacchae, Electra Aristophanes: Frogs PRECEPTORIAL (examples) Montesquieu: The Spirit of the Laws Shakespeme: The history plays Smith: The Wealth a/Nations Aristotle: On the Soul Heidegg·er: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Hegel: The Philosophy ofRight Nietzsche: Thus Spake Zaratlzustra IV1ATHEMATIC5 AND NATURAL SCIENCE SEMINAR TUTORIAL Plato: Chaucer: Canterbury Tales in Middle English' Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Lucretius: On the Nature a/Things Aristotle: Physics' Ptolemy: Almagest* Gahleo: Dialogue 011 the Two Chief World Systems* Dan'Vin: The Ongin a/Species* Freud: Selected Works PRECEPT 0 RI AL (examples) Investigations Rousseau: Emile Timaeus~ HISTORY the French Revolution,_ TUTORIAL Euclid: Elements* Lobachevski: The T/ze01y of Parallels* PRECEPTORIAL (examples) Pouncs AND Socrnr1 SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics*· IVIachiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality l\1arx: The Economic and Philosophic Manuscripts of 1844-·· Tocqueville: Democracy in America·' Axistotle: J\Ticomachean Ethics:/· Thmnas Aquinas: Treatise on Law;. Hobbes: Leviathan'' Decla1·ation of Independence P.,.:rtides of Confederation U.S. Constitution and Madison: The Selected U.S. Supreme Court Decisions Light: Aristotle, Descmtes, Huygens, and Newton Lavoisier: Elements ofChemisoy Maxv,ell: TheOl)/OfHeat Bacon and the Principles of Natnral Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodu,s Job Jviatt!zew Romans Augustine: Confessions'" Thomas Aquinas: Summa TUTORIAL Ham;Jton, TUTORIAL Augustine: The City of God''· Vi co: Tlze New Science ' Ka11t: Idea ofa Universal History J(aramazov Tlzeologica ' Kant: Groundwork oftlze Metaphysics ofMorals Kierkegaard: Philosophical Herder: Ideas Toward tlze Philosophy ofthe Hz:St01y of Jl1anki,,d'' Hegel: Plulosophy ofHist01y' Mmx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences" Collingwood: The !dea ofHz:Story' Strnuss: Political Philosophy and I-lz:St01y" PRECEPTORIAL (examples) Tolstoy: !Var and Peace Machiavelli: Tlze Florentine Histories Weber: The Protestant Ethic and the Spzi·it of Capitalism Arendt: Tlze Origins of Totalitarianism ':·'/.Readings may differ slightly between the tvvo can1puses Fragments TUTORIAL Plato: JVfeno Aristotle: Metaphysics* Descartes: _!l;Jeditations H1m1e:An Enqui1y Concerning 1-Iuman Understanding Kant: Prolegomena to Any Future 111etaplzysics Nietzsche: Beyond Good andEvir program is to students seek a understanding of the fundamental and endurthat have been ,,,~~,.,,,,,,,,human in the rich traditions of the East. Its course of SEMINAR Herodoms: Histories'· Thucydides: Peloponnesian War* Livy: Early Hist01y ofRome* Polybius: Histories'· Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals'. Tocqueville: The Old Regime and Cervantes: Don Qui,i;ote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarclz Dostoevski: The Brothers f""'""'"'"""""""""he aim of the Eastern Classics i -r Selections credit hours, in one calendar year, beginning in the fall and ~~.,,~.-~-~··h in the summer. It is offered Saiita Fe campus. The program includes a series of seminars, and a tutorial in either Sansbit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range ofindian, Chmese, and ese texts. In the tutorial, twelve to fifteen eitheT Sanskrit or classical students Chinese. The to gain some into their structure and to trans- late selected shoTt passages from classical texts, In the eight to twelve students a single work or theme for an eight-week Each student is to write a substantial paper. Fae- the discussion? their field Classes meet in late afternoons and to accommodate students who but due to the intensive nature of the program, full-time work is not �36 3'7 THE EASTERN CLASSICS CURRICULUM SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching* T'ang Poetry Mencius: Works' SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-sh<L>tra• The TaleoftheHeike LotusSutra Sei Shonagon: The Pillow Book• Kenko: Essays in Idleness Dogen: Shobogenzo * Basho: TheNarrowRoadtothe Deep North Chushingura: The TreCL>uryof Loyal Retainers FALL SEMESTER SANSKRIT TUTORIAL Gonda,A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: BCL>ic Writings a/Mo Tzu • Chuang Tzu: B<L>ic Writings Mencius: Works* Hsiin Tzu: Writings ofHsun Tzu• Han Fei Tzu: Writings o/HanFei Tzu* Ssu-ma Ch'ien: Records a/the Grand Historian• !Ching RigVeda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi' Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPT 0 RI AL (examples) Mahabharata (required) !Ching Confucius: Analects Chuang Tzu: B<L>ic Writings Lao Tzu: BCL>ic Writings SEMINAR Kalidasa: Shakuntala, KumarCL>ambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes o/Manu Kautilya: Artha-Sh<L>tra KamaSutra• Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka • Jayarasi Bhatta: Tattvopaplav<L>imha * Asvaghosa: Buddhacarita Majjhima Nikaya • Vimalakirti Sutra • Nagarjuna: Madhyamika-sh<L>tra Chandrak:irti: Pr<L>annapada Lankavatara Sutra • Guadapada: The Great Karika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record a/the Peach Blossom Fountainhead Chinese Poetry• Diamond Sutra HeartSutra Hui-Neng: Platform Sutra a/the Sixth Patriarch Chu Hsi: Chu Tzu ch'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RIAL (examples) RigVeda Upanishads Ts' ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records a/the Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Murasaki Shikibu: The Tale of Genji (required) FoR ADDITIONAL. INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2r404-2800 4rn-fo6-254r giadm@sjca.edu www. stj ohnscollege. edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf.edu www.stjohnscollege.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E S I D E N C E & The is w.ell aware that activities, artistic and lighthearted recreation are necessary v~"''"'" ments to an intellectual life, and it is committed to the funds, and support needed to make them available. Such activities in axe "~'~'"''"''"'"both by the Dixectox of Athletthe Student fo Santa Fe the Student Activi- S T U D E N T ties to the L I p E } 39 and to administration to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Instruction Committee on academic matters, A Food Committee works with the OJVUU•~-·~ fox and equipmenL THE ANNAPOLIS CAMPUS , ince its as King -William's School in r6 St. John's has been situated in of 4.0,000 '"Tith the and of Anne of ~u''"'"H"'v"" at the Umted States Naval Ac:ae1.enw; with the fish, crab, and oyster and with the and recreHlt:llUClHv The Student Polity ;·pny,pq,,.,-,,~t-rn,a<. Delegate Council, meet once a week hear requests from students for funds, remind students of theiT responsibili- The Gadfly, a student newspaper, provides a second medium for of to the Controve:rsy :ranges from petty to vital; essays, and news are included. Energeia, the college's student-:run literary magazine, is and contains and more essr,ys, poetry, and fiction. Students are also welcome to contribute to The College and The St. the two official tions of St. John's, continue year after year, while others up and die out as the individual membeTs of the come and go. extracurricular activities grow out of the curriculum as students' interests overflow from the classroom. The past years have seen sm2.ll classes and ers tutors - in nese, Gexman, the l'1ew Hegel, Leibniz, .A.J'rican-A.merican literature, and selected women wTiters. Other activities stem from interests of the curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available fo1- student use in a computer lab, The lab, open 24 hours a serves with free access to and Internet services. Students can use the lab for essays, �40 {ST. JOHN'S COLLEGE} {RESIDENCE & izes in circulating exhibitions by artists of stature. Recent shows have included Rembrandt Etchings, Japanese VVoodblock Prints, The Figure in 20th Century Sculpture and Space and Place.· Jl1apmaking East and West. Lectures and discussions are scheduled dming each show. An exhibit in the spring displays work members of the college community. There are odic trips to galleries and museums in ""'·'"·'f;CVU and Baltimore; h·<rn<m<w+~+,~~ is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in and pottery throughout the year. Materials and tools are furnished without in most cases. Parties, an important part of communiry life where students and tutors meet come in several varieties. The St. John's Waltz Committee arranges frein the Great Hall, quent waltzes and big-band s"vving music. These include the Halloween Masked Ball, Mid-Winter Ball, Croquet Waltz, and Commencement Waltz. Rock parties are held the Coffee out papers written on computers, and the World Wide \Y/eb Theater life is active. The stage one or two classic3J one or two modern 'Norks, uiuwx~c several one-act Recent have included The Winter's Tale, The JVature and Purpose of the Crisis of •Neekend, the student film club presents and domestic films - the classics of cinema art The is eclectic: recent have included _,lieservoir Potenikin, Citizen Kane, STUDENT LIFE} 41 There are concerts at the college, and the Political Forum invites lecturers to speak on weekday """"°m''c itself offers church groups of synagogues, concerts, plays, historic tours, seafood, sailing, the Naval hilting, cycling, state government, political work, sei·vice groups, and so on. Washington, D,C., and both within an hour's drive, offer activities too numerous to mention; the Director of Student Activities schedules to both cities to attend plays and as well as for individual explorations. ATHLETICS The an extensive intramural sports program that includes team in soccer, flag handand croquet, as well as individual tournaments in tennis and table tennis. This and very program, for both men and women, is a extracurricular life. don athletics when they entex because find programs the select few. At St. John's, able to rediscover the letics in also pursue interests in (the FencUnion has bouts with local Individual artistic time for and a manent facilities, such as the aTt studio, ceramic studio, shop, darhoom, and stage floor, to The college's Mitchell Art Gallery special- staff, and even paxents Located at the confluence of the Chesaand the Severn River, is synonymous with water sports. The College Boathouse, one of the loveliest in the mid-Atlantic serves as headquarters for an active crew program. rowing and are vexy activities, and the more serious rowers compete in local regattas. �42 {ST. JOHN'S COLLEGE} {RESIDENCE & STUDENT LIFE} 43 The college has a small fleet of sailboats, from lasers to a 24-foot Bristol sloop, along with many rowing dinghies, canoes and kayaks in which students may explore the beauties of the Chesapeake. An annual Sail Picnic, organized by The Friends of St. John's, provides an opportunity for students to sail aboard large yachts. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. THE SANTA FE CAMPUS I n the early Ig6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a second campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of Ig64 in New Mexico's capital, founded in I6rn by Spanish colonists. Its population of 65,000 people is occupied principallywith the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of Ameri- can Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the I6 dormitory units on the main campus houses from I2 to I8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The director of residential life helps students arrange to live with others who share similar opinions about smoking, music, and so on in a dormitory area. Students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and faculty, as well as through the machinery of a formal student government, since both the size of the college and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular acrivities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, �44 {ST. JOHN'S contains essays, art work, poetry, short stories, and photography from students and faculty alike. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the coll~, or after graduation. COLLEGE} AB in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe campus encourages all students to participate in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketb,all court, two racquetball/squash courts, a wellequipped weight room, men and women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor resource library are also located at the new center. The college offers students, faculty, staff, and alumni a variety of sports and outdoor recreational opportunities. Student interest usually determines which sports and outdoor programs are offered. There are organized tournaments for basketball, volleyball, badminton, table-tennis, racquetball, squash, indoor and outdoor soccer, and fencing. There are also opportunities to swim and play tennis, softball, and Ultimate Frisbee. The college also supports a Karate-Do program led by tutor Jorge Aigla, 6th Dan. Depending on student interest, extracurricular classes are offered each year such as Tai Chi, dance, aerobics, and self-defense. Outdoor recreational activities include whitewater canoeing and rafting, downhill and cross-country skiing, snow shoeing, and fly fishing. The Outdoor Programs office organizes extended river trips each fall and spring in the surrounding Southwest. The neighboring Sangre de Cristo Mountains provide hundreds of square miles of forest and wilderness for {RESIDENCE & camping and hiking. Students can join the St. John's College Search and Rescue Team and learn back-country skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of STUDENT LIFE} 45 the curriculum, many of our students and faculty find time to play individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter ofr784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagogue in town. It is customary for extracurricular Bible classes to be conducted bytutors of the college. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more gen er- �{RESIDENCE 46 {ST. JOHN'S al interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories. AB supports for an active social life, the college provides on each campus a coffee shop and a junior common room for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. The Annapolis and Santa Fe campuses have slightly different housing practices due to differences in available dormitory space. Generally, unmarried undergraduates are expected to live on campus, space permitting, and to take their meals in the college dining hall, unless they receive permission from the local housing office to live off campus. Only freshmen are guaranteed housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the direc.tors of residential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter & STUDENT LIFE} COLLEGE} or spring vacation. In Santa Fe, students are not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. DINING HALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. , INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the ABsistant Deans handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in a two-day orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network • pre-law and pre-medical advising • ?n-c~pus career workshops and meetmgs with alumni • information and referrals on current career and job opportunities • community service opportunities job postings on the St. John's website . ~t. Jo~n's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES ~-employment service, under the supervis10n of the Career Services Office, posts off-ca~pus jobs. Primarily, it provides part-tJ.me employment for students during the academic year, but it also can aid s:udents looking for full-time or partt1me summer employment in the local community. HEALTH SERVICES A S~dent Health Center on each campus proVIdes a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans m consultation with students ~nd faculty. Every entering student is mformed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show 47 respect for the individual1"ty of eac h student. All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually b the college. St. John's assumes that st:_ dents will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse of legal drugs, including al~ohol, are fundamentally incompatible with the program of study at St. John's Co~l~~e. Students who engage in such actJ.VItJ.es face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff ~o care for the dormitories. The college rnsp_ects the rooms periodically and reparrs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear ~d tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. 'i �{SITE {SITE PLAN} 48 ANNAPOLIS, SANTA MARYLAND FE, PLAN} NEW 49 MEXICO COLLEGE CREEK SOCCER FIELD BOATHOUSE LOWER PLAYING FIELD .... TENNIS COURTS STUDENT ..... ACTIVITIES CENTER HEATING PLANT I UPPER PLAYING FIELD TENNIS COURTS Coffee Shop SUITES L COLLEGE AVENUE r APARTMENTS �'£_ < --@Jilii£1Ll21Zi J££&312&1!J iiJ Lil LZUfalL &LEU. lk a ··.'···r·.·.··.· ....•. {ADMISSIONS} .. which apare selected for St. John's are special, and prospective students find it that constitute an lege. Those who apply want an education that consists of careful reading and consideration of the most ucwauv..i..u;; of serious conversation in which learn to consider the of others as well as their own; and of active parcLc.ip.auvu in their own education. Education at St. John's is a common Each student has a considerabie effect on the life and of the comM o st who consider St. John's examine themselves before 51 They can tell the committee much more than statistical records reveal. Next the committee considers the academic achievement and Previous academic records - the school report and t:ranif thexe is one - show whethex an has the habits and initiative to succeed in the St. John's progra,'11. St. John's attaches little test scoxes, and no or because of such scores. The committee's decisions are not influenced the race, religion, sex, age, color, In their essays, ma..riy determine their own approas St. John's others eliminate themselves as decidthat their interests and those of the do not coincide. Thus, for the select themselves, Some are rejected, of couxse, but a wide of students is each year. The purpose of the admission process is to detexmine whether an o·,~nl,~c,,,r the necessary to the St. John's program satisfacThe Admissions Committee - five tutoxs and the DiTector of Admissions on '"~'f.HHAXUUH as The essays to give a ethnic ox any other factors unrelated to the work of the college. The asks a minimum nPT.'1>n'>I data. r·~eed Iol' financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small in which the students and axe known to each other. Each campus serves about 450 The size of each class is limited on each campus. Most freshman classes are about divided between men and women Classes enter in late and thexe one campus, New students axe enrolled as IO% to IS% of each entering class have done one, two, or even three years of work elsewhere. These part in the St. John's prngrnm. Freshmen who enter in stay on campus the following summex to the first yeaL can thus �52 {ADMISSION} {ST. JOHN'S COLLEGE} 53 graduate a year earlier than if they had postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ost applicants have a strong b~ckground ~~ academic sub1ects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. HOMESCHOOLED STUDENTS Homeschooled applicants must submit the results of either the SAT1 or ACT. 2. They must also submit an outline of the curriculum they have followed, arranged in chronological order by conventional I. subject matter, with brief descriptions of the course content and texts used. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "N' Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SAT1) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL), if the applicant's first language is not English. TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = 1732; Santa Fe = 2649 PROCEDURE S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 to 1). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later than March 1; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the first week of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. �54 {ST. {ADMISSION} If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: l) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify . than those who complete them later. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, any student in good academic standing may apply for transfer to the alternate campus for the upcoming academic year. They must notify the Registrar's Office of their intention to transfer by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March r. All intercampus transfers must be approved by the deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 21404-2800 (Phone: 410-626-2522 or 800-727-9238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505-9846060 or 800-331-5232; E-mail: admissions@sjcsf.edu). The college maintains a website atwww.stjohnscollege.edu JOHN'S CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or l-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dinin hall 'h g wit out charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should ~ot be denied the opportumty to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible s~d~nts to the greatest extent possible wit~m t~e limits of the college's resources. Fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. I. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3· Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy th~t students should contribute to theu educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). A1n} 7 . Financial aid awards are made_ in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discriminatio~ on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. ~itizens_ and permanent residents applymg for fmancial aid is as follows: Applicants must file the current Fr~e Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the ?oll~ge Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from secondary schools. the Financial Aid Office at St. John's, or online at www.fafsa.ed.gov or www.profileonline.collegeboard.com. To have an analysis of your forms sentto St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe= 4737 . FAFSA: Annapolis=oo2092; Santa Fe=oo2093. {ST. JOHN'S any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. I. 2 . As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3 . Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit p~rental information in order to be considered for institutional assistance. Financial aid packages for self-supporting students are generally not adequate to cover the full need of such applicants because of funding limitations in both federal and institutional programs· 4 . Recipients of federally funded financial assistance must not be in default on C. Non-U.S. citizens applying for financial aid should note the following: r. Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: FRESHMAN CANDIDATES: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's COLLEGE} 57 PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. Applications are due by March r from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April r. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. RETURNING STUDENTS: E. Funds for financial aid awards from the college are available from the sources listed below. Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. ST. JOHN'S GRANTS: FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined wit �58 {FEES & FINANCIAL other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,000 per year. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WoRKSTUDYPROGRAMS: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL PERKINS LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the freshman FEDERAL STAFFORD LOAN: {ST. JOHN'S AID} year, $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to I%, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. FEDERAL 2004-05 STUDENT BUDGET' Tuition ............................ $30,570 Room&Board Books Activities Fee 200 Personal Expen5..~5. ..... 750 IOO, 350, 600• Transport~?:?.1:. ,Fees are subject to changewithoutuotice. , The allowance for transportation varies with the distance between the student's home and the college. BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August I for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must COLLEGE} 59 know in April which returning students will register in September. A deposit of $300 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the �60 {FEES FINANCIAL & AID} {FEES & FINANCIAL AID} 61 ment schedule of tuition and fees corresponding to the schedule on which they r~ceive their benefit payments. These arrangements must be made to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Students with debts to the nrny not i·egister for classes at the beginning of the second semester and subsequent semesters unless have made the treastffer. The college may charge interest on all at rates and on schedules to be determined REFUND POLICY to student must make a new secure in a class. Each student is required to make a of $200, called the Caution which is used as a last resort to i-ecover student bills This fee is once at the of the freshman year. If unused, it is refunded when the student leaves the Each senior must pay a Commencement Fee of $roo at the of the second semester of the senior year. Veterans and Social Security :recipients to receive educational benefits may arrange with the t:reasurer for a pay- DETERMINATION OF DATE OF WITHDRAWAL A student cons1dto the end of the withdravval semester may initiate the withdrawal process by the office of the intention to withdraw. Undergraduate students this notification to the s Office and graduate students contact the Graduate Institute Office. ·when a student notifies the Registrar or Director of the Graduate Institute of an intention to withd:raw, the student will be a form entitled "Official Notice of Withdrawal." At this OFFI-::IAL Vi"/ITHDllAWfi..L: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Sp¥ing Siu:nme1° I-7 REFUND AMOUNT INSTITUTIONAL REFUNDS I-S 903 ro3 8-•4 6-ro 803 203 n-rs 603 403 22-28 16-20 403 603 29-42 21-25 203 803 No Refond roo3 26 and after If a student does not the or Director of the Graduate Institute of the intention to the elate of 1Nithclrnwal used for the calculation of return of Title IV Funds and institutional refund will be the HUui.>vun of the semester. A date eai·lier or later than the may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withchaws because of circumstances beyond the student's control, the college will determine the date of withdrawal. ,u,ouuu.n.;.mu refund is to count the number of calendar from the first of classes to the elate of withdrawal (weekends are included but scheduled breaks of at least five are excluded). The schedule on page 60 is used to determine the percentage of fees room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage the percentage of aid to be cancelled and the "amount percentage to the revised aid the student will receive. For a the first seven days of school would receive ro3 of nonfederal aid that had been awarded. UNOFFICIAL VIITHDRAWAL: AMOUNT CHARGED TS-2I 4-3 and alter the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. or After a student notifies the the Director of the Graduate Institute of an intention to the student is to discuss the decision with A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Office or to the Graduate Institute Office. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been the student must a written notification. If a student who :rescinded an intention to withdraw does not the semester, the official date of withclrawal will be the later of the date the withdrawal form was obtained m" the last date of class attenclauce. Ao If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. The next step in determination of the R A student who is exveuea withdraw for academic or w,,c;11.Ju1m1 sons will receive no refund of tuition, romn, or other fees. Co If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student ·will be charged for tuition, fee, room, and board based on the percentage of the semester attended of days enrolled divided by total number of days in the semester)" The same percentage vvill be applied to institutional aid. Docu- �62 {FEES & FINANCIAL mentation of circumstances leading to the vv:ithdrawal may be for example, be if a letter from a vVm?-Hv••v the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title rV funds is after ly 9 weeks of a r6 week semester). The 'Withdrawal date will be established as described in the above Refund Policy_ The percentage of Title IV aid which is earned by the student (i.e , the amount of federal aid the student is to is the sarne as the percentage of the Th1s percentage is the total number of the A1n} a student enrolled for 14 of n2 would have earned of Title IV aid for the semester_ In this example, 87.5% of the Title IV aid would be unea:rned. The institution is responsible for to the federal aid programs the lesser of the amount of unearned Title IV aid o:r institutional vHU<f"vo that the student incurred multiunearned aid percentage. Federal regulations specify the order in which unearned funds are to be :returned The order is: to r. Unsubsidized Stalford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federnl Plus Loans 5. Pell Grnnts 6. SEOG Federal funds are not involved in this determination: A student may money earned the Federal V/orkIf the total amount of unearned aid exceeds the amount the school is ~Pcrnn-c•ri to return, a student may need to retur11 federal grant funds which have been rece1ved for expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for expenses do not have to be returned at the time of withclrawal but must be in accordance vv:ith the terms of the loan. The Financial Aid Offlce vvtll a student if a return of federnl grant funds is rP,mrirPrl cases of refund calculations ru-e available in the Financial Aid Office. (ST. JOHN'S COLLEGE} CRITERIA FOR JUDGING SATISFACTORY PROGRESS STUDENTS Provisions of the Education Act of that each institution make available information concerning the criteria for judging satisacademic progress. The criteria for St_ John's College regarding the determination of satisfactory progress for of federally funded (Title financial assistance are as follows: In order to be prngress, at the end of a semester a student must be to enter the next semester and that next semester must not include the of any work. This the dean in consultation vvith a committee of all the student's tutorn, the "Don Rag Committee_" The Don Rag Committee assesses a student's work in all parts of the program and approves its before recommending to the dean that the student be to enter the next semester. This assessment is conducted in the student's presence all of his or her tutors in common_ At the end of the 1.v"'v"w' v year, the dean and the Instrucwith the advice of the tutors, :review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not a semester's work may be allowed to repeat the work in order to remain at the while are HOpCOdUH" Sometimes students are npnn"n enter a new semester with the ment that meet conditions the course of the semester. In these cases, a student is not work and is deemed to be satisfactory progress until the dean determines that the conditions have not been met When the conditions have not been met, the in consultation vv:ith the Instrucdecides what further determination is to be made of the case. �{FEES & FINANCIAL that an set a imndmum time frame in students must their eduSt, John's has set eight as the maximum tirne frame in students who are of fedfinancial aid funds must earn their degrees, This may be years of Years in which a is not enrolled at St, John's will limitation student is Federal If a student class in which he or she 'Was enrolled for more than three weeks, the class 'Will be considered as repeated work and the student will not be eligible for financial assistance. to this may be by the dean in the case of an withdrawal due to illness or other mitigating circumstances, Students who are their Don Rag Committees to enter the next semester vvith grades on their records are deemed to be making satisfactory progress and a1e for financial aid, a deci- academic should sion present a letter of to the Dean of the The dean ·will :review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In with federal and state reguJohn' s has a set of v,yui1Jrnuncc ,, St John's will report to the of Veterans Affairs (VA) within 30 days all incidents of official termination m change of status that would affect benefits. 2, {ST. A1n} The V.A. that be given for all classes undertaken and that all be considered in a grade average. In A_unapolis, a V.A. enrolled student who 'Withdraws JOHN'S GPA. ofa Caverage are If a student falls below this average and/ or the student's tutors think there is a serious academic the Don Rag Committee will report this to the Dean, who may ask the student to leave the college or may the student on academic tion and that must be met if the student is to continue in the college. The normal During that support and counseling are available to the student. 4, BooKs ABOUT LIBERAL. EDUCATION ERSKil"ffi, Jom'<!: J.B. ADLER, MORTIMER J.' and CHAIILES VAl'\f How to Read a Book, Simon and Schuster, r972. ADlLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, Press, 1958, The American University, Harper and Row, 1970, Teacher in America, Little, Brown and Co., r945. BARZUN,JACQUE§: BELL, DANIEJL: The Reforming of General Education, Columbia Press, 1966, BESTOR, ARTHUR K: Educational Wasteland,S, The University of Illinois Press, Urbana, r953, The Restoration Learning, Knopf, 1955, BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EVA T.H.: Paradoxes of Education in a Republic, University of Chicago Press, I9?9· BRUNER, JEROME S.: The Process of Education, Harvard University Press, r960, Embers ofthe World, Harris \Vofford, fr., Center for the Study of Democratic Institutions Santa Barbara, California, 1970, ' BUCHANAI'<J, SCOTT: program at the except in very unusual cirumstances. Prior credit will be granted for pursuit of the same fouryear, curriculum at the .Annapolis and Santa Fe campuses. The award of credit by the college will reduce the time toward the reward of a degree and will be reported to the VA as 65 BIBLIOGRAPHY DOREN: semester will have a indicating the of work up to the date ofwithdrawaL In Santa Fe, a VA emolled student who vvithdraws from a class after the m a semester will have 8.u F :recorded, No credit will be for withdrawal grades nor, in accordance vvith will be included in the COLLEGE} DARKEY, WIJLUAl'Vl (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 19 79 . My Life as a Co., 1948. , Rmm~T A. Higher Educatwn and Modern Democracy Rand McN ally and Co,, ' GERALD and DAVID Rrnsrvw'!: The Perpetual Dream.' Reform and Experiment in the American Collare 0 ' University of Chicago Press, HARVARD COJVIMITIEE REPORT: General Education in a The University, Cambridge, Massachusetts, 1945· ~~·un""'M· ROBERTM.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State Press, 1943, The Higher Learning in America, Yale University Press, The Learning Society, Praeger, No Friendly Voice, Greenwood, 193 6. University of Utopia, of Chicago Press, r953. C.§.: TheAbolition Macmillan Publishing Co., Inc., 1947. 1943, MEIKLEJOlIN, fa4EXANDER: Education Between Two TYorlds, Harper and Brothers, 1942. - SMITI3!, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St fohn'sProgram, St, John's Press, 1983. VAN DOJIBN, MARK: Liberal Education, andCo,,1944, �66 { B0 A R D J. BurchenalAult Honorary Member 0 F vI sI T 0 R s AN D G0 vERN Jean FitzSimon New York, NY Barbara Lauer Laramie, WY Santa Fe, NM 0 R s} Pamela SaundersAlbin Santa Fe, NM Harvey Flaumenhaft Robert Bienenfeld Long Beach, CA Barbara Leonard Dean, Annapolis Campus Honorary Member Oberlin, OH Frederica Saxon Baltimore, MD Sharon Bishop Elizabeth Gemmill Conshohocken, PA Perry Lerner New York, NY Secretary Thomas Geyer New York, NY David Levine Chair Reston,VA Thomas Carnes Jeremy Shamos Denver, CO Honorary Member San Francisco, CA Washington, D.C. Warren Spector New York, NY Robley Timmins Levy LaSelva Beach, CA Lenore Steiner Ambler, PA Robert Goldwin Ray Cave New York, NY Dean, SantaFe Campus Visitor Emeritus Jill Z. Cooper (Udall) Washington, D.C. Irene Crowe Washington, D.C. Eleanor D. fydings Ditzen Visitor Emeritus Anna Greenberg Annapolis, MD Erwin L. Greenberg Baltimore, MD StewartH. Greenfield Vice Chair Visitor Emeritus Westport, CT Cheryl Foote Groenendyke Tulsa, OK Mark Middlebrook Oakland, CA Alhambra, CA Martin A. Dyer Baltimore, MD Paul Martin San Antonio, TX Peter McGhee Cambridge, MA Alhambra, CA David Dobreer ClintonD. Lively Princeton Junction, NJ Keith M. Harrison Concord, NH N. Scott Momaday Santa Fe, NM Charles A. Nelson Allan Hoffman Robert Ehrlich Annapolis, MD Ex Officio Governor of Maryland Lawrence, NY Stephen Thomas New York, NY Paul Tierney Darien, CT William Tilles Rockville, MD MichaelE. Uremovich Santa Fe, NM Jason Walsh New York, NY Visitor Emeritus Honorary Member Thomas Stern Palo Alto, CA Annapolis, MD Glenda Eoyang Ex Officio, President ofAlumni Association Circle Pines, MN JauneEvans Santa Fe, NM Harriet Warren Honorary Member Christopher B. Nelson Atlanta, GA President, Annapolis Campus/Santa Fe Campus William E. Warren New York, NY William Richardson Martha Black Jordan Santa Fe, NM Julia Wilkinson Austin, TX Ex Officio Governor ofNew Mexico Leslie Jump Washington, DC Warren Winiarski Napa, CA Santa Fe, NM Richard Hoskins Chicago, IL William E. Johnston Chicago, IL Stephen Feinberg El Paso, TX Richard Kimball Norwalk, CT RonaldH. Fielding Rochester, NY Thomas R. Krause Ojai, CA Theodore Rogers New York, NY Mikael Salovaara Vice Chair Bernardsville, NJ Lee David Zlotoff Santa Monica, CA {FACULTY} ANNAPOLIS President CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, r970, St. John's College, Annapolis, r966-69; J.D., University of Utah College of Law, r973, Admitted to the Bar, State of Illinois, r973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, r973-78 and Partner, r979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, r979-9r and President, r987-9r, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, r98r-87, Aurora University Management Center, Illinois; President, St. John's College, r99r-. Dean ofthe College inAnnapolis HARVEY FLAUMENHAFT B.A., r960, M.A., r962, Ph.D., rg8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, rg6o-6r; National Aeronautics and Space Administration Fellow, r963-65; Lecturer in Political Science, Roosevelt University, r965; Lecturer in Liberal Arts, University of Chicago, r965-66; Instructor in Government, Wheaton College (Massachusetts), r966-68; Tutor, St. John's College, Annapolis, r968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, rg8r; MIT I Harvard Workshop on Nuclear Weapons and Arms Control, Summer r983; National Endowment for the Humanities Constitutional Fellow, r984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, r987-89; Visiting Professor, Department of Educational Studies, University of Delaware, r989; Lynde and Harry Bradley Foundation Grant, r992-94; Dean, St. John's College, Annapolis, r997-. 67 EVA T.H. BRANN B.A., Brooklyn College, r95o; M.A., rgsr, Ph.D. r956, Yale University; Fellow of the American Numismatic Society, Summer, r952; Fellow of the American School of Classical Studies at Athens, r952-5 3 ; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, r956-57; Member, Institute for Advanced Study, Princeton, r958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, r975-77; Tutor, St. John's College, Annapolis, r957-, Addison E. Mullikin Tutorship, r97r-; Fellow, Woodrow Wilson International Center for Scholars, r976-77; Arnold Visiting Professor, Whitman College, r978-79; Visiting Scholar in Honors Education, University of Delaware, r984-86; Fellow of the National Endowment for the Humanities, r987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, r988-96; Dean, St. John's College, Annapolis, r990-97; Doctor of Humane Letters, Whitman College, r995; Doctor of Letters, Middlebury College, r999. BEATE RUHM VON 0PPEN B.A., University of Birmingham, England, r939; Art Librarian, Barber Institute of Fine Arts, University of Birmingham, r939-43; British Foreign Office, r943-5r; Royal Institute of International Affairs, r952-56; Research Staff, Nuffield College, Oxford, r956-58; Microfilming Project of the Committee for the Study ofWar Documents of the American Historical Association, r959-60; Tutor, St. John's College, Annapolis, r960-63 (Leave of absence, r963-65), r97r-; Visiting Lecturer in History, Smith College, r963-64, University of Massachusetts, r964-65; Member, Institute for Advanced Study, Princeton, r968-69; Member, Center of International Studies, Princeton University, r969-7r; �68 {FACULTY} {ST. JOHN'S COLLEGE} 69 National Endowment for the Humanities Translating and Editing Grant, r978-79. JOSEPH P. COHEN B.A., St. John's College, Annapolis, r956; J.D., University of Maryland Law School, rg 7 6; Department of Philosophy, University of Chicago, r956-57, r959-6 2; University of Vienna Summer School, r957; United States Army, r~57-5.9; Lecturer in the Liberal Arts, Umvers1ty College, University of Chicago, r960-~2; Tutor, St. John's College, Annapolis, r962-; Visiting Fellow, Yale Law School, r97r-72; Summer Fellow, Council for Philosophical Studies, r977; NEH Summer Fellow r978, r984; Visiting Scholar, Oxford University, r978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, r958; Columbia University, rg6o; Ph.D., University of Maryland, rg88; Tutor, St. John's College, Annapolis, r963-. HOWARD}. FISHER B.A., University of Rochester, r965; Technician, Harvard University Cyclotron Laboratory, r964-65; Tutor, St. John's College, Annapolis, r965-; Visiting Lecturer in Physics, Western New England College, rg8o; Visiting Senior Member, Linacre College, Oxford University, r982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, r959; Classics and Philosophy, Univers~ties of Heidelberg, Frankfurt, Mumch, Tuebingen, r959-63; Staatsexamen I, University of Heidelberg, r963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, r963-64; Ph.D., University of Heidelberg, r964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, r964-65; Staatsexamen II, University of Heidelberg, r965; Instructor in Classics and Philosophy, Rosary College, r966-67; Tutor, St. John's College, Annapolis, r967-. NICHOLAS MA.ISTRELLIS }OE SACHS B.S., Bates College, r962; Department of History of Science, r96 2-67, Teachmg Assistant, r962-66, University Fellow, r966-67, University of Wisconsin; Tutor, St. John's College, Annapolis, r967-. B.A., St. John's College, Annapolis, rg68; Graduate Student, The New School for Social Research, New York, r97r-73; M.A., Pennsylvania State University, r975; Teaching Assistant, Pennsylvania State University, r973-74; Tutor, St. John's College, Annapolis, r975-. JoHNF. WHITE . B.A., St. John's College, Annapohs, r965; M.A., The New School for Social Research, r970; Alvin Johnson Fellow, r970-7r; Tutor, St. John's College, Annapolis, r97r-. HOWARD ZEIDERMAN Dartmouth College, r962-63; B.A., St. John's College, Annapolis, r967; M.A., Princeton University, r972; Princeton National Fellow, r972; Tutor, St. John's College, Santa Fe, r973-n, Annapolis, r978-. }OHNVERDI B.S., Psychology, Fordham University, r972; M.A., r974, Ph.D., Philosophy, r975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, r978; Tutor, St. John's College, Santa Fe, r975-85; Annapolis, r985-; Assistant Dean, rg88-gr; Director, Graduate Institute in Liberal Education, r992-95; N.E.H. Chair in Modern Thought, r997-99. DEBORAH SCHWARTZ RENAUT B.A., St. John's College, Annapolis, rg68; M.A., The Johns Hopkins University, r97r; M.S., Georgetown University, r974; Tutor, St. John's College, Annapolis, r974-. DAVID L. TOWNSEND B.A., Loyola College, rg6g; ALN, Jesuit Honor Society, r967-; Fellow, Harvard, r969-74; M.A. Harvard, r970; Teacher, Cambridge Free School, r970-72; Diplome, Universite de Paris, r973; Ph.D. Harvard, rg 7 6; J.D. Yale Law School, rg8r Bar Association rg8r-; Tutor, St. John;s College Santa Fe, r974-, Annapolis, rg8 4-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2oor2002. MICHAEL COMENETZ B.A., The Johns Hopkins University, r965; M.A., r967, Ph.D., r972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, r972-75; Tutor, St. John's College, Annapolis, r975-. ROBERT P. DRUECKER B.S., Marquette University, rg66; Woodrow Wilson Fellow, r966-67; Teaching Assistant, Department of Mathematics, Boston University, r972-76; M.A., Boston University, r974; Fulbright and American Scandanavian Foundation Fellow, Norway, r976; M.A., Counseling, Loyola College, rgg6; Tutor, St. John's College, Annapolis, r977-; Counselor and Therapist, rgg6-. MERA}. FLAUMENHAFT B.A., University of Chicago, rg66; M.A., r967, Ph.D., r970, University of Pennsylvania; Woodrow Wilson Fellow, r966-67; University of Pennsylvania Foundation Fellow, r966-70; Instructor in English, r970-7r, Assistant Professor of English, r97r-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, r977; Tutor, St. John's College, Annapolis, r977-. PETER KALKAVAGE B.A., r973, M.A., r976, Ph.D., r983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, r976-77; Tutor, St. John's College, Annapolis, r977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, r975; M.S., University of Michigan, r977; Associate Mathematician, r977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, r979-. }ON LENKOWSKI B.A., Marquette University, r965; M.A., Philosophy, The New School for Social Research, r970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, r968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, r976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, r977-79; Tutor, St. John's College, Annapolis, r979-. THOMAS MAY B.A., Loyola College, r97r; M.A., Fordham University, r975; Assistant Professor, Loyola College, r974-79; Visiting Lecturer, Goucher College, r976-78; Tutor, St. John's College, Annapolis, r979-; Director, Graduate Institute in Liberal Education, Annapolis, rg86-8g, r995-r998. JONATHAN S. TuCK B.A., Columbia University, rg6g; B. Phil., Oxford University, r97r; M.A., University of California, Berkeley, r972; Graduate Study in English, Berkeley, r97r-78; Woodrow Wilson Fellow, r969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, r969-7r; Kent Fellow (Danforth Foundation), r97r-77; Teaching �70 {ST. {FACULTY} Assistant and Associate, Department of English, Berkeley, r973-78; Tutor, St. John's College, Annapolis, r979-; Assistant Dean, r99r-94. r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. NANCY DUNNING BUCHENAUER B.A., Stanford University, r969; Graduate Study in English Literature, University of Wisconsin, r970-7r; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, r979-80; Richard M. Weaver Fellowship, r98r; Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. B.A., History, r967, M.A., Ancient History, Cornell University, r969; Ph.D., Classics, Brown University, r980; Ford Foundation Fellow, r966-68; University Fellow in Classics, Brown University, r96970; Tutor, St. John's College, Santa Fe, r980-96; Annapolis, r997-; Director of the Graduate Institute, Santa Fe, r99r-94. MICHAEL G. DINK Harvard University, r970-72; B.A., St. John's College, Annapolis, r975; M.A., r978, Ph.D., r986, Philosoph~ The Catholic University of America; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, r980-84, Annapolis, r984-. Director, Graduate Institute in Liberal Education, Annapolis, r998-. JAMES HOWARD BEALL Active duty, U.S. Air Force, r963-67; B.A., Physics, University of Colorado, r972; M.S., Physics, r975, & Ph.D., Physics, r979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, r975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, r979-8r; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, ELIZABETH M. BLETI'NER HENRY H. HIGUERA B .A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. CHESTER BURKE B.A., St. John's College, Annapolis, r974; Master of Music, Unniversity of Michigan, r979; Tutor, St. John's College, Annapolis, r984-. .ANITAL. KRONSBERG B.A., St. John's College, r980; Tutor, St. John's College, r984-; Assistant Dean, r9982002. JOHN'S PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, r984; Teaching Fellow, Boston College, r978-82; Instructor, Assumption College, r98r; Tutor, St. John's College, Annapolis, r984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, r966; M.A., r97r, Ph.D., r973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, r972-76; Graduate Faculty of The New School, 1976-80, University of Oklahoma, r980-84; Tutor, St. John's College, Annapolis, 1984-. NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, r964; M.D., New York University, r968; M.A., St. John's College Graduate Institute, l98r; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, r974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, r976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 198694; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, r985-94. PAMELA KRAUS M.A., 1973; Ph.D., r980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, r975-80; Assistant COLLEGE} 71 Professor of Philosophy, The Catholic University of America ' 193 0 -8s· Amer1can . , Fellowships Program Panel , Am erican . . . Associat10n of University Women , r98 5, . Thtor, St. John ,s College, 3 _. 19 5 WILLIAM PASTILLE A.B. in Music, Brown University, 19 6 . M.A. in Music.ology, Cornell University: r979; Ph.D. rn Musicology, Cornell University, r985; Visiting Faculty, School of Music, University of Wisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. CATHERINE R. HAIGNEY B.A., r981, M.A., r983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, r985-87; Adjunct Faculty, Goucher College, r987-88; Tutor, St. John's College, Annapolis, 1989-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, r980; B.A., Physics and Philosophy, Oxford University, r982; M.A., History of Science, Harvard University, r985; Ph.D., History of Science, Harvard University, r989; Tutor, St. John's College, r989-. JUDITH L.A. SEEGER B.A., Harvard University, r966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., r982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, r984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, r989-. �72 {FACULTY} {ST. JOHN'S JOANE. SILVER MARGARET ANNE KIRBY CARL PAGE B .A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-96; Annapolis, 1997-. B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-96, Annapolis, 1997-. B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John's College, Annapolis, 1994-. CORDELL D. K. YEE B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University ofWisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John's College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and l99L ANDRE BARBERA B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-90; Tutor, St. John's College, Annapolis, 1990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. EruKSAGENG B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. Eruc M. SALEM B.A., St. John's College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kentucky State University, 198390; Tutor, St. John's College, Annapolis, 1990-. R.AnOSLAV DATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. ROBERT GoLDBERG St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. KATHERINE HEINES B.A., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-88; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. EMILY H. BROOKER LANGSTON B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. COLLEGE} 73 GEORGE A. RUSSELL B.A., St." Fran_cis College, 1973; M.A., The Catholic Umversity of America, :r 983 ; Ph.D., The Catholic University of America, 1994· Dean of Students St. Patrick's Academy, 1931_3 6 ; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, l986- 9 :r; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John's College, Annapolis, 1995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, 1991; Graduate Student, Music Composition, Duke University, 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, 1996; Tutor, St. John's College, Annapolis, 1996-. LUUNGu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John's College, Annapolis, 1996-. MICHAEL W. GRENKE B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer, University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, 1997-. �74 {FACULTY} {ST. JOHN'S COLLEGE} 75 PAUL W. LUDWIG AMIRTHANAYAGAM P. DAVID LOUIS MILLER B.A., University of Tennessee, Chattanooga, r987; M.A., Oxford University, r995; M.A., University of Chicago, r995; Ph.D., University of Chicago, r997; Lecturer in the College, University of Chicago, r996; Tutor, St. John's College, Annapolis, r997-. B.A., St. John's College, Annapolis, rg86; Ph.D., Committee on Social Thought, The University of Chicago, r998; Century Fellow, The University of Chicago, r98690; Teaching Assistant in the Department of Classical Languages and Literatures, The University of Chicago, r989-90; Lecturer in the Liberal Arts, The University of Chicago, rggo-98; Tutor, St. John's College, Annapolis, r998-. B.A. Philosophy, Columbia College, Columbia University, rg86; Ph.D., Princeton University, r994; Lecturer, History, University of Pennsylvania, r992-r994; Assistant Professor, History, Harvard University, r995-2000; Tutor, St. John's College, 2000-. Mich1?an State U~1versity, rggr; Ph.D., Expenmental Partrcle Physics, University of Rochester, r997; Postdoctoral Fellow in Particle Physics, Michigan State University, r997-2oor; Tutor, St. John's College, 200I-. JACQUELINEL. PFEFFER MERRILL JEFFREY ALLEN SMITH B.A. with Honors, University of Calgary, rggr; M.A., Duke University, r994; Certificate in Political Economy, r994, Ph.D., Duke University r997; Alona Evans Prize, Duke University, r993; H.B. Earhart Fellowship, Duke University, r993-4; Sir James Lougheed Award, r9946; Visiting Instructor, University of Calgary, r994, r996; Visiting Instructor, Humboldt Universitiit, r995; Visiting Assistant Professor of Government, College of William & Mary, r997-2000; Tutor, St. John's College, 2000-. B.A., Philosophy and Political Science Emory University, r989; Ph.D., Commit~ tee on Social Thought, The University of Chicago, r997; Lecturer in the College, The University of Chicago, r994-r997; Visiting Assistant Professor, Political Science, Colgate Unversity, r998-99; Assistant Professor, Philosophy, Carthage College, r999-2oor; Tutor, St. John's College, 2oor-. SusANR. PAALMAN B.A., Rice University, rggo; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, r997; Tutor, St. John's College, Annapolis, r997-. DANIEL HARRELL B.A., Vanderbilt University, r989; Ph.D., Emory University, r997; Tutor, St. John's College, Annapolis, r998-. JoHNKREss B.A., Philosophy, Eckerd College, rggr; Ph.D. Philosophy, Vanderbilt University, r998; Tutor, St. John's College, Annapolis, r998-. MARKJ.LUTZ B.A., University of Chicago, r980; M.A., University of Toronto, r982; Ph.D., University of Toronto, rggo; Assistant Professor, Department of Government, University of Notre Dame, r989-97; Tutor, St. John's College, Annapolis, r998-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, r987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, r993-94; Ph.D., Committee on Social Thought, University of Chicago, r996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, r994-97; Tutor, St. John's College, Annapolis r998-. GARY BORJESSON B.A., Whitman College, r987; M.A., r994, Ph.D., r997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, r997-r999; Tutor, St. John's College, r999-. JEFF BLACK B.A., Trinity College, University of Toronto, r993; Teaching Fellow, Boston College, r998-r999; Tutor, St. John's College, Annapolis, r999-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, r992; Earl Warren Political Theory Fellowship, r992-94; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. DANIEL KOLB B.A., Philosophy, Washington University, St. Louis, r973; M.A., Philosophy, Northern Illinois University, r977; Ph.D., Philosophy, University of Notre Dame, r983; Postdoctoral Teaching Fellowship, University of Notre Dame, r983-86; Assistant Professor, Allentown College of St. Francis de Sales, rg86-88; Assistant Professor, r988-90, Associate Professor, rggo-96, Professor of Philosophy, r996-99, Radford University; Tutor, St. John's Colllege, Annapolis, r999-. MARK W. SINNETT B.S., Mathematics, Texas Christian University, r976; M.A., r978, Doctoral Study in Mathematics, r979-8r, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U.G. Marshall Fellow in Mathematics, r98r-83, Lecturer in Mathematics, r98384, Kansas University; B.D. (Hons.), Theology, St. Andrews University, rg88; Richard M. Weaver Fellow, r984-85; Lecturer in Mathematics, San Jacinto College, r988-89; Ph.D., Systematic Theology, Cambridge University, r993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, r993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, Annapolis, 2000-. DYLAN CASEY B.~., _Physics, B.A.,. Political Philosophy, JOHNTOMARCHIO B.A., Columbia College, Columbia University, r984; M.A., r993, Ph.D., r996; Lecturer, School of Philosophy, Catholic University of America, r996; National Fulbright Research Fellow, Rome, r994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, r996-98; Assistant Professor, Department of Philosophy, Villanova University, r998-2oor; Tutor, St. John's College, Annapolis, 2oor-. SRIRAM NAMBIAR B.Tech., r984, Indian Institute of Technology, Madras; Research Fellow, Murugappa Chettiar Research Center, r984-86; Research Assistant, Indian Institute of Technology, Bombay rg86-88; Graduate Assistant, Chemistry Department, Philosophy Department and Graduate School of Education, SUNY Buffalo, r988-2000; Ph.D., Philosophy, SUNY Buffalo, 2000; Information Architecture Consultant, 2000-2002; Visiting Scholar, SUNY Buffalo, 2om-2002; Tutor, St. John's College, 2002-. �76 {FACULTY} LOUIS PETRICH B.A., English, Northwestern University, Ig82; M.A., Ig86, Ph.D. Candidate, Ig86I990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, Ig85-I987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, Ig85-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, Ig90-9I; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, Ig92-I993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., Ig93-I995; Civic Education Project Fellow, Presov University, Slovakia, Ig95I997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, Ig97-I999; CEP Fellow, American University ofKyrgystan, Ig99-2000; Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 2000-2002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 200I-02; Tutor, St. John's College, 2002-. JASON A. TIPTON B.A., University of California, San Diego, Ig93; M.A. Tulane University, Ig99; M.S. Tulane University, 2om; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-oI; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, St. John's College, 2002 -. JOANNA BACHE TOBIN B .A., Medieval/Renaissance Studies, Wellesley College, Ig85; Visiting Studient, St. Hilda's College, Oxford University, Ig83-84; M.A., St. John's College, Annapolis, Ig94; Graduate Teaching Fellow, Georgetown University, Ig94-99; Ph.D. Candidate, Political Theory, Georgetown University, Ig94-; Tutor, St. John's College, 2002-. {ST. JOHN'S COLLEGE} 77 SANTA FE JOHNS. STEADMAN President B.S., Philosophy, UniversityofWisconsin, Ig59; Instructor in Radio Repair,United States Army, Ig54-56; Assistant in Philosophy, Ig59-6I, Teaching Fellow, Ig6I-62, Cornell University; Tutor, St. John's College, Annapolis, Ig62-67, Santa Fe, Ig67-; Assistant Dean, Ig70-72. B.A., Arizona State University, r969; M.A., r97r, Ph.D., Ig73, University of Notre Dame; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, r979-8r, Director of The Graduate Institute in Liberal Education, Ig82-85; Dean, r99I-r996. ELLIOTT T. SKINNER DAVID BOLOTIN CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-69; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State of Illinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-87, Aurora University Management Center, Illinois; President, St. John's College, I99I-. Dean ofthe College in Santa Fe DAVID LAWRENCE LEVINE University of Pennsylvania, Ig62; A.B. St. John's College, Annapolis, Ig67; M.A. Ig69, Ph.D. Ig75, The Pennsylvania State University; Woodrow Wilson Fellow Ig67-68; NDEA Fellow (Honorary) Ig67-70; University Graduate Fellow, The Pennsylvania State University Ig69-70; Independent Research, Centre Universitaire International, Paris, Ig70; Language Study, Goethe Institut, West Germany Ig70-7I; Instructor in Philosophy, University of Maryland, West Germany, I97I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, Ig68-69, I97I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, Ig75-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, Ig8o-88; Fellowship Research Grant, Earhart Foundation, Ig84-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, Spring Ig97, Director of the Graduate Institute, Ig97-200I; Dean, St. John's College, Santa Fe, 2om-. B.A., University of Colorado, Ig6I; M.A., Princeton University, Ig63; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, Woodrow Wilson Fellowship, Princeton University, Ig64; Fellow of the Council for Philosophical Studies, Summer Institute in Greek Philosophy and Science, Ig70; Tutor, St. John's College, Sante Fe, Ig65-. PmLIP LECUYER B.A., Colorado College, Ig66; Merton College, Oxford University, Ig69; Studies in Biology, University of New Mexico, Ig70-72; Boettcher Scholar, Ig62-66; Perkins Scholar, Ig63-66; Rhodes Scholar, Ig66-69; Danforth Graduate Fellow, Ig66-72; Woodrow Wilson Fellow (honorary), Ig66; Tutor, English Literature, Summer Humanities Institute, Colorado College, Ig68; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, Ig7I-72; Tutor, St. John's College, Santa Fe, Ig72-. STEPHENR. VANLUCHENE B.A., Cornell University, r966; Ph.D., New York University, r974; Lecturer in Classics, Yale University, r97r-73; Tutor, St. John's College, Annapolis, r974-82; Santa Fe, r982-; Visiting Professor, Committee on Social Thought, University of Chicago, Ig86, Ig87-88, 2002-03. GEORGIA S. KNIGHT B.S., Philosophy, Ig70, M.A., English, Ig72, Teaching Fellow, University of Utah, r970-74; Tutor, St. John's College, Santa Fe, r974-; Assistant Dean, r988-90. KENT H. TAYLOR B.A., Yale University, r963; M.A., University of Georgia, r965; Ph.D., University of California at Santa Cruz, r976; University of California at Santa Cruz, r967-68; Defense Language Institute, Monterey, California, Ig68-69; Heidelberg University, r97r-73; Instructor, University of Georgia, r965-67; Teaching Assistant, University of California at Santa Cruz, r967-7I; Tutor, St. John's College, Santa Fe, r974-. DAVID EDWARD STARR B.A., Gordon College, Ig62; M.A., Ig66, Ph.D., Ig72, Boston University; Graduate Assistant in Philosophy, Boston University, Ig63-64; Teaching Intern, Boston University College of Basic Studies, Ig64-66; Instructor in Philosophy, University of Rhode Island, r966-7r; Tutor, St. John's College, Annapolis, r972-80, Santa Fe, Ig82-, Director of The Graduate Institute in Liberal Education, Santa Fe, r980-82. ELIZABETH S. ENGEL B.A., Pomona College, r967; M. Phil., Ig7r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, Ig7r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. �78 {FACULTY} LYNDA LAMSON MYERS EDWARD CARY STICKNEY B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; M.A., 1991, Ph.D., 1996, Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. ANTHONY JAMES CAREY JANET A. DOUGHERTY St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000. B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. CHARLOTI'E GRAY MARTIN B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PETERPESIC A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President's Fellow, University of Virginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, {ST. JOHN'S 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-. JoHNF. CORNELL B.A., 1975, M.A., 1977> McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. LINDA WIENER B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. THOMAS SCALLY B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philo- COLLEGE} 79 sophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. GRANT H. FRANKs B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. BASIA C. MILLER B.A., Philosophy, Antioch College, 1959; M.A., University of Chicago, 1962; Ph.D., University of Chicago, 1989; Translator for the University of Chicago Press, 1975-81; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, 1987-88; Tutor, St. John's College, Santa Fe, 1988-, Assistant Dean, 1997-2002. WILLIAMS. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of ColoradoBoulder, Summer 1990; Certificate, �Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; Tutor, St. John's College, Santa Fe, r989-. lKIDSHNAN VENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, A-1buquerque, Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi. Uni.Taiyuan, People's Republic of China, r986-89, Lecturer in Film Analysis, Nor th China Film and Broadcasting Institute, Tutor, St. John's College, Santa Fe, r989-. BRUCE M, PElitRY B A , Greek, I9'?3, M.A, Classics, I9'?5, Ph.D., Classics, , University of Ph.D. Asian and Middle Eastern Studies, 1995, of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. FnANK R. {ST. {FACULTY} 80 Hum SL John's College, I9'?1-'?3; Cornell Universicy, I9'?3-'?4; B.A., New York University, M.A., Ph.D., I985, The Catholic University of America; Editor, Catholic of P,merica · Lecturer, Marymount Press, 1985-86; Editor, Princeton University Press, Tutor, St. John's College, Santa Fe, 1990-. JPMESCOHN B.A., Dartmouth College, 1981; Fulbright Scholar, Germany 1981-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College r991-. CHARLEsN, FASANARO B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, I983-8.o,; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, 1986-9r; Associate Professor, Center for and Religion, Colorado, r986; Professor, Center for Philosophy and Religion, Colorado, r990; Tutor, St. John's College, Santa Fe, :r991-; Assistant Dean, 2002.-. JOSHUA L ..KATES B.A., St. John's College, Advanced Summer Greek Institute, New York r981; Collegium Phaenomenologicum, Perngia, Italy, 198'?; M.A., 1988, Ph.D., :r99r, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor, State of New York at Binghamton, r99r; Participant, School of Criticism and Theory, Hanover, NH, 1994; Fellow, Camargo Foundation, Cassis, France, r999; Visiting Associate Professor, University of California Los Angeles, r999-2oor; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID RAVFN B.S,, Mathematics, Rensselaer Polytechnic Institute, I9'?4; M.S,, Mathematics, Brown University, I9'?'?; Undergraduate Study in Mathematics Education, of New Orleans, 19'?9-80; Graduate Study in Mathematics, Clarkson 1983-86; Ph.D , Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, JOHN'S University of New Orleans, 19n-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St, Lawrence University, r983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MOii.A B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, r986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John's College, Santa Fe, 1992-. BARRY K GOLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 19'?8; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, 1rnvp"-""" of Southern California, 1986-88; Assistant Professor, The Pennsylvania State University, 1988-92; Language Coordlilator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE REAHAJ:'..D B.A., English, Michigan State University, :r980; M.A., Old Germanic Languages and Literatures, Universiry of Nevada, Reno, 1984; Ph,D., Comparative Literature, University of Colorado, Boulder, r99r; Teaching fellow, Department of English, University of Nevada, Reno, r98r-84; Instructor, Department of English, University of Colorado, Boulder, r987-88; Instructor, College of General Studies, University of Pennsylvania, r988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-93; Associate Professor, English COLLEGE} 81 Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA A, HONEYW:ELL B.A., University of Chicago, :;:986; Account Executive, American Bankcard Services, Woodland Hills, CA, 198'?-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 19 gr; Visiting Assistant Professor of Classics, Cornell College, 1993-9-<c; Tutor, St. John's College, 1994-. CALEB THOM:PSON B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virginia, r990; Ph.D., University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, 1996-. D. BYBEE B.A., Philo 19p, B.A., M,A., English, :;:972, I9'?5, Idaho State University; educational Gateway Mental Health Center, Pocatello, Idaho, I9'?2-'?4; M.A, Ph.D., Philosophy, 19'?6, 1981, University of Hawaii; Assistant Professor of Idaho State University, 1982-84; Instructor 1984-90,Senior Instructor of English, r990-95, University of Oregon; Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. MICHAEL JumTH :t A...DA_.lVI: B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-. �82 {ST. {FACULTY} ABRAHAM ANDERSON A.B., Harvard College, Ig75; Harvard-Ens Fellowship, Ecole Normale Superieure, Paris, r975-76; Preceptor in Humanities, Columbia College, r980-83; German Academic Exchange Fellowship, Munich, r983-85; Ph.D. in Philosophy, Columbia University, Ig86; Assistant Professor, Philosophy, University of Dallas, r986-87; Assistant Professor, Philosophy, University of New Mexico, r987-96; Instituto de Investigaciones Filosoficas, UNAM, Mexico City, Ig96-97; Tutor, St. John's College, Santa Fe, r997-. JACQUES ANTOINE DUVOISIN B.A., r980, St. John's College, Annapolis; M.A., I984, Ph.D., I992, The Catholic University of America, University of California, Irvine, r987-9r; Knights of Columbus Fellow, r98I-84; Tutor, St. John's College, Santa Fe, r997-. BRENDON LASELL B.S., California Institute of Technology, r990; M.S., rggr, Ph.D. r994, University of Chicago; Lecturer in Mathematics, University of Chicago, r992-93; Member, Institute for Advanced 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, SL John's College, Santa Fe, r997-. MATIH.EV/K. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985Ph.D. in Political Science, Boston r995; Killam Fellow, r983-84; Earhart Fellow, r990-9r; Bradley Fellow, r993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, r997-98; Tutor, St. John's College, Santa Fe, 1998-. PETER L. GILBERT B.A., St. John's College, Annapolis, r981; B.A. (M.A.), QyJord University, r985; Ph.D., Church History, The Cath- olic University of America, r995; Translator for Ancient Christian Commentary of Holy Scripture, 1995-98; Instructor in Patristics and Old Testament, Shkolla Teologjike-Hieratike «Ngjallja e Krishtit», Durres, Albania, r995-98; Tutor, St. John's College, Santa Fe, r998-. MARKROLUN§ A.B. Princeton University, r977; M.A., Ph.D. in Philosophy, University of California, Berkeley, r986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, r978-83, and r987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, r987, r99192, and r995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNA.NI, Mexico City, r988-9r; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, r997-98; Assistant Professor, Honors Seminar, Emerson College, Boston, MA., r998; Tutor, St. John's College, Santa Fe, r998-. Grno THOMAS B. S. in Physics, California Institute of Technology, 1989; M.A., r992, M. Phil., 1995, Ph.D. in Astronomy, Columbia University, r997; Tutor, St. John's College, Santa Fe, r998-. JENNIFERL. OTSUKI B.A., Reed College, Ig83; M.A., r986. Ph.D., 199I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, r991-97; Tutor, St. John's College, Santa Fe, 1998-. JULIE REHMID'ER B .A., Mathematics, College, r994; M.S., Mathematics, Massachusetts Institute of Technology, Ig97; Tutor, St. John's College, Santa Fe, 1998-. JOHN'S GREGORYD. RAYER B.A., St. John's College, Annapolis, r978; M.A., University of Toronto, r98r; Ph.D., University of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist University, r995-96, College of William and Mary, 1996-97, College of Wooster, r997-98; NEH Fellow, Institute for Advanced Study, Princeton, r998-99; Tutor, St. John's College, Santa Fe, r999-. GEORGE LANE B.A., Reed College, 1976; M.A., r978, Ph.D., 1989, University of Chicago Divinity School; Research Assistant, University of Chicago, 1986-89; Adjunct Instructor in Philosophy, Elmhurst College, 1983-89; Lecturer in Theology, Loyola University of Chicago, 1987-88; Visiting Lecturer, Religious Studies and General Honors Program, University of New Mexico, 1989-98; Instructor in Philosophy, Albuquerque TVI Community College, r99r-99; Special Part-time Tutor, St. John's College, Santa Fe, r998-99; 1\1tor, St. John's College, Santa Fe, 1999-. RICHARD A. MCCOMBS, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, r99092; M.A., Fordham University, Ig92; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. EDWARD A. WALPIN B.A., Political Science, Middlebury College, r987; M.A., English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut for Politische Wissenschaft, Friedrick- COLLEGE} 83 Alexander Universitat, Erlangen, Germany, r994-95; Fellow, and Project Coordinator, Kenan Ethics Program, Duke University, I997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, 1999-. MICHAELE. WOLFE B.A., r99,c;c, St. John's College, Santa Fe; Dupont Fellowship, I994-95, President's Fellowship, University of Virginia, Ig9497; M.A., History of Religions, University of Virginia, r997; Assistant Director of Admissions, St. John's College, Santa Fe, 1997-99; Tutor, St. John's College, Santa Fe, 1999-. DAVID CARL B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, r99r; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, r99r-93; English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, I993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, Ig98; Comparative Literature Instructor, UC Davis, 1995-2000; Tutor, St. John's College, Sa_ntaFe, 2000-. MICliIAEL GOLLUBER B.A., Liberal Arts, Sarah Lawrence College, r988; M.A. , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, r998-2000; Tutor, St. John's College, Santa Fe, 2000-. JoHNF. GIBSON B.A., St. John's College, Santa Fe, 1988; Graduate Research Assistant, Complex Systems, Los Alamos National Laboratory, r988-9r; Co-founder, �84 {FACULTY} Prediction r99r-92; Graduate studies, Department of Theoretical and Applied I\l[echanics, Cornell 1992-1996; Staff Scientist, Beam Technologies, r996-r998; Computer Systems Administrator, Computational Fluid Dynamics Laboratory, Mechanical and Aerospace Engineering, 1999; Independent research, 2000-01; Tutor, St. John's College, Santa Fe, 2001-. PATlliC!AlVL GREER B.A., College of Notre Dame of Maryland, 1966; M.A., Seminars, Johns University, r9 Teaching Fellow, University of Southern California, 1968-69; M.A., St. John's College, Annapolis, r995; Ph.D., of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of Virginia, r999; Visting Lecturer, Sanskrit Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, :1001-. E\V!EJ°"\! ff~JUSON B.A., Ecology, Behavior Evolution, of California, Sm1 Diego, 1990; M.S., Biology, r995, Ph.D. Candidate, University Graduate Student Instructor, University of Michigan, 19932000; Lecturer, Eastern Michigan , Graduate Teaching Consultant, University of Michigan, 2000-01; Tutor, St. John's College, 2001-. JAY SMITH B A., St. John's College, 1977; M.Ao, 0 2002; Environmental Protection r986-89; Environmental Consultant, 1990-2000; Tutor, Sc John's College, Santa Fe, 2001-. 85 LISE VAN BOX-EL PHILIP Bil.TOK B.A., The of Toronto, 1992; M.A., Political Science with High Distinction, Boston College, 1995; Ph.D. Candidate, Political Science, The University of Toronto; Tutor, St. John's College, Santa Fe, 2001-. B.So, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; IVLA., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. MICAHEL At~REV/S B.A, History, Montana State, 1992; European History, Tulane University, 1997; Ph.D. Candidate, American Intellectual Tulane University, 1998-2002; Tutor, St. John's College, Santa Fe, 2002-. MONIYJc lL CASSEL A.Bo, Comparative Literature, Princeton University, 1992; Ph.D., Comparative Literature, of Michigan, 2002; Graduate Instructor in German, English, and Comparative Literature, of iYucw·~aiL 1994-2002; and Reseaxch, Humboldt-Unive:rsitat, Berlin, Fellowship, Institute for Research on V/omen and Gender, of Hu~rn'"'"'"· 2001; English Instructor, Desert Academy at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002-. INGOFARIN M.A., Philosophy, Freie Universitat Berlin, Ph.D., Philosophy, Indiana University, 2003 (anticipated); Associate Instructor, Indiana University, 1990-1999; Visiting Assistant Professor, The University of Toledo, r999-2000; Visiting Assistant Professor, The College of -William and 2000-02; Tutor, St. John's College, Santa Fe, 2002-. B. WOLFE RlL, St. John's College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, of California at Berkeley, 2000; Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, SL John's College, Santa Fe, 2002-. KENNETH Di.mo RAHM. GARFIELD Agnes Scott College, 1979-80; Girton Girton College, University, ; M.A., English and Philology, University of Virginia, DuPont Fellowship, University r983-87; Arts and Sciences Most Distinguished Graduate Work, University of Virginia, r988-89; Pho Do, English and Philology, University of Virginia, 1990; Assisant Professor, English and American Studies, UCLA, 1990-93, 1999-2002; Faculty Career Award, UCLA, r990; Ford Faculty Fellowship, 1992, r999; Tutor, St. John's '-<UUC><Co 2003-. JONATHAN HMm BOA., Government, Harvard 1981; Teacher, Colorado Springs School, r984-86; Graduate Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lectmer in the of Chicago, 1998-2002; Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. Eiuc POPPELE University of Chicago, 1979-80; B.A., St. John's College, Santa Fe, 1989; M.S.K, Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, r997-; Ph.D. Candidate, Civil Eno-ineerino· Un:iversrcy o~ 5, 1998-2003; Tutor, St. John's College, Santa Fe, 2003-. 0 0• • J, WALTER STERLING IV St John's Annapolis, rng;r Jacob K. Javitts Fellow, U.S. Depi~. ~f Education, r993-97; M.A. Philos~phy, Emory University, 1997; Doctoral Candidate, Philosophy, 1997-; Philosophy College in uu-"ucH;v Colleger 999_ 2000; Intellectual Heritage Instructor University, 1999-2000; Adul~ Learning Project Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. 0 �{ST. JOHN'S 86 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Barbara Hopkins Leonard Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Ralph Swentzell Glen A. Freitas Katherine S. Mulford Robert Richardson HONORARY FELLOWS R.AYCAVE B.A., St. John's College, Annapolis, r948. STEPHEN FEINBERG COLLEGE} 87 OFFICERS, AssocIATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President Christopher B. Nelson Dean Harvey Flaumenhaft Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Vice Presidentfor Advancement, Santa Fe Michael Franco B.B.A., University of Texas, Austin, r967. Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute William Pastille Assistant Dean Judith L. A. Seeger Director ofAdmissions John M. Christensen Director ofAlumni Activities Jo Ann Mattson Director ofAthletics Leo Pickens Director of Career Services Roberta Gable Director ofFinancial Aid Caroline Christensen Librarian Andrea Lamb Director ofCommunications Rosemary Harty Registrar Reenie Craven Nurse Practitioner Carolyn Buppert Treasurer Bryan E. Valentine Director ofthe Graduate Institute FrankN. Pagano Assistant Dean Matthew Davis Director ofAdmissions Lawrence H. Clendenin Director ofAlumni and Parent Activities Roxanne Seagraves Director ofAthletics and Outdoor Programs Mark St. John Director of Career Services Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Librarian Jennifer Sprague Director ofPublic Relations LauraJ. Mulry Registrar Marline Marquez Scally Family Nurse Practitioner Linda Budd Director ofHuman Resources Ted R. Gonzales �~·~~1·~---1 88 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2003 AND JANUARY 2004 AnnapoliJ States Represented Alaska Arkansas Arizona California Colorado Connecticut Florida Georgia Hawaii Illinois Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Montana Nebraska New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wyoming District of Columbia 28 36 I I 2 Annapolis Santa Fe I I3 2 5 s 3 3 2 3I IS I s 2 2 s I 3 I I 2 I I 24 I3 I 2 3 4 4 6 Foreign Countries Canada Germany Ireland Japan Mexico Romania South Africa Spain Ukraine s Fall 2003 January 2004 Men Women Early Entrance Previously Attended College Range of Ages Veterans I I Kind of School Attended Public Independent Homeschooled IS I6 6 9 2 IS 2 3 7 4 I 3 I I 2 I 5 2 8 I 3 I I I I I I Number of Students 3 I Santa Fe Receiving Financial Aid SAT Ranges Middle so% Middle so% I42 I6 8I I43 2I 77 83 8I 3 s 26 46 I7-27 I6-45 0 0 gr S7 9 94 64 6 60% 68% Verbal Math 640-'730 sBo-680 •combined entering classes, fall 2003, with 783 reporting I I6 2 2 4 2 I I • Not included in this table are rn3 students for whom rank-in-class is not available. l � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2004-2005 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2004-2005 Date A point or period of time associated with an event in the lifecycle of the resource 2004-2005 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2004-2005 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/718901972702aba68fe44286dde45a7d.pdf 984dfc001bf2408f068b0d20c01dc1b7 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM THE GREENFIELD LIBRARY OF ST. JOHN'S COLLEGE S!JOHN'S College ANNAPOLIS, MARYLAND 2I40I ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2r404 4rn-263-237r SANTA FE, NEW MEXICO 87505 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PAI9Io4; 2I5-662-5606), by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-6I2-7440), and by The American Academy for Liberal Education (I?IO Rhode Island Avenue, NW, 4th Floor, Washington, D.C. 20036; 202452-86u). The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR 2005-2006} {COLLEGE CALENDAR 2005-2006} SANTA FE ANNAPOLIS 2005-2006 2005-2006 August23 Upperclass Registration August23 Upperclass Registration August24 Freshman Registration and Convocation Augustur Freshman Registration August25 Classes Begin with Seminars August25 Undergraduate Classes Begin with Seminars October 7 - IO Long Weekend August25 Convocation November 23 - 27 Thanksgiving Recess October 14 - 17 Long Vveekend December15 End of First Semester November 24 - 27 Thanksgiving Recess Winter Vacation December15 End of First Semester 9 Second Semester Registration December 16 - January 15 \)\Tinter Vacation II January Freshman Registration Januaryr3 January Freshman Registration IVlarch I I - 26 Spring Vacation December 16 - 8 3-6 18 24-March 12 End of Second Semester 20 End of Second Semester Commencement Commencement SUMMER 2<006 SUMMER 2006 Freshman Second Semester Begins May 29 JanuaTy Freshman Second Semester Graduate Institute Summer Session Begins Janmrry Freshman Second Semester Ends IO August 3 Graduate Institute Summer Session Ends August I I January Freshman Second Semester Ends ......................................................... Graduate Institute Summer Session Ends �{TABLE THE 8 IO II I6 20 22 THE 27 28 28 29 30 3I 32 32 33 33 35 37 CONTENTS} CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St, John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Caieers after St, John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal A.:rts Degree of Master of Arts in Eastern Classics Directory Information and Right to RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI Overview Requirements for Admission Prncedure for Applying Campus Visit 52 52 55 FEES & FINANCIAL AID 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliog:rap:hy 66 Board of Visitors and Govenllm'S 87 OH'ice1·s, Associates, and Staff 56 57 57 59 �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions {ST. JOHN'S COLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety ofits historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. AB much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {ST. {THE JoHN°'s COLLEGE} 9 CURRICULUM} THE SEMINAR he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the under discussion has aroused a sustained and conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text to be difficult. The seminar with a question asked one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not to the leaders. They do not raise their hands for to be heard, but enter the discussion or withdraw from it at wilL The is temth e use of formal modes of address. Once the seminar may take nrnny forms. It may range from the most to the most general. The readfor example, is almost certain to elicit a discussion of war and and to bring to the surface the students' and fears about the wisdom or error of national Homer and Dante prompt reflections on human virtues and-vice; and on humaniultimate fate. Sometimes a seminar will devote all its time to an of the assigned staying close to the text; at other times the talk may range over suggested the reading, but bearing only indirectly on the text itself in the minds of the In the coffee shop after seminar, students from different groups compare the made in their discussions. Except for the requirements of common courtesy, there are two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the use the learn, also, that to some extent the of the seminar varies with the kind of reading under poetry is not . Such progress in together may be crnw11ed sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the of "following the argument," of faeing the crucial issues, or of foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open vvith certain alternatives outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself m irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices which the discussion is alive A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instn1ment for this purpose is the question; perhaps the most useful devi~e of all is the question "Why?" But the leaders may also take a definite and stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequentall opinions must be defended with reason, and any single opinion can prevail onJy general consent. The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their owR EveTyfreshman, sophomore, and submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their uwn thoughts on some aspect of the liberal arts. The essay in the second semester becom.es the center of their final oral examinations For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �70 {THE CURRICULUM} THE PRECEPTORIAL F r about seven to eight weeks in he middle of the year the semiars of the junior and senior lasses are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually give~ a choice of sixteen to twenty preceptonals on books or subjects of particular interest to the tutors who offer :he_m. Students may suggest a topic and mVIte a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guide~ by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed b~ the writing of papers, which may be read m draft to the preceptorial and criticized by the other members. {ST. JOHN'S COLLEGE} Lis~ed below are some of the preceptorial subJects offered on the two campuses in recent years. Heidegger: Being and Time ~tfr0.tf;~P.~~·~i.i.?.~:§::t.~:~:Y.~.~·~-~·-~.t.~:::: ~~~~£!~:~~~~" Pi~t~·;·R~p~·;;z~:~···· . ··· . . . . . . . . . . . . . .. .s.•~~.~·;·~~-i~~.~·~~/y?i.~~~i.~i;; Galileo: Dialogues on the Two Chief World Systems .S.~.~~~.P.~~~·;·~~~.~~~~·~.~~~i.~. . T.S. Eliot: Selected Poetry 13·~~·~h·;;;f 13;~~g~i"" .......................... .. ........... ~itL~f.f~::r::.~~~~~ ±:~i~i~~f.i~?jj~ · · ·• ·• • •· ·• · ·• •· • • · · · · · Ji;;;·;a:~;;;·1i;p~;;~~;;;~i"R~;~~;~/;~;~:~·· Electricity and Magnetism Ethi~;;J·iJ~~t;i~~·~·i~.M~di~~·~ ~~~~~·?~.~·;··~~1.ii..~~.;i...~~~.!.~?.~·"·" THE TUTORlALS T he seminar cannot.suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. AB in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. AB country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the 17 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do �12 {THE {STo CURRICULUM} not come into seminar discussionso The students' concern with them in the language tutorial all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak welL A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of translationo Issues are to the fore that might otherwise have been and they can be discussed Vlrith greater precision than the seminar This habit of in its turn, can then become more common in seminaL The language tutoria.1 cannot and should not aim at mastery of the foreign •m•l".'·"'·l';c,but the students can :reasonably expect to obtain a of grammatical forms and a grasp of the ities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility The choice of foreign languages is in part dictated the seminar reading schedule and is in part arbitraryo Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the firsto The second year ends with analysis and discussion of works by Donne, and other English poets. The French of the third year begins with a brief, intensive of French grammar followed the reading of a French texto The aim here is economical progress toward facility in the reacting of French. Students fluent in French may be from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read - Racine's Phaedre. The principal of the fomth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantiol basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of langnageo assignments include exercises in translation more ambitious than those attempted in the third yeaL The year ends with analysis and discussion of modern British and American poets, such as T So Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. JOHN'S MATHEMATICS TUTORIAL word meaning "to learn." It is then, that students should to dislike mathematics or to think of as unmathematicaL It is regrettable that competent mathematia:re often unaware of the philosopbiassumptions upon which mathematical -~,,n•rn''" and formulas are based. Matheart, not artificially separated fron1 what have come to be called the humanities When mathematics is taught at an unlnu-riecl pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their and imagination, as it is at St. John's, mathematics becomes not only the most learnable liberal art but also one that provides ready access to others :md significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines ic Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their applicationo It is the task of the mathematics tutorial and the laboratory together to students to think about what it means to count and measure in the universe. The second main reason for studying mathematics concerns the mathematics Since mathetutorial more matics has, as its name implies, a particularly close connection with the human for learning, its study is especially useful in helping students to think about what it means to come to know somethingo 0 COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problemso By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigm, they ru:e continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are r:.iised dming the V./hy and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? \YJhat is the relation of logic to mathematics? \X/hat do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are the1'e "mathematical objects"? How might the discoverer of a particular theorem have come to see it? means of such questions, which grow out of the work and which excite the intellect and the at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization the mathematical discoveries of his �14 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into helioc en tri c form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d:Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation ofrhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} THE LABORATORY hree hundred years ago, algebra and the arts of analytic geomet-ry were introduced into European thought, mainly by Rene Descartes" This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, morals, and religion" It has redefined and transformed our whole natural and cultural worldo It is a focal point of the Sto John's program and one that the college takes special care to ""'f'''"""°""" There is scarcely an item in the curriculum that does not bear upon it" The last two years of the program e¥Jiibit the changes that flow from it, and these could not be appreciated without the which cover the period from Homer to Descartes, Modern mathematics has made possible the of natural phenomena on an immense scale and has provided the basis for what is k:nown to us as the laboratory The intellectual tools of the laboratory are the consequence of the vast of conceived by the great thinkers of the seventeenth century, They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters" Liberal is concerned with the artifices of the human mind and hand that to our For this purpose, Sto John's has set up a three-year laboratothe natural sciences, wherein characteristic and related of physics, and chemistry are pursuedo There is the art of measurement, which involves the study of the instruments of observation and measurement; crucial experiments are reproduced; the inter- [ST, JOHN'S COLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques" The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research, It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills, The college does not subscribe to the sharp separation of scientific studies from the humanities, as iftheywere distinct and autonomous domains of learning, There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual hk THE ORGANIZATION OF THE LABORATORY VfoRK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled exiJentlTI(~nr;ai must be combined with a full and free discussion of the instruments and nrm•·1nlP< involved in it, (2) The content of the work should be so chosen as to enable the students to trace a scientific disciplme to its roots in principle, and observation" Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished critical study (3) TI1e schedule oflaboratorywork should give opportunity for leisurely but intensive experimentation" The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire thus can they come to a mature understanding of the sciences called "exacc" A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, vvith the help of more advanced students serving as assistants, Sections meet two or three times a week A laboratory session may be used fo:r exposition and discussion of theory, for experimentation, or for both, as the prngress of the work requires, Occasionala laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; of Aristotle, Galen, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry" �18 {1:1HE CURRICULUM} LABORATORY TOPICS have been choand biological The sequence of study may be outlined as follows: ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic THE FrnsT YEAR begins with twelve devoted to topics in observational gy: classification of types, structure, cells and their aggregation and embryological opment. Close observation the eye or with The freshman the in a search for laws. Archimedes on the lever and is studied, then the laws of gases, temperature, and {ST. JOHN'S are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the and chemical transformation of which they speak. The work culmiof nates m the resolution of the atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals vvith topics common to a number of the traditional div1sions of such as mechanics, and electroniagnetism. Throughout the year, med by the reading of Galileo, Descartes, Newton, Leibniz, Carnot, and Ma:h'Well. The mathematical tools of are to be put to work in the laboratory at the same time that then rigorous development is in the mathematics tutorials. As the tools of the calculus become available, the shifts from a duect, qualitative description of force, acceleration, work, eneTgy, and fields to their reformulation in terms of derivative and at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for is examined. The fundamental phenomena of electricity and magnetism are studied observationally and and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory oflight. THE FOURTH YEAR In many ways, the work of the sen_ior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior up anew the theory of atomism - but the atom itself has become the ect of study. Prepared work with electrical '"''v'm,.uena, the student can focus on the questions of atomic stability that led to the revquantum of Bohr and Through a sequence of historic scientific papers and related ments, the concepts of new of discreteness and meaning. Following the course of IE What is the semor turns or returns to biolog' and first to sig11ificance m the papers of Hardt and of Luria and Delbruck" Next, fundamental papers leading to molecular biology - for instance Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE CURRICULUM} THE FORMAL LECTURE T ························· ......................................................................................... he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability ofwhat they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. {ST. JOHN'S LECTURES AND CONCERTS The following list provides some examples oflectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard.Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "The Tears of Odysseus" Cary Stickney COLLEGE} 21 "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner'sRing" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Parable ofDon Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "Evolution and Development" J. T. Bonner "The Meaning of Romantic Love: Flaubert's Madame Bovary" B.F.Bart Emerson String Quartet Stanford String Quartet "Madness, Reason, and Recantation in Plato'sPhaedrus" Martha Nussbaum "Citizenship in a Mass Democracy" Mark Hatfield "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Mimesis and the End of Art" John Sallis "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla �22 ST. {THE CURRICULUM} {ST. JOHN'S LIST OF GREAT BOOKS he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University Since Ig37, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the backgrnund of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understandof the liberal arts; the second year contains books from the Roman, and Renaissance periods; the third year has books of the seventeenth and centuries, most of were written in modern languages; fourth year the reading into nineteenth and twentieth centuries. The chronological order in which books are read is primarily a matter convenience and intelligibility; it does imply a historical approach to the matter. The St. John's curriculum seeks convey to students an understanding the fundamental problems that beings have to face and at all It invites them to reflect both on continuities and their discontinuities. The list of books that constitute core of the St. John's program is subject to review the Instruction Committee the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated an asterisk. JoHN"s COLLEGE} 23 FRESHMAN YEAR *Herodotus: *Plato: .Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colo nus, Antigone, Philoctetes Peloponnesian War Hippolytu.s, Bacchae Histories Cloud..s Meno, Gorgio..s, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist; Timaeus, Phaedrus *Poetics, *Physics, '' Metaphysi~s, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things ""Lycurgus," "Solon" Arithmetic Elements of Chemisay 11.fotion oftheHeartandBlood Archimedes, Fahrenheit, Avogadro, Dalton, ~om1u_;,.ccu Virchow, MaTiotte, Driesch, Gay-Lussac, J.J. Thomson, Berthollet, J.L. Proust SOPHOMORE YEil_R .A..ristotle: *Plutarch: *Tacitus: '"Plot.mus: *St. A:nselnr *Dante: 'I-Chaucer <·Des P:rez: "l\/Iacr.iavelli: *Luther: *Rabelais: Palestrina: Viete 'The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid G~caesaT,n ncato the Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales JI/lass The Prince, Discourses On the Revolutions ofdze Spheres The Freedom ofa Christian Gargantua and Pantagruel !Yfissa Papae Jl.farcelli Essays "Introduction to the �24 ''·Bacon: Shakespeare: Poems Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: '·'Cervantes: Galileo: ''·Hobbes: "'Descartes: *Milton: La Rochefoucauld: La Fontaine: "Pascal: Huygens: ''Eliot ''Locke: Racine: ]\fowton: Leibniz: Dedekind: {THE CURRICULUM} {ST. Novum Organum Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost JW=imes Fables Pensees Treatise on Light, On the JWovement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise ofGovernment Phaedre Principia Mathematica Epitome IV "Monadology, *Discourse on JWetaphysics, _Essay on Dynamics, ''Philosophical Essays, <Pnnciples ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequalzty The Misanthrope Wealth ofNatwns Critique ofPure Reason, Foundations ofthe Meto.physics ofll!lorals Don Giovanni Pride and Pre/udice Essay on the The01y ofNumbers Tom/ones Democracy in America Taylor, Euler, D. Bernoulli, Maxwell COLLEGE} SENIOR YEAR <·Ric~ard II, *Henry Iv, ''Henry V, *The Tempest, ·'A_s YouLikeit, *Hamlet, "'Othello, *Macbeth, ·'KingLear; *Coriolanus, Sonnets Marvell, Donne, and other I6th- and I'{th-century poets Geometry, *Discourse on Method Generation ofConic Sections St. JWatthewPassion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JOHN'S *Hamilton, Jay and Madison: Darwin: "'Hegel: Lobachevsky: *Tocqueville: *Lincoh1: *Kierkegaard: *Articles of Confederation, ''Declaration oflndependence, *Constitution of the United States of America, Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic JWanuscripts of1844, The German Ideology Brothers Karamazov *Dostoevski: War and Peace *1\,vain: The Adventures ofHuckleberry Finn *O'Connor: Selected stories *William James: Psychology, Briefer Course Birth ofTragedy, Thus Spake Zarathustra, 'Nietzsche: Beyond Good and Evil *FTeud: General Introdueiion to Psychoanalysis Poems Booker T. Washington: Selected writings The Souls ofBlack Folk DuBois: 1 • ·Heidegger: What is Philosophy? The Physical Principles ofthe Quantum Theory Heisenberg: Einstein: Selected papers Millikan: The Electron Heart ofDarkness *Conrad: '·Faulkner: The Bear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems by: Essays Faraday, J.J. Thomson, Mendel, Minkowski., Rutherford, Davisson, Schrodinger, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy ., These authors or works are read in seminm: The others are distributed among the tutorials and laboratory. 25 �26 {THE {THE CURRICULUM} CADEMIC CLP_SSIFICATION OF AUTHORS, Ace ORDING TO CoNVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Mathematic~ Philosophy and Theology Ereshm&Jl]_ Year Homer Aeschylus Sophocles Euripides Aristophanes §:0phoxn'1:)Y<e Virgil Histor/Emd §odalSdence and.Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Al.·chimedes Pascal Fahrenheit Avogac1.To Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Plutarnh Tacitus l\!Iachiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Yef:l.Y Dante Chaucer Rabelais Shakespeare Donne IVIarvell )u-;_-gioA' Cervantes lVIilton S-1Nift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot 11/loliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay. Madison Docu1nents from American political history Gahleo Kepler Young Euler S. Carnot L. Carnot Taylor Nevvton Tolstoy Dostoevski Baudelarre Pi.imhaud Valery Yeats Kalka \V. Stevens T. S. Eliot Twain Conrad VWoolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W.Jan1es Heidegger Plato Hegel Marx Docun1ents from An1erican political history Tocqueville Lincoln Supreme Cmut opinions F. Douglas B. \Vashington DuBois Hamilton, Jay, 1\IIaclison FaTaday Lobachevski Rutherford l'v:Iinkowski Davisson Dries ch de Broglie Yem_- Sa--i:lio:r Ye<H" Mariotte Gay-Lussac Proust Cannizzaro Berthollet Nlendeleyev J. J. Thomson Harvey Driesch Palestrina Bach IVIozart Beethoven Schubert Stravinsky Haydn Des Prez Leibniz Huygens Dedekind D. Bernoulli Faraday Niaxwell 0rsted Ampere :Mozart Mendel Wagner J. J. Thomson Bohr lVIillikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a ~AAnM,,,-,,"c enterprise carried out in small groups with persons at different stages of learning working together. All particiin a class are expected to prepare for studying the text that is of the class - it wight be Plato or Newton or Jane Austen or one of the other authors who wTote from the point of theiT learning. What then is the role of the reacting and talking teachers, the tutors? First of all, they should be good able to raise issues that will engage the intellectual and imaginative powers of their students, Next, must be good listeners, able to determine the difficulthem to ties of their students and to reformulate their observations and examine their opinions The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding, In summary, the rnle of the tutors is to to listen and to help. The help might take the form of translation, experimentation, demonstration o:r but first of all the tutor will call on the students to try to themselves. In order that conversations at St, John's will not be limited to what fits mside a single it is essential that St. John's tutors re-educate themselves to acquire increased in those parts of the program that :.J.Te outside their field of post-graduate training. For , tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from or Racine. The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with the that these matters are handled in another department" There are no ! The advantage of this for tutors is that they are involved -vvith a variety of works of snch richness that are tempted to strive for greater N>m"'"'"'" sion of them. Some tutors do find time to write articles and books, but theiT fiTst duty is to prepare themselves to teach the St. John's program, This preparation is necessarily demanding because no full-time tutor is confined to a part of the program, are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and section, and are continuteaching their colleagues and learning from them. that tutors have time to It is more into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine are granted sabbatical leaves to allow foT leisure and serious Bet\Areen sabbatgm ups are set up. ical leaves, Leaders of such groups are sometimes relieved of their and by themselves or the Instruction Cmnrnittee of the Scholars from other the group for certain the under the St. John's curriculum, the work of the grnnps opens ne·w for teaching at SL John's, �28 {THE ACADEMIC {Sr. JoHN's ORDER} THE INSTRUCTION COMMITTEE SCHEDULES he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on PVHH.m•crnco to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet throughout the yeaL The full committee meets alternating between the two campuses, and the dean at the host campus presides at those annual erhaps the most distinctive ark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. T THE LIBRARY he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These 'Norks form the basis of the collection, with additional volumes servas secondary sources and representative works in the fields of learning. are most extensive in philosolite:ratu:re, and the of science. also andio-v1s1.rnl materials, multiof some seminar readings, and othe:r smaller collections. A faculty committee assists the librarians with collection clPvPlm·m1'""·'~ The Greenfield renovated in study spaces as well as computer terminals ·with access to the other and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in r990. The library now contains more than volumes, and offers a variety of study areas designed to accommodate up to half of the two rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The also provides terminals for accessing electronic resources and the Internet. Both libraries hold interesting collections, including several hundred early or first editions of works read in the program. has the Bray Collection, elating from r696 and known as the '"first library in America," as well as the Prettyman Collection of and inscribed books. The Witter Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. A SAMPLE Except for the preceptorials in the junior and senior years, and certain periods oflaboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students, The language, mathematics, and music tutorials each meet for three-and- one-half hours to fouxand-one-half hours per week. Freshmen, and seniors up to SL'!: hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. FRESHMAN SCHEDULE, ANNAPOLIS MONDAY HOUR 9:00 - rn:rn A.M. TUESDAY Language WEDNESDAY r:oo - J:40 P.M. Laboratory 8:00 -rn:oo P.NJ. THURSDAY Language Mathematics I0'.20 - 11:30 A.M. Laboratory FRIDAY Language Mathematics Seminar A SAMPLE 29 COLLEGE} Mathematics Chorus Seminar Formal Lectme WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics FRESHMAN SCHEDULE, SANTA FE HOUR g:oo -rn:30 A.M. MONDAY Mathematics Language ro:30 A.M. - r2:00 P.M. Language Laboratory I:oo- 4:00 P.M. Language Laboratory Chorus 2:30 - 4:00 P.M. 8:00 - ro:oo P.M. TUESDAY Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND ORAL ExAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. {ST. JOHN'S COLLEGE} ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. THEDoNRAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS lhe student who completes the four-year curriculum satisfacis awarded the degree of Bachelor of Arts. Students who enter in the January session in three and one-half years, but they spend their first summer in ocu.m1.w:;1cing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS Jl.FTER ST. JOHN'S I n a world in which careers and work envirnnments are changi..ng rapidly, a rigorous, based liberal arts education is recognized increasingly the best long-term career as Research studies in business i~oo"'uo and recent national commission reports have reaffirmed the value of the liberal arts in inculcating appucalJle skills, such as analytical solving abilities, written a_nd oral communications skills, and the ability to to diverse and changing circumstances, St. John's alumni, for exarnhave demonstrated an unusual ability to master and unfanllliar tasks and bodies of knowledge, and to forge creative and satisfying careers, St John's gni.duates follow a wide variety of career paths. of alumni have yielded the following statistics: • ZL9% are in teaching or educational administTation; about t1No-thrrds of these world_,, colleges or universities; • r8,8% are in comrrmnications or the arts; • r7.3% are in business or business-related occupations; ORDER} • 9. 7% work in the field of law, with most in private practice or the 0 9.4% work in computers/sciences/mathematics; 6.9% work in the health professions, mainly as physicians; 0 6.6% wmk in social services, inclucli_ng counseling, psychology, social work, and the ministry. • 9,4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with dose to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score subthe national averages on the Graduate Record Examination (GRE) and the Law School Admission Test Most fields of study may be entered cli··~ 0 dvfrom St. John's. Some of the more highly technical fields may require additional either prior to or during the first year of graduate study. St. John's has special programs and relationships 'Arith graduate and professional schools to help fields such as medicine, business, engineering, and teaching. THE ST. JoHN's DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the and practice of the liberal arts, {ST. JoHN's COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION - - - - h e Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of f.u·ts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have t11VO distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and Students must complete four of these five segments to earn the Master of Arts in Liberal Arts (thirty-six semester credit hours). These segments taken constitute a closely integTated program of study. Classes a:re small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated a tutor's about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more on smaller assignments, either mathematical proofs, texts, or dense arguments of or political theory. The preceptorial, with an even smaller number of students (eight to engages in the study of a book or topic and requires that students write a substantial paper. Faculty me1nbers are called tutors, not and they lead classes by posing questions and guiding the discussion, rather than their field of expertise. At least tvvo segments are offered in the sixteen-week fall and terms, and four are offered in the summer term. In the fall and terms, classes meet only two in the late afternoons and ing it pvbo.w1e the summer, classes meet twice as often. Schedules vary somewhat between the two campuses Students may matriculate in any of the three terms, and take segments in any order ble with the sequence of offerings. An master's essay may be 1Nritten students who have at least two tenns. In recent years, approximately eighty students have been enrolled on each campus each session . The program to the Master of Arts in Liberal A.rts is accredited the .North Central and the Middle States Associations of Colleges and Schools. �34 35 THE LIBERAL ARTS CURRICULUM*' DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS LITKRAY0RE PRECEPT 0 RI AL (examples) PRECEPT 0 RI AL (examples) SEMJNAP, Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ojNations Rousseau: Emile Hegel: The Philosophy ofRight .Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Phi/osoplzical Investigations Nietzsche: Thus Spake Zarathustra Homer: Iliad, Odyssey Aeschylus: Agamemnon, Clweplzoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonu.s, Antigone Emipides: Hippolytus, Bacchae, Electra Axistophanes: Frogs MATHEMlATICS AND NATUl'JU, SCIENCE SEMINAR TUTOPdAL Chaucer: Canterbwy Tales in Middle English<· Shakespeare: J(ing Lear Aristotle: Poetics Selected English lyric poetry Pp, EC E PT 0 RI AL (examples) Plato: Timaeus"'" Lucretius: On the Nature of Things Aristotle: Physics'·" Ptolen1y: Almagest;' Galileo: Dialogue on Llze Two Chief World Systems' Darwin: The Origin a/Species* Freud: Selected Works Cervantes: Don Quixote HISTORY SEMINAR Herodotus: Histories' Thucydides: Peloponnesian War* Livy: Early History ofRome'' Polybius: Histories' Plutarch: "Caesar" and "Cato the Yo1lllger" Tacitus: Annals!{Tocqueville: The Old Regime and the French Revolution* TUTORIAL Eliot: i11iddlemarclz Dostoevski: The Brothers f(aramazov Euclid: Elements' Lobachevski: The Theory of Para{!els *" PRECEPT 0 RI AL (examples) POLITICS AND 5ocmTY SEMINAP, Plutarch: "Lycurgus" and "Solon" Plato: Machiavelli: The Prince Locke: Second Treatise of Civil Govenunent Rousseau: On the Origin and Foundations ojinequality l\!Iarx: The Economic and Philosophic Manuscripts of 1844~' Tocqueville: Denwcracy in America'· TUTORIAL A.Tistotle; J\Ticomaclzean Ethics'r Thomas Aquinas: Treatise on Law·>f- Hobbes: Leviathan' Declaration of Independence Articles of Confederation U.S. Constitution Hamjlton ., Jay, and IYiadison: The Federalist'' Selected U.S Supren1e Court Decisions Light: Aristotle, Descartes, Huygens, a.nd Newton Lavoisier: Elements of Chemistry Maxwell: The01y ofHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Kwdus fob Matthew Romans Augustine: Confessions".· Thomas Aquinas: Summa Tlzeologica ~ Kant: Groundwodc of the JJ!letaplzxsics of111oral< Kierkegaard: Philosophical Fragments TUTORIAL Plato: 111eno Aristotle: il1etaplzysics' Descartes: JV!editation.s H1u11e: An Enquiry Concerning 1-iuman Understanding Kant: Prolegoniena to Any Future Metaphysics Nietzsche: Beyond Good and Evil'' TUTORIAL Augustine: The Ciry of God'·" Vico: The New Science'· Kant:Idea ofa Universa/Histo1y Herder: Ideas Toward the Philosophy of the History of Jlfankind;;Hegel: Philosophy ofHistorf' Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Human Sciences;' Collingwood: The Idea of.l-list01y' Strauss: Political Philosophx and History' PRECEPTORIAL (examples) Tolstoy: fVar and Peace Machiavelli: The Florentine Histories \Veber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism ,. Readings may differ slightly betvveen the two campuses * Selections he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and endur~ ing questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elem en ts of the languages to gain some insight into their structure and to trans- late selected short passages from classical texts, In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �36 37 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRJNG SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching• T'ang Poetry Mencius: Works* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-shastra• The Tale ofthe Heike LotusSutra Sei Shonagon: The Pillow Book• Kenko: Essays in Idleness Dogen: Shobogenzo • Basho: TheNarrowRoadtothe Deep North Chushingura: The Treasury of Loyal Retainers SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: Basic Writings ofMo Tzu • Chuang Tzu: Basic Writings Mencius: Works• Hsiin Tzu: Writings a/Hsun Tzu• Han Fei Tzu: Writings ofHanFei Tzu* Ssu-ma Ch'ien: Records ofthe Grand Historian* I Ching Rig Veda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi • Patanjali: Yoga Sutra J ayadeva: Gitagovinda PRE C E PT 0 RI AL (examples) Mahabharata (required) I Ching Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings SEMINAR Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes o/Manu Kautilya: Artha-Shastra KamaSutra• Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka• Jayarasi Bhatta: Tattvopaplavasimha • Asvaghosa: Buddhacarita Majjhima Nikaya • Vimalakirti Sutra • Nagarjuna: Madhyamika-shastra Chandrakirti: Prasannapada Lankavatara Sutra • Guadapada: The GreatKarika on theMandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record ofthe Peach Blossom Fountainhead Chinese Poetry• Diamond Sutra HeartSutra Hui-Neng: Platform Sutra ofthe Sixth Patriarch Chu Hsi: Chu Tzu ch 'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RIAL (examples) Rig Veda Upanishads Ts'ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records ofthe Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Murasaki Shikibu: The Tale of Genji (required) FoR ADDITIONAL.INFORMATION To receive a Program Statement containing more detailed information ab~ut ~he Graduate Institute, as well as apphcauon forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 21404-2800 410-626-2541 giadm@sjca.edu www.stjohnscollege.edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf.edu www. stjohnscollege. edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within areasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{RE s I D E N c E & The college is well aware that physical activities, artistic expression, and light- hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Senior Resident for student activities. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 40,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices, iµid a dormitory), 19th-century Victorian ~tructures, and 20th and 21st-century buildings designed to complement the older ones. There are eight student dormitories, 'Offering single, double, and triple rooms. The community of students has governed ~elf since 1945 with elected officers and !!legates representing each dormitory and off-campus constituency. The Student ty representatives, called the Delegate cil, meet once a week to hear requests students for funds, to remind students their responsibilities to the college com'ty, and to express student opinion on sTuDENT LI F E } 39 common problems. The Delegate Council also meets with college officials to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The College, an official publication of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding byemail, printing out papers written on personal computers, and exploring the World Wide Web. All dorm rooms are wired for Internet access. �40 {ST. JOHN'S COLLEGE} Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There are also occasional special film series. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The St. John's Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms, including a rock room, and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Per~ manent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor,· provide places to develop specific skills, The college's Mitchell Art Gallery special~. izes in circulating exhibitions by artists Of major stature. Recent shows have includ Rembrandt Etchings, Japanese Woodbl {RESIDENCE & Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without.charge in most cases. Parties, an important part of community life, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, MidWin ter Ball, Croquet Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the junior class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and paro: 'dies, and then provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the coliege, and the Political Forum invites 'ecturers to speak on weekday evenings. apolis itself offers church groups of all ominations, synagogues, concerts, STUDENT LIFE} . 41 plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Senior Resident for Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, handball, basketball, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, aerobics, and Pilates. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The Hodson Boathouse, one of the lovliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very popular activities. The college team practices five mornings per week and competes in intercollegiate regattas. Many Johnnies learn to row just for fun. The college has a small fleet of boats, from lasers to a 22-foot Cape Dory sloop, along with many rowing dinghies, canoes �42 {ST. JOHN'S and kayaks in which students may explore the beauties of the Chesapeake Bay. An annual sail picnic, organized by The Friends of St. John's, provides an opportunity for sailing aboard large yachts. In addition, St. John's has a newly formed intercollegiate sailing team. As a member of MidAtlantic Intercollegiate Sailing Association, the St. John's Sailing Team competes in four regattas per semester in Fjs, 42os and lasers. The sailing team has a dedicated coach and practices several times a week, including weekly scrimmages with the Naval Academy. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTAFE CAMPUS I n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6rn by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque pro- {RESIDENCE & vides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedi:oom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller com,munity of friends within the college. More half the rooms are singles. The others designed in suites of two or three rooms provide each student with the privacy of sown quarters and, at the same time, companionship with a fellow student. eight dorm suites house five private ms. Students living in these dorms are onsible for all cleaning in their rooms, oom, and common room. The direcof residential life helps students arrange · e with others who share similar opins about smoking, music, and so on in a toryarea. tudents in Santa Fe find it effective to k out problems and ideas on an individbasis with the administration and faculell as through the machinery of a student government, since both the of the college and the form of the proare conducive to informal and direct unication. There are permanent stu- STUDENT LIFE} 43 dent representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. �44 {ST. JOHN'S Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns·, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the COLLEGE} college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe campus encourages all students to participate in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, two racquetball/ squash courts, a well-equipped weight room, men and women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor resource library are also located at the new center. The college offers students, faculty, staff, and alumni a variety of sports and outdoor recreational opportunities. Student interest usually determines which sports and outdoor programs are offered. There are organized tournaments for basketball, volleyball, badminton, table-tennis, racquetball, squash, indoor and outdoor soccer, and fencing. There are also opportunities to swim and play tennis, softball, and Ultimate Frisbee. The college also supports a Karate-Do program led by tutor Jorge Aigla, 6th Dan. Depending on student interest, extracurricular classes ar offered each year such as Tai Chi, dan aerobics, and self-defense. Outdoor rec ational activities include whitewater can ing and rafting, downhill and cross-coun skiing, snow shoeing, and fly fishing. Outdoor Programs office organizes exte ed river trips each fall and spring in the s rounding Southwest. The neighboring gre de Cristo Mountains provide hun of square miles of forest and wilderness camping and hiking. Students can join St. John's College Search and Rescue 11 and learn back-country skills such as and compass navigation, G.P.A. na {RESIDENCE & tion, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of the curriculum, many of our students and faculty .find time to play individual or team sports. STUDENT LIFE} 45 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagogue in town. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories. �{ST. 46 JOHN'S Al; supports for an active social life, the college provides on each campus a coffee shop and a rooms for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. The Annapolis and Santa Fe campuses have slightly different housing practices due to differences in available dormitory space. Generally, unmarried undergraduates are expected to live on campus, space permitting, and to take their meals in the college dining hall, unless they receive permission from the local housing office to live off campus. Only freshmen are guaranteed housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, twobedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors ofresidential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students ate not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. {RESIDENCE COLLEGE} DINING RALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the Assistant Dean handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in an orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, ~ut, in general, international students fmd themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and ser· vices that include: • individual career counseling • information and assistance in applyin~ to graduate and professional schools information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing an other job-search skills • access to a national alumni care network • pre-law and pre-medical advising on-campus career workshops and me ings with alumni & • information and referrals on current career and job opportunities • community service opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES An employment service, under the supervi- sion of the Career Services Office, posts off-campus jobs. Primarily, it provides part-time employment for students during the academic year, but it also can aid students looking for full-time or part-time summer employment in the local community. A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. .. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the eans in consultation with students and culty. Every entering student is informed them, and returning upperclassmen are ·nded of them each fall. The rules differ certain details on the two campuses, ugh in general they follow the same pat- n. The academic and intellectual life of the mmunity is inseparable from the comal life. The building of a good commurequires the faculty to show respect for individuality of each student. All stuts agree to abide by the rules and regus promulgated in the Student Handpublished annually by the college. St. 's assumes that students will respect only the enacted rules, but also the STUDENT LIFE} 47 community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse oflegal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �tntt@ ~F 48 ·~ {SITE ANNAPOLIS, PLAN} {SITE PLAN} 49 1\IIARYLAND I Hods0n B{llathQu.se Lower Playing Fields .......... TENNIS COURTS ........................... STUDENT ACTIVITIES CENTER Upper Playing Fields Tennis CourLq Grear Hall College Avenue APARTMENTS �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life ofreason and they believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 450 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; typically rn% to IS% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �{ST. JOHN'S COLLEGE} {ADMISSION} 52 graduate a year earlier than_ if they had postponed their entrance until the f~llow­ ing fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to en_ter St. John's immediately after the f~rst semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ..... . ....................................................................................... ost applicants have a strong background in academic subjects. Spec~ic academic requirements m-clude two 1'ears of algebra, one year of geometry, and two years of a forei1?1 language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters ofreference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. . Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college progr~ and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT)_ or a G~D certificate. A campus visit and mterVIew are especially important in such cases. HoMESCHOOLED STUDENTS r. Homeschooled applicants must submit the results of either the SAT1 or ACT. 2 . They must also submit an outline of t~e curriculum they have followed, arranged 111 chronological order by conventional subject matter, with brief descriptions of the course content and texts used. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: . . l. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3 An official record of secondary work, ~ith all courses and grades, including the results of the appropriate examina. nons ( e.g. "A" Levels ' International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation ofrecords in other languages. 4. Test results from: a. The Student Assessment Test (SAT1) or the American College Test (ACT)· b. The Test of English as a Foreign Language (TOEFL), ifthe applicant's first language is not English. TEST CoDE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe= 4737 . The American College Test (ACT) numbers are: Annapolis= 1732; Santa Fe = 2649 S PROCEDURE t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. . On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and rec· ommendation forms to be completed by schools and referen~es. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 to l). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either 53 campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the first week of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: l) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Am The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. �54 {ADMISSION} Applications for financial aid will be processed for approved applicants on. a first-come first-served basis until the available aid is, exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student A~d (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly sup~l! the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance .of receiving all the aid for which they qua.Hf! than those who complete them later. Additional information about applying for financial aid is available on the college web site: www.stjohnscollege.edu. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid.files from approved applicants are received. Positions in the entering classes and frnancial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. {ST. lNTERCAMPUS TRANSFER JOHN'S CAMPUS VISIT I .................................................................................................................... Once enrolled on either campus, any student in good academic standing may apply for transfer to the alternate campus for the upcoming academic year. Th.er. must ~otify the Registrar's Office of th err rntentlon to transfer by the third Monday in FebrufilJ'. of the previous year. Those students w~o wis~ to apply for financial aid must also file therr new financial aid forms by March r. All intercampus transfers must be approved by the deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office .of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2140428oo (Phone: 4ro-626-2522 or 800-7279233; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe New Mexico 87505-4599 (Phone: 50598'4-606 o or 800-331-523 2 ; E-ma~l: admissions@sjcsf.edu). The college marntains a website atwww.stjohnscollege.edu t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculUill and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of tlie program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain tlie college will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or l-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel tlie visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �{FEES 56 & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportumty to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible st~de_nts to the greatest extent possible withm t~e limits of the college's resources. Fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2 . The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). {ST. AID} 7· Financial aid awards are made_ in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens ~d p~r­ manent residents applying for fmancial aid is as follows: Applicants must file the current Fr~e Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from secondary schools. the Financial Aid Office at St. John's, or online at www.fafsa.ed.gov or )VWW.profileonline.collegeboard.com. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe= 4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. I. 2 . As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are req~ed to meet the federal definition of mdependence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. Financial aid packages for self-supporting students are generally not adequate to cover the full need of such applicants because of funding limitations in both federal and institutional programs. 4 . Recipients of federally funded financial assistance must not be in default on JOHN'S any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. C. Non-US. citizens applying for financial aid should note the following: COLLEGE} 57 need as soon as possible. The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. RETURNING STUDENTS: r. Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: E. Funds for financial aid awards from the college are available from the sources listed below. JOHN'S GRANTS: Funds for St. Jolm' s grants are provided by the college from its own resources. St. John's grants do not need to be repaid. ST. GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may FEDERAL PELL Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need offinancial assistance should indicate that FRESHMAN CANDIDATES: �{FEES 58 & FINANCIAL be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. OPPORTUNITY GRANT: FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students maywork only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LoAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to malre the educational loan. The maximum amount an undergraduate may borrow is $2,62.5 for the freshman year, FEDERAL STAFFORD LOAN: {ST. AID} $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. 2005-06 STUDENT BUDGET' Tuition $32,375 ···························· ................................................................ Room_~ ~?..a.1:d.. .. ... . .. . . .. .. 7,876 ........................... Books . ..... ··········· ·········· ·············· Activities Fee ..... ··········································· 200 ·························· ·········································· ··········································· Personal &;E>.~1.1.8.~~-- ...................??.?.................................. fi~~P~;tation rno, 350, 600' ................................................................................................................... , Fees are subject to change without notice. 2 The allowance for transportation varies with the distance between the student's home and the college. JOHN'S BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August I for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will reg- COLLEGE} 59 ister in September. A deposit of $500 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the depdsit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. �{FEES 60 & {FEES FINANCIAL AID} receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer's Office. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY DETERMINATION OF DATE OF Each student is required to make a deposit of $~.1.00, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $rno at the beginning of the second semester of the senior year. ·Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they WITHDRAWAL A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the appropriate office of the intention to withdraw. Undergraduate students provide this notification to the Registrar's Office and graduate students contact the Graduate Institute Office. When a student notifies the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated OFFICIAL WITHDRAWAL: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Summer Fall/Spring & FINANCIAL AID} the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college personnel. A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office and notifying the appropriate office of that decision. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. If a student does not notify the Registrar or Director of the Graduate Institute of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal. AMOUNT CHARGED 1-5 90% UNOFFICIAL WITHDRAWAL: 8-14 6-10 80% :20% 15-21 II-15 60% 40% 22-28 16-20 40% 60% 29-42 21-25 20% 80% No Refund 100% B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board, or other fees. A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage of the semester attended (number of days 10% 26 and after The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive Io% of nonfederal aid that had been awarded. INSTITUTIONAL REFUNDS REFUND AMOUNT I-'( 43andafter 61 �{ST. {FEES 62 & FINANCIAL enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution to completion of 603 of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title rv aid which is earned the student (i.e., the amount of federal aid the student is to keep) is the same as the percentage of the semester completed. This percentage is computed dividing the total number of calendar days in the semester (including JOHN'S A1n} week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of n2 days would have eaTned r2.53 of Title IV aid for the semester. In this example, 87.53 of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federal :regulations specify the order in which unearned funds are to be returned to aid programs. The order is: r. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6. SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal \Vork- Study Program. If the total amount of unearned aid exceeds the amount the school is required to reutrn, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 503 of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdravval but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations are available in the Financial Aid Office. COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the encl of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or while they are repeating work. Sometimes students are permitted to enter a new semester with the requii:ement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �{FEES 64 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntarywithdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans or dependents: I. St. John's will report to the Department of Veterans Affairs (VA) within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. JOHN'S COLLEGE} AID} The V.A. requires that grades be given for all classes undertaken and that all grades be considered in computing a grade point average. In Annapolis, a V.A. enrolled student who withdraws from a class after the midpoint in a semester will have a WI grade recorded indicating the quality of work up to the date of withdrawal. In Santa Fe, a VA enrolled student who withdraws from a class after the three-quarter point in a semester will have an F recorded. No credit will be given for withdrawal grades nor, in accordance with college policy, will they be included in the GPA. 3. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or the student's tutors think there is a serious academic problem, the Don Rag Committee will report this to the Dean, who may ask the student to leave the college or may place the student on academic probation and possibly stipulate conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. During that probationary period support and counseling are available to the student. 4. St. John's will inform all VA enrolled students that prior academic credit from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college except in very unusual cirumstances. Prior credit will be granted fur pursuit of the same four-year, allrequired curriculum at the Annapolis and Santa Fe campuses. The award of prior credit by the college will reduce the training time toward the reward of a degree and will be reported to the VA as required. 65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER]., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 196 7. ADLER, MORTIMER]., The American University, Harper and Row, 1970. TeacherinAmerica, Little, Brown and Co., 1945· BARZUN, JACQUES: BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes ofEducation in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, ScOTI: Embers ofthe GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1 945 . HUTCHJNS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 193 6. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University ofUtopia, University of Chicago Press, 1953· C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· LEWIS, MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. MfilKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. Johns Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education Henry Holt and Co., 1 94 4 . ' '' I: ii 'I �66 { B0 AR D M.Brownell Anderson Washington, D.C. Susan Allen Los Angeles, CA J. BurchenalAult Honorary Member SantaFe,NM Robert Bienenfeld Long Beach, CA Sharon Bishop Chair Reston,VA Thomas Carnes Honorary Member San Francisco, CA Ray Cave New York, NY Jean Clark 'Tulsa, OK Gregory Curtis Pittsburgh, PA Irene Crowe Washington, D.C. Eleanor D. Tydings Ditzen Visitor Emeritus Alhambra, CA David Dobreer Visitor Emeritus Alhambra, CA Evan Dudik Vancouver, WA Martin A. Dyer Baltimore, MD Robert Ehrlich &Officio Governor of Maryland Annapolis, MD 0 F vI s I T 0 R s Glenda Eoyang Ex Officio, President ofAlumni Association Circle Pines, MN William Fant Potomac, MD Ronald H. Fielding Rochester, NY Harvey Flaumenhaft Dean, Annapolis Campus Stephen Forman San Marino, CA AN D G0 vE Perry Lerner New York, NY Clinton D. Lively Princeton Junction, NJ Justine Shaver Arnold, MD John McLoughlin Los Angeles, CA Mark Middlebrook Oakland, CA N. ScottMomaday Santa Fe, NM Anna Greenberg Annapolis, MD Charles A. Nelson Visitor Emeritus Annapolis, MD StewartH. Greenfield Vice Chair Westport, CT Keith M. Harrison Concord, NH Allan Hoffman Honorary Member Lawrence, NY Richard Hoskins Chicago, IL William E. Johnston Chicago, IL Martha Black Jordan Santa Fe, NM Richard Kimball Norwalk, CT Thomas R. Krause Ojai, CA Frederica Saxon Baltimore, MD Jeremy Shamos Secretary Denver, CO Peter McGhee Cambridge, MA Christopher B. Nelson President, Annapolis Campus Michael P. Peters President, Santa Fe Campus James H. Polk Santa Fe, NM William Richardson Ex Officio Governor ofNew Mexico Santa Fe, NM Warren Spector New York, NY Lenore Steiner Ambler, PA Thomas Stern Palo Alto, CA Stephen Thomas New York, NY Paul Tierney Darien, CT William Tilles Rockville, MD Jill Z. Cooper Udall Washington, D.C. MichaelE. Uremovich Santa Fe, NM Leslie Jump Walker Washington, D.C. Jason Walsh New York, NY Harriet Warren Visitor Emeritus Atlanta, GA Theodore Rogers New York, NY William E. Warren New York, NY Mikael Salovaara Vice Chair Bernardsville, NJ Julia Wilkinson Austin, TX Pamela SaundersAlbin Santa Fe, NM {FACULTY} s} David Levine Dean, Santa Fe Campus Robert Goldwin Visitor Emeritus Washington, D.C. Erwin L. Greenberg Baltimore, MD R N 0 R Warren Winiarski Napa, CA ANNAPOLIS President CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-6g; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State oflllinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-8?, Aurora University Management Center, Illinois; President, St. John's College, IggI-. Dean ofthe College in Annapolis HARVEY FLAUMENHAFf B.A., Ig6o, M.A., Ig62, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, Ig6o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, Ig6 5-66; Instructor in Government, Wheaton College (Massachusetts), Ig66-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, Ig8I; MIT I Harvard Workshop on Nuclear Weapons and Arms Control, Summer Ig83; National Endowment for the Humanities Constitutional Fellow, Ig84-85; NEH Planning Grant, Ig86-87; NEH Interpretive Research Grant, Ig87-89; Visiting Professor, Department of Educational Studies, University of Delaware, Ig8g; Lynde and Harry Bradley Foundation Grant, Ig92-94; Dean, St. John's College, Annapolis, Ig97-. 67 EvA T.H. BRANN B.A., Brooklyn College, Ig50; M.A., Ig5I, Ph.D. Ig56, Yale University; Fellow of the American Numismatic Society, Summer, Ig52; Fellow of the American School of Classical Studies at Athens, Ig52-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, Ig56-57; Member, Institute for Advanced Study, Princeton, Ig58-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, Ig57-, Addison E. Mullikin Tutorship, I97I-; Fellow, Woodrow Wilson International Center for Scholars, Ig76-77; Arnold Visiting Professor, Whitman College, Ig78-79; Visiting Scholar in Honors Education, University of Delaware, Ig84-86; Fellow of the National Endowment for the Humanities, Ig87-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, Ig88-g6; Dean, St. John's College, Annapolis, Iggo-97; Doctor of Humane Letters, Whitman College, Ig95; Doctor of Letters, Middlebury College, Iggg. JOSEPH P. COHEN B.A., St. John's College, Annapolis, Ig56; J.D., University of Maryland Law School, Ig76; Department of Philosophy, University of Chicago, Ig56-5?, Ig59-62; University of Vienna Summer School, Ig57; United States Army, Ig57-59; Lecturer in the Liberal Arts, University College, University of Chicago, Ig60-62; Tutor, St. John's College, Annapolis, Ig62-; Visiting Fellow, Yale Law School, Ig7I-72; Summer Fellow, Council for Philosophical Studies, Ig77; NEH Summer Fellow Ig78, Ig84; Visiting Scholar, Oxford University, Ig78-79. �68 {ST. {FACULTY} DAVID HANFORD STEPHENSON B.A., Columbia College, I958; Columbia University, I96o; Ph.D., University of Maryland, I988; Tutor, St. John's College, Annapolis, I963-. HOWARD J. FISHER B.A., University of Rochester, I965; Technician, Harvard University Cyclotron Laboratory, I964-65; Tutor, St. John's College, Annapolis, I965-; Visiting Lecturer in Physics, Western New England College, I98o; Visiting Senior Member, Linacre College, Oxford University, I982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, I959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, I9S9-63; Staatsexamen I, University of Heidelberg, I963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, I963-64; Ph.D., University of Heidelberg, I964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, I964-65; Staatsexamen II, University of Heidelberg, I965; Instructor in Classics and Philosophy, Rosary College, I966-67; Tutor, St. John's College, Annapolis, I967-. NICHOLAS MAlsTRELLIS B.S., Bates College, I962; Department of History of Science, I962-67, Teaching Assistant, I962-66, University Fellow, I966-67, UniversityofWisconsin; Tutor, St. John's College, Annapolis, I967-. JoHNF. WIDTE B.A., St. John's College, Annapolis, I965; M.A., The New School for Social Research, Ig70; Alvin Johnson Fellow, I970-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, I962-63; B.A., St. John's College, Annapolis, I967; M.A., Princeton University, I972; Princeton National Fellow, I972; Tutor, St. John's College, Santa Fe, I973-77, Annapolis, I978-. DEBORAH SCHWARTZ R.ENAUT B.A., St. Joiin's College, Annapolis, I968; M.A., The Johns Hopkins University, I97I; M.S., Georgetown University, I974; Tutor, St. John's College, Annapolis, I974-· DAVID L. TOWNSEND B.A., Loyola College, I969; ALN, Jesuit Honor Society, I967-; Fellow, Harvard, I969-74; M.A. Harvard, I970; Teacher, Cambridge Free School, I970-72; Diplome, Universite de Paris, I973; Ph.D. Harvard, I976; J.D. Yale Law School, I98I, Bar Association I98I-; Tutor, St. John's College Santa Fe, I974-, Annapolis, I984-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 200I-2002. MICHAEL CoMENEI'Z B.A., The Johns Hopkins University, I965; M.A., Ig67, Ph.D., I972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, I972-75; Tutor, St. John's College, Annapolis, I97S-· JOE SACHS B.A., St. John's College, Annapolis, I968; Graduate Student, The New School for Social Research, New York, I97I-73; M.A., Pennsylvania State University, I975; Teaching Assistant, Pennsylvania State University, I973-74; Tutor, St. John's College, Annapolis, I97S-· JOHN VERDI B. S., Psychology, Fordham University, I972; M.A., I974, Ph.D., Philosophy, I975• University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-91; Director, Graduate Institute in Liberal Education, I992-95; N.E.H. Chair in Modern Thought, I997-99· JOHN'S ROBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I976; M.A., Counseling, Loyola College, I996; Tutor, St. John's College, Annapolis, I977-; Counselor and Therapist, I996-. MERAJ. F'LAUMENHAFI B.A., University of Chicago, I966; M.A., I967, Ph.D., I970, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvania Foundation Fellow, I966-70; Instructor in English, I970-7I, Assistant Professor of English, I97I-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-. PETER KALKAVAGE B.A., I973, M.A., I976, Ph.D., I983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, I977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I97S; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-· JON LENKOWSKI B.A., Marquette University, I96s; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Frei burg; Instructor of Philosophy, Rutgers University, I968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, I976-77; Lecturer, Ancient Greek Philosophy, COLLEGE} 69 New School for Social Research, I977-79; Tutor, St. John's College, Annapolis, I979-· THOMAS MAY B.A., Loyola College, I971; M.A., Fordham University, I97S; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher College, I976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, I99S-I998. JONATHANS. TucK B.A., Columbia University, I969; B. Phil., Oxford University, I97I; M.A., University of California, Berkeley, I972; Graduate Study in English, Berkeley, Ig7I-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, I969-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching Assistant and Associate, Department of English, Berkeley, I973-78; Tutor, St. John's College, Annapolis, I979-; Assistant Dean, I99I-94. NANCY DUNNING BUCHENAUER B.A., History, I967, M.A., Ancient History, Cornell University, I96g; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, I966-68; University Fellow in Classics, Brown University, I969-70; Tutor, St. John's College, Santa Fe, I980-96; Annapolis, I997 -; Director of the Graduate Institute, Santa Fe, I99I-94. MICHAEL G. DINK Harvard University, I970-72; B.A., St. John's College, Annapolis, I975; M.A., I978, Ph.D., I986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, I978-80; Tutor, St. John's College, Santa Fe, I980-84, Annapolis, I984-. Director, Graduate Institute in Liberal Education, Annapolis, I998-. �70 {ST. {FACULTY} JAMES HOWARD BEALL WALTER STERLING Active duty, U.S. Air Force, I963-67; B.A., Physics, University of Colorado, I972; M.S., Physics, I975, & Ph.D., Physics, I979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, I 975 _78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., I978-79; Project Scientist, BKD, Arlington, Virginia, I979-8I; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., I98I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., I983-; Tutor, St. John's College, Annapolis, I982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, I99I-. B.A., St. John's College, I965; M.A., Pennsylvania State University, I966; Instructor, Pennsylvania State University I966-68; Ph.D. Candidate, The Catholic University of America, I970-74; Editor of St. John's Review and Tutor, St. John's College I983-. ELIZABETH M. BLETINER B.A., Stanford University, I969; Graduate Study in English Literature, University of Wisconsin, I970-7I; M.A. in Philosophy, Pennsylvania State University, I978; Instructor of Philosophy and Humanities, Pennsylvania State University, I979-80; Richard M. Weaver Fellowship, I98I; Ph.D. in Philosophy, Pennsylvania State University, I985; Tutor, St. John's College, Annapolis, I982-. liENRYH. llIGUERA B.A., Cornell University, I974; M.A., I976, Ph.D., I983, University of Toronto; Instructor in Political Science, Dickinson College, I98I-82; Tutor, St. John's College, Annapolis, I982-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, I974; Ph.D., Harvard University, I984; Tutor, St. John's College, Annapolis, I984-. CHESTER Burum B.A., St. John's College, Annapolis, I974; Master of Music, University of Michigan, I979; Tutor, St. John's College, Annapolis, I984-. ANITAL. KRONSBERG B.A., St. John's College, I980; Tutor, St. John's College, I984-; Assistant Dean, I998-2002. PATRICIAM. LOCKE B.A., Gonzaga University, I977; M.A., Ph.D. in Philosophy, Boston College, I984; Teaching Fellow, Boston College, I978-82; Instructor, Assumption College, I98I; Tutor, St. John's College, Annapolis, I984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, I966; M.A., I97I, Ph.D., I973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, I972-76; Graduate Faculty of The New School, I976-80, University of Oklahoma, I980-84; Tutor, St. John's College, Annapolis, I984-. NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, I964; M.D., New York University, I968; M.A., St. John's College Graduate Institute, I9.8I'. Neurological Residency Training, Mt. Smai Hospital, I973; Board Certification from the American Board of Psychiatry and Neurology, I976; Member, American JOHN'S Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, I974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, I976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, I98694; Medical Director of the Hospice Program, Anne Arundel Medical Center, I980-87; Tutor, St. John's College, I985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, I985-94. PAMELAKRAus M.A., I973; Ph.D., I980, The Catholic University of America; NDEA Fellow, I968-70; Woodrow Wilson Fellow, I973-74; Lecturer, The Catholic University of America, I975-80; Assistant Professor of Philosophy, The Catholic University of America, I980-85; American Fellowships Program Panel, American Association of University Women, I985; Tutor, St. John's College, I985-. WILLIAM PASTILLE A.B. in Music, Brown University, I976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University ofWisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R. HAIGNEY B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, I989-. COLLEGE} 71 ADAM SCHULMAN B.A., Chemistry, University of Chicago, I980; B.A., Physics and Philosophy, Oxford University, I982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, I989-. JUDITH L.A. SEEGER B.A., Harvard University, 1966; Cornell University, I967-68; M.A. in Romance Languages and Literatures, I970, Ph.D., I982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, I984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, I990; Tutor, St. John's College, Annapolis, I989-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, I977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, I989-96; Annapolis, 1997-. CORDELL D. K. YEE B.A., English, Pomona College, I977; M.J. Journalism, University of California, Berkeley, I980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin. Madison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. �{ST. {FACULTY} 72 of Geog:raphy, Uni.of Wisconsin-Madison, Summers of :r990 and 199:r. P.1.IIDRE BARBERA B.JL in Music, vn'"''va11 Resident Fellow, Ph.D. in of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell :r979-82; Assistant Professor of Music, Universit; of Notre Dame, ; Visiting Assistant Professor of Music, St. Notre Dame, Tutor, St. John's of Edinburgh, :r987-88; Rockefeller Fellow, of Oklahoma, 1989-90; Tutor, St. John's 1990-. Erne M. §ALEM B.A., SL John's College, :r977; M.A., University of Dallas, 1979; University of Heidelberg, :r980-81; Ph.D , University of Dallas, :r990; Fulbright Fellow, :r98081; Assistant Professor, Young College, Kentucky State University, 1983-90; Tutor, St. John's College, .8 U.lldlJVU0 1990-. __ 0 R.ADOSLAV DATCHEV Degree in Philosophy, of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, C1L'!)L PAGlE Graduate Research, 1970-72; M.S., of Delaware; Tutor, St. :r990-. BA, l\1LAEGAJIET ANNE Y,,,J[!IBY B.A., M.A., College, 1977; of Classics, Dalhousie 1979; Commonwealth Scholar, Oxford University, of -·-·--·-.,--of Alaska, Princeton National Science Foundation Fellow, Tn)i.,_){ti· Mellon Fellovv in the Hmnanities, Fellow, KA'TIIBJUNE HEINES RA., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-88; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. EMILY H. BROOKER LANGSTON B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. GJEORGJEA. RUSSJELL B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994· Dean of Students, St. Patrick's Academy, 1981-86; Teacher, Hamden Hall, l986-9:r; Adjunct Lecturer, Albertus Magnus, :r986-91; Assistant Professor of Philosophy, Xavier University, l99:r-95; Tutor, St. John's College, Annapolis, 1995-. JONATI-IANN. BADGER 1968-70; .Associate, Partner, Brown & Platt, Chicago, Associate Professor of Law, 1980-95; Tutor, St John's College, f.umapolis, 1995fl.nd Lite:ranues, , Fellow and Tutor, College, Tutor, St. John's College, Santa Fe, rll.mavv~0, 1997-. JOHN'S RoBERT Go:uoBERG St. John's College, n••H<~l/V"' B .A , Harvard Ph.D , 1990, Adjunct Lectmer in Political University of Toronto, Assistant Professor of Political 1990-94; John NL Faculty Fellow in History and College, :r994-95; St. John's College, :r995-. B. S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, 1991; Graduate Student, Music Composition, Duke University, 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, 1996; Tutor, St. John's College, Annapolis, :r996-. UJIJNGU B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, COLLEGE} 73 Department of Political Science, The George Washington University, 1995; Tutor, St. John's College, Annapolis, 1996-. MIC:HAEL w. GRENKE B.A., University of Chicago, 1988; Ph.D., Boston College, :r994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, 1997-. PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John's College, Annapolis, 1997-. SusANR. PAALJV.tAN B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical ChemistTy, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John's College, .Annapolis, 1997-. DANIEL HARRE!LL B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John's College, Annapolis, 1998-. JOSJEPH c. MACFARLAND B.A., St. John's College, 1987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John's College, Annapolis 1998-. �74 {FACULTY} GARY BORJESSON B.A., Whitman College, Ig87; M.A., Ig94, Ph.D., Ig97, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, Ig97-I999; Tutor, St. John's College, Iggg-. JEFF BLACK B.A., Trinity College, University of Toronto, Ig93; Teaching Fellow, Boston College, Ig98-I999; Tutor, St. John's College, Annapolis, Iggg-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, Ig92; Earl Warren Political Theory Fellowship, Ig92-94; Ph.D. in Political Science, University of California, San Diego, Iggg; Tutor, St. John's College, Annapolis, Iggg-. LOUIS MILLER B.A. Philosophy, Columbia College, Columbia University, Ig86; Ph.D., Princeton University, Ig94; Lecturer, History, University of Pennsylvania, Ig92-I994; Assistant Professor, History, Harvard University, Ig95-2000; Tutor, St. John's College, 2000-. JACQUELJNEL. PFEFFERMERRILL B.A. with Honors, University of Calgary, I99I; M.A., Duke University, Ig94; Certificate in Political Economy, Ig94, Ph.D., Duke University Ig97; Alona Evans Prize, Duke University, Ig93; H.B. Earhart Fellowship, Duke University, Ig93-4; Sir James Lougheed Award, Ig94-6; Visiting Instructor, University of Calgary, Ig94, Igg6; Visiting Instructor, Humboldt Universitiit, Ig95; Visiting Assistant Professor of Government, College of William & Mary, Ig97-2000; Tutor, St. John's College, 2000-. MARKW. SINNEIT B.S., Mathematics, Texas Christian University, Ig76; M.A., Ig78, Doctoral Study in Mathematics, Ig79-8I, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, Ig78-79; U.G. Marshall Fellow in Mathematics, Ig8I-83, Lecturer in Mathematics, Ig83-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, Ig88; Richard M. Weaver Fellow, Ig84-85; Lecturer in Mathematics, San Jacinto College, Ig88-89; Ph.D., Systematic Theology, Cambridge University, Ig93; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), Ig93-; Minister, First Presbyterian Church, Stephenville, Texas, Ig93-98; Visiting Scholar, St. John's College, Cambridge, Summer, Ig97; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, Ig98-2000; Tutor, St. John's College, Annapolis, 2000-. DYLAN CASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, IggI; Ph.D., Experimental Particle Physics, University of Rochester, Ig97; Postdoctoral Fellow in Particle Physics, Michigan State University, Ig97-200I; Tutor, St. John's College, 200I-. JEFFREY ALLEN SMITH B.A., Philosophy and Political Science, Emory University, Ig89; Ph.D., Committee on Social Thought, The University of Chicago, Ig97; Lecturer in the College, The Univer~ity of Chicago, Ig94-I997; Visiting Assistant Professor, Political Science, Colgate Unversity, Ig98-99; Assistant Professor, Philosophy, Carthage College, Ig99-2om; Tutor, St. John's College, 200I- JOHNTOMARCIDO B.A., Columbia College, Columbia University, Ig84; M.A., Ig93, Ph.D., Igg6; Lecturer, School of Philosophy, Catholic University of America, Igg6; National Fulbright Research Fellow, Rome, Ig94-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum {ST. JOHN'S COLLEGE} Program, Boston University, Ig96-98; Assistant Professor, Department of Philosophy, Villanova University, Ig98-2om; Tutor, St. John's College, Annapolis, 2om-. SRIRAMNAMBIAR B.Tech., Ig84, Indian Institute of Technology, Madras; Research Fellow, Murugappa Chettiar Research Center, Ig84-86; Research Assistant, Indian Institute of Technology, Bombay Ig86-88; Graduate Assistant, Chemistry Department, Philosophy Department and Graduate School of Education, SUNY Buffalo, Ig88-2000; Ph.D., Philosophy, SUNY Buffalo, ·2000; Information Architecture Consultant, 2000-2002; Visiting Scholar, SUNY Buffalo, 200I-2002; Tutor, St. John's College, 2002-. 75 JASON A. TIPTON B.A., University of California, San Diego, Ig93; M.A. Tulane University, Iggg; M.S. Tulane University, 2om; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-oI; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, St. John's College, 2002 -. JOANNA BACHE TOBIN B.A., Medieval/Renaissance Studies, Wellesley College, Ig85; Visiting Studient, St. Hilda's College, Oxford University, Ig83-84; M.A., St. John's College, Annapolis, Ig94; Graduate Teaching Fellow, Georgetown University, Ig94-99; Ph.D. Candidate, Political Theory, Georgetown University, Ig94-; Tutor, St. John's College, 2002-. LOUIS PETiucH B.A., English, Northwestern University, Ig82; M.A., Ig86, Ph.D. Candidate, Ig86I990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, Ig85-I987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, Ig85-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, Iggo-gI; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, Ig92-I993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., Ig93-I995; Civic Education Project Fellow, Presov University, Slovakia, Ig95-I997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, Ig97-I999; CEP Fellow, American University of Kyrgystan, Iggg-2000; Fulbright Scholar, Kyrgyz State National University and American University of~­ gyzstan, 2000-2002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 200I-02; Tutor, St. John's College, 2002-. CHRISTIAN PAUL HOLLAND B.A. St. John's College, Annapolis, Ig84; S.T.B. in Theology, Pontificium Institutum Gregorianum, IggI; S.S.L. in Biblical Studies, Pontificium Institutum Biblicum, Ig94; Ph.D. in Comparative Literature, Emory University, 2004; Tutor, II Collegio Greco, Rome, Italy, I99I-I994; Tutor and Instructor, Monastere de la Sainte Croix, Chevetogne, Belgium, Ig94-I997; Instructor, Emory University, Iggg-2003; Fellow, The Center for Humanistic Inquiry, Emory University, 2003-2004; Tutor, St. John's College, Annapolis, 2004-. �76 {FACULTY} {ST. JOHN'S COLLEGE} 't't SANTA FE President MICHAEL P. PETERS B.S., United States Military Academy at West Point, Ig68; M.A., University of Washington, Ig74; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, Ig6872; Assistant Professor of Economics, United States Military Academy, Ig74-77; Soviet Foreign Area Officer, Ig77-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, Ig87-89; Commander, 96th Civil Affairs Battalion (Airborne), Ig89-9I; Chief Conventional Arms Negotiations, IggI-92; Chief of Staff, United States Military Academy, Ig92-95; Senior Vice President and Chief Operating Officer, Ig95-2002, Executive Vice President, 2002-2005, Council on Foreign Relations. Dean ofthe College in Santa Fe DAVID LAWRENCE LEvlNE University of Pennsylvania, Ig62; A.B. St. John's College, Annapolis, Ig67; M.A. Ig69, Ph.D. Ig75, The Pennsylvania State University; Woodrow Wilson Fellow Ig67-68; NDEA Fellow (Honorary) Ig67-70; University Graduate Fellow, The Pennsylvania State University Ig69-70; Independent Research, Centre Universitaire International, Paris, Ig70; Language Study, Goethe lnstitut, West Germany Ig70-7I; Instructor in Philosophy, University of Maryland, West Germany, Ig7I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, Ig68-69, I97I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, Ig75-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, Ig8o-88; Fellowship Research Grant, Earhart Foundation, Ig84-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, Spring Ig97, Director of the Graduate Institute, Ig97-200I; Dean, St. John's College, Santa Fe, 2om-. JOHNS. STEADMAN B.S., Philosophy, University of Wisconsin, Ig59; Instructor in Radio Repair,United States Army, Ig54-56; Assistant in Philosophy, Ig59-6I, Teaching Fellow, Ig6I-62, Cornell University; Tutor, St. John's College, Annapolis, Ig62-67, Santa Fe, Ig67-; Assistant Dean, Ig70-72. PHILIP LECUYER B.A., Colorado College, Ig66; Merton College, Oxford University, Ig69; Studies in Biology, University of New Mexico, Ig70-72; Boettcher Scholar, Ig62-66; Perk.ins Scholar, Ig63-66; Rhodes Scholar, Ig66-69; Danforth Graduate Fellow, Ig66-72; Woodrow Wilson Fellow (honorary), Ig66; Tutor, English Literature, Summer Humanities Institute, Colorado College, Ig68; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, Ig7I-72; Tutor, St. John's College, Santa Fe, Ig72-. DAVID EDWARD STARR B.A., Gordon College, Ig62; M.A., Ig66, Ph.D., Ig72, Boston University; Graduate Assistant in Philosophy, Boston University, Ig63-64; Teaching Intern, Boston University College of Basic Studies, Ig64-66; Instructor in Philosophy, University of Rhode Island, Ig66-7I; Tutor, St. John's College, Annapolis, Ig72-80, Santa Fe, Ig82-, Director of The Graduate Institute in Liberal Education, Santa Fe, Ig80-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, Ig69; M.A., I97I, Ph.D., Ig73, University of Notre Dame; Tutor, St. John's College, Santa Fe, Ig73-, Director of Admissions, Ig79-8r, Director of The Graduate Institute in Liberal Education, Ig82-85; Dean, I99I-I996. DAVID BOLOTIN B.A., Cornell University, Ig66; Ph.D., New York University, Ig74; Lecturer in Classics, Yale University, Ig7I-73; Tutor, St. John's College, Annapolis, Ig74-82; Santa Fe, Ig82-; Visiting Professor, Committee on Social Thought, University of Chicago, Ig86, Ig87-88, 2002-03. GEORGIAS. KNIGHT B.S., Philosophy, Ig70, M.A., English, Ig72, Teaching Fellow, University of Utah, Ig70-74; Tutor, St. John's College, Santa Fe, Ig74-; Assistant Dean, Ig88-90. KENT H. TAYLOR B.A., Yale University, Ig63; M.A., University of Georgia, Ig65; Ph.D., University of California at Santa Cruz, Ig76; University of California at Santa Cruz, Ig6768; Defense Language Institute, Monterey, California, Ig68-69; Heidelberg University, I97I-73; Instructor, University of Georgia, Ig65-67; Teaching Assistant, University of California at Santa Cruz, Ig67-7I; Tutor, St. John's College, Santa Fe, Ig74-. ELIZABETH S. ENGEL B.A., Pomona College, Ig67; M. Phil., Ig7r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, r97r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. LYNDALAMsoN MYERS B.A., St. John's College, r97r; M.A., University of North Carolina, r975; M.A., rggr, Ph.D., r996, Catholic University of America; Tutor, St. John's College, Santa Fe, Ig77-; Director of the Graduate Institute in Liberal Education, r985-88. ANTHONY JAMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; M.A., r973, Ph.D. r998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, r967-69; Graduate Study in Music'. University ofN?rth Carolina, rg6g; Part-time Instructor m Philosophy, East Carolina University, r974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, r976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, r984-; Dean, r986-9I, r996-2000; Acting President, 2000. CHARLoTIE GRAY MARTIN B.A., University of Colorado, r972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, r972-73; Ph.D., Classics and Comparative Studies, Boston University, Ig79; Teaching Fellow, Boston University, r975-78; Visiting Lecturer, Colorado College, r978-79; Assistant Professor, University of Colorado, Spring, r980; Tutor, St. John's College, Santa Fe, r980-. PETERPEsic A.B., Harvard University, Ig69; M.S., Ig70, Ph.D., r975, Stanford University; Danforth Graduate Fellow, Ig69-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, Ig8o-; Musician-in-Residence, r984-; Dorr Lecturer, University of North Carolina, 2003. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, r975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, r980-; Director of The Graduate Institute, r994-97. JANET A. DOUGHERTY B.A., Yale College, r974; M.A., Ph.D., Harvard University, r980; Teaching Fellow in Government at Harvard College, Ig76-78, r979-80; French Government Fellowship, r978-79; Assistant Professor of Political Science, Stonehill College, r980-82; Tutor, St. John's College, Annapolis, r982-85; Santa Fe, r985-. �78 {FACULTY} STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, r979; San Francisco Conservatory of Music, r980-82; M.A., University of Virginia, r989; Ph.D., University of Virginia, r990; President's Fellow, University of Virginia, r987-90; Tutor, St. John's College, Santa Fe, r983-. F'RANKN. PAGANO A.B., Cornell University, r969; Ph.D., Boston College, r98r; Assistant Professor of Political Science, r975-8r, Director of the Division of Liberal Learning, r980-83, Associate Professor of Political Science, r98r-83, University of New England; Tutor, St. John's College, Santa Fe, r983-; Director of the Graduate Institute, 200I2004. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, r97r-72; B.S., Saint Mary's College, California, r975; M.D., University of California San Francisco, r979; American Heart Association Student Research Associate, r974; Fellow, Cancer Research Institute, University of California San Francisco, r976; Resident, Pathology Department, University of California San Francisco, r979-80; Alpha Omega Alpha National Honor Society, r979; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, r980-8r; Lecturer in Anatomy, Sonoma State University, California, r98r-82; Lecturer in Anatomy and Physiology, City College of San Francisco, r98r-85; Private translator, r982; Lecturer, Collegiate Seminar, Saint Mary's College, California, r982-85; Assistant Instructor, San Francisco Karate-Do, r982-85; Tutor, St. John's College, Santa Fe, r985-; Head Karate-Do Instructor, r986-; American Teachers Association of Martial Arts, Permanent Member, r993; International Society of Okinawan Karate, r994; 6th Don, 2000; New Mexico Urasenke Japanese Tea Association, President, 2004. JoHNF. CORNELL B.A., r975, M.A., r977, McGill University; Ph.D., University of Chicago, r98r; McConnell Fellow, r975-77; Fishbein Fellow, r977-80; Searle Fellow, r980-8r; NEH Fellow, r982; ACLS Fellow, r983-84; Assistant Professor, Honors College, University of Oregon, r98r-83; Assistant Professor, History of Science, University of Georgia, r984-85; Tutor, St. John's College, Santa Fe, r985-; Visiting Assistant Professor of History of Science, University of Chicago, r990. LINDA WIENER B.S., Biology, University of Miami, r977; M.S., Entomology, Colorado State University, r979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, r979; Ph.D., Entomology, University of Wisconsin-Madison, r98r; Post-Doctoral Fellow, Linguistics, Harvard University, r982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, r982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, r984-85; Tutor, St. John's College, Santa Fe, r985-. THOMAS SCALLY B.A., St. Mary's College of California, r967; M.A., Boston College, r970; Ph.D., Boston College, r97r; Assistant Professor, University of Santa Clara, r970-7r; Assistant Professor, St. Mary's College of California, r97r-74; Assistant Professor, California State University at Humboldt, r975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, r975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, r980-84; Visiting Tutor, St. John's College, Santa Fe, r987-89; Tutor, St. John's College, Santa Fe, r990-. GRANT H. FRANKS B.A., St. John's College, Annapolis, r977; J.D., Harvard Law School, Cambridge, {ST. JOHN'S M.A., r980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, r980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, r983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, r984-88; Tutor, St. John's College, Santa Fe, r988-. BASIA c. MILLER B.A., Philosophy, Antioch College, r959; M.A., University of Chicago, r962; Ph.D., University of Chicago, r989; Translator for the University of Chicago Press, r975-8r; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, r987-88; Tutor, St. John's College, Santa Fe, r988-, Assistant Dean, r997-2002. WILLIAMS. KERR B.S., Oklahoma State University, r974; University of Illinois Graduate Fellowship, r975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, r976-77; University of Colorado Graduate Fellowship, r983-87, M.A., Classics, University of Colorado-Boulder, r985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, r98788; Reynolds Fellowship, r988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer r985; Visiting Assistant Professor, University of Colorado-Boulder, Summer r990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; Tutor, St. John's College, Santa Fe, 1989-. KRISHNANVENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, COLLEGE} 79 University of New Mexico, Albuquerque, r985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi Uni-versity, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, r989; Tutor, St. John's College, Santa Fe, r989-; Director of the Graduate Institute, 2004-. BRUCEM. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, r995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, r990-. FRANK R. HUNT St. John's College, Annapolis, r97r-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., r980, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, r980-86; Lecturer, Marymount University of Virginia, r985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. JAMES COHN B.A., Dartmouth College, r98r; Fulbright Scholar, Germany r98r-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College r99r-. CHARLEsN. FASANARO B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, r980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, r980-82; Jonathan M. Daniels Fellow, r982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, l986-9r; Associate Professor, Center for Philosophy !i ii �80 {FACULTY} and Religion, Colorado, I986; Professor, Center for Philosophy and Religion, Colorado, I9go; Tutor, St. John's College, Santa Fe, I99I-; Assistant Dean, 20022003. JOSHUAL. KATES B.A., St. John's College, Annapolis, I98o; Advanced Summer Greek Institute, New York City, Ig8I; Collegium Phaenomenologicum, Perugia, Italy, I987; M.A., Ig88, Ph.D., I99I, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor, State University of New York at Binghamton, I99I; Participant, School of Criticism and Theory, Hanover, NH, I994; Fellow, Camargo Foundation, Cassis, France, Ig99; Visiting Associate Professor, University of California Los Angeles, I999-200I; Tutor, St. John's College, Santa Fe, I99I-. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, I974; M.S., Mathematics, Brown University, I977; Undergraduate Study in Mathematics Education, University of New Orleans, I979-80; Graduate Study in Mathematics, Clarkson University, I983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, I99I; Instructor, University of New Orleans, I977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, Ig80-82; Visiting Assistant Professor, St. Lawrence University, I983-86; Assistant Professor, Manchester College, I988-92; Tutor, St. John's College, I993-· V1croRIAMoRA B.A. in English-Philosophy, University of New Mexico, I985; Yale University Teaching Fellow, I986-88; M.A., M. Phil. in Philosophy, Yale University, :r990; Ford Foundation Dissertation Fellow, :r990-9:r; Ph.D. in Philosophy, Yale University, :r992; Philosophy Instructor, Albuquerque TV-I Community College, :r99:r-92; Tutor, St. John's College, Santa Fe, :r992-. BARRY E. GoLDFARB B.A., Yale University, :r975; M.A., University of Chicago, :r978; M.A., University of Cincinnati, :r98:r; Ph.D., The Johns Hopkins University, :r986; Visiting Lecturer, University of Southern California, :r986-88; Assistant Professor, The Pennsylvania State University, :r988-92; Language Coordinator and Lecturer, The Johns Hopkins University, :r992-93; Tutor, St. John's College, Santa Fe, :r993-. JULIE REA1IARD B.A., English, Michigan State University, :r980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, :r984; Ph.D., Comparative Literature, University of Colorado, Boulder, I99I; Teaching fellow, Department of English, University of Nevada, Reno, I98I-84; Instructor, Department of English, University of Colorado, Boulder, I987-88; Instructor, College of General Studies, University, of Pennsylvania, I988-89; Graduate Work, Literary Theory, University of Pennsylvania, I988-9I; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, I992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, I996-98; Tutor, St. John's College, Santa Fe, I993-· CLAUDIAA. HONEYWELL B.A., University of Chicago, I986; Account Executive, American Bankcard Services, Woodland Hills, CA, I987-88; M.A., I99I, Ph.D., I993· Classics and Modern Greek Studies, UniversityofMinnesota; Surveyor, Kavousi/Thriphti Archaeological Survey, Crete, I990; Mochlos Archaeological Excavation, Crete, I99I; Visiting Assistant . Professor of Classics, Cornell College, :r993-94; Tutor, St. John's College, I994-· {ST. JOHN'S COLLEGE} 81 CALEB THOMPSON MATI'HEW K. DAVIS B.A., Philosophy, Clark University, I984; M.A., Philosophy, University of Virginia, I990; Ph.D., Philosophy, University of Virginia, I994; Alumni Dissertation Fellow, I993-94; Postdoctoral Fellow, SUNY at Buffalo, I994-96; Hourani Lecturer, SUNY at Buffalo, :r994-95; Tutor, St. John's College, Santa Fe, I996-. B.A., St. John's College, Annapolis, I 9 82 ; M.A. in Philosophy, Dalhousie University, I984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, I98S87; Ph.D. in Political Science, Boston College, I99S; Killam Fellow, :r983-84; Earhart Fellow, I990-9I; Bradley Fellow, I993-96; Bradley Fellow, University of Toronto, :r996-98; Special Projects Editor, Books in Canada, I997-98; Tutor, St. John's College, Santa Fe, :r998-; Assistant Dean, 2003-. MICHAELD. BYBEE B.A., Philosophy, I972, B.A., M.A., English, I972, I97S, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, I972-74; M.A., Ph.D., Philosophy, :r976, I98I, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, I982-84; Instructor of English, I984-90,Senior Instructor of English, I990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, I99S-96; Tutor, St. John's College, Santa Fe, I996-. JUDITH I. ADAM B.A., I986, M.A., I989, Political Science, University of Alberta; Ph.D., I996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, I996-. JACQUES ANTOINE DUVOISIN B.A., I980, St. John's College, Annapolis; M.A., I984, Ph.D., :r992, The Catholic University of America, University of California, Irvine, I987-9I; Knights of Columbus Fellow, I98I-84; Tutor, St. John's College, Santa Fe, I997-· BRENDON LAsELL B.S., California Institute of Technology, I990; M.S., I99I, Ph.D. I994, University of Chicago; Lecturer in Mathematics, University of Chicago, I992-93; Member, Institute for Advanced Study, I994-95; Instructor in Mathematics, Princeton University, I99S-97; Tutor, St. John's College, Santa Fe, I997-· MARK ROLLINS A.B. Princeton University, I977; M.A., Ph.D. in Philosophy, University of California, Berkeley, I986, :r99:r; Teaching Fellow in Philosophy, University of California, Berkeley, I978-83, and :r987; Teaching Fellow in the Core Curriculum Harvard University, :r984-86, I987, I99I~ 92, and I99S-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, I988-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, :r997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I998; Tutor, St. John's College, Santa Fe, I998-. JENNIFERL. 0rsUKI B.A., Reed College, I983; M.A., I986. Ph.D., I99I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, I99I-97; Tutor, St. John's College, Santa Fe,I998-. JULIE REliMEYER B.A., Mathematics, Wellesley College, I994; M.S., Mathematics, Massachusetts Institute of Technology, I997; Tutor, St. John's College, Santa Fe, I998-. �GREGORY D, BAYER B.A., St. John's College, Annapolis, I978; M.A., Unive:rsit'y of Toronto, 1981; Ph.D., University of Texas at Austin, I995; Visiting Assistant Professor, Southe:rn Methodist Unive:rsity, 1995-96, College ofWilliam and I996-97, College of Wooster, I997NEH Fellow, Institute for Advanced Study, Princeton, Ig98-99; Tutor, St. John's College, Santa Fe, I999-· GEORGE LANE B.A., Reed College, I976; M.A., I978, Ph.D., of Chicago Divinity School; Research .Assistant, University of I986-89; Adjunct Instructor in Elmhurst College, I983-89; Lectuxer in Theology, University of Chicago, ; Visiting Lecturer, Religious Studies and General Honors University of New Mex1.co, 1989- Fe, · Tutor, St. John's Santa Fe, 1999-. RlCHAim A. {ST. {FACULTY} 82 M.cCrnvrns, H B.A, B.S., Fordham 92; M.A., Fordham Fellow, Fordham l992-9t;,; Instructor, Marist College, I995, Tutor, Rose Hill College, I996-98; Instructor, of South Carolina, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham :woo ED';l'!AitDA. WALPIN ILA., Political Science, M.A, English, College (Bread Loaf School of English), 1989; MA., Political Science, Duke r992; Ph.D., Political Science, National Endowment for the Humanities Dissertation Grant, :r993-94; Exchange Fellow and InstructoI, Institut fiir Pohtische Wissenschaft, Friedrick- Alexander Universitat, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke Unive:rsity, I997-98; Consultant, PBS Frontline, I998-99; Tutor, St. John's College, Santa Fe, r999-, MICHAELK ~WOLFE B.A,, r994, St. John's College, Santa Fe; Dupont Fellowship, I99Lf-95, President's Fellowship, University of Virginia, 199497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, I997-99; Tutor, St John's College, Santa Fe, r999-. DAVID CARL Pomona College, 1990; BA, Claremont Graduate M.A, Ph.D, School, Literatuxe, 2000; Lecturer in State San Bernardino, 1991-93; ~'''"'"'""" Instructor, Germany, r992; Philosophy and Religion Instructor, Diablo r993-95; Poet in and Company Paris, France, Literature Instructor, UC Davis, I995-2000; Tutor, St, John's College, Santa Fe, 2000-. JOHN'S Theoretical and Applied Mechanics, Cornell I992-r996; Staff Scientist, Beam Technologies, I996-1998; Computer Systems Administrator, Computational Fluid Dynamics Laboratory, Mechanical and Aerospace Engineering, 1999; Independent research, 2000-oI; Tutor, SL John's College, Santa Fe, 2om-. PATRJICIAM, GREER BA, College of Notre Dame of Maryland, 1966; M.A,, Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St, John's College, Annapolis, I995; Ph.D , History of Religions, of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of Virginia, I999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, 2001-, lliVE!'T HAl:Uli§ON B.A,, Ecology, Behavior Evolution, University of California, San Diego, 1990; M,S., Biology, 1995, Ph,D, Candidate, University of Michigan; Graduate Student Instructor, University of Michigan, 199320 o o; LectureT, Eastern Michigan University, 1998; Graduate Teaching Consultant, University of Michigan, 2000m; Tutor, St, Joh.n's College, 2001-. MICHAEL G-0LLUBER B,A., Liberal Arts, Sarah LawTence College, M.A. , Philosophy, State New York at Brook, I99I; Ph.D,, Philosophy, Tulane Instructor of University, 1996-98; Assistant Professor Xavier 1998-2000; Tutor, St. John's College, Fe,2000-. JOHN F. GIBSON B.A., Sc John's College, Santa Fe, Graduate Research Assistant, Systems, Los .Alamos National r988-91; Co-founder, Prediction Comi:1any, 1991-92; G:raduate studies, Department JAY SIVIITI:i B.A., St, John's College, Ig77; M.A. Marquette 1979; Ph,D., Philosophy, Fordham 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, I9902000; 1\1tor, St. John's College, Santa Fe, 200I-. USE Yf.J•J BOXEL B,A., The University of Toronto, I992; NI .A,, Political Science with High Distinction, Boston College, I995; Ph.D. Candidate, Political Science, The University of Toronto; Tutor, St, John's College, Santa Fe, 200I-. COLLEGE} 83 MICAHEL ANDREWS B.A., History, Montana State, 1992; M.A., European Tulane University, 1997; Ph.D. Candidate, American Intellectual History, Tulane University, 1998-2002; Tutor, St. John's College, Santa Fe, 2002-, MONI!(A I. CASSEL A.B,, Comparative Literature, Princeton University, 1992; Ph,D., Comparative Literature, University of Michigan, 2002; Graduate Instructor in German, English, and Comparative Lite:rature, University of Michigan, 1994-2002; and Research, Humboldt-Universitiit, Berlin, , Institute for Research on Women and Gender, University of Michigan, 2001; Instructor, Desert Academy at Santa Fe, 2002; Tutor, SL John's College, Santa Fe, 2002-. I.NGO FARIN M,A., Freie Universitiit Berlin, I985; Ph.D., Indiana University, 2003 Associate Instructor, Indiana r990-1999; Visiting Assistant Professor, The of Toledo, 1999-2000; Assistant Professor, The College of \William and 2000-02; Tutor, St. John's Santa Fe, 2002-. I(ENNET.H B" '\'VOLFE B,A., SL John's College, Santa Fe, 1994; M.A., Latin, of California at Ph.D,, Classics, of California at 2000; Visiting Ass1stant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St, John's Santa Fe, 2002-. Pmu:r RARTOK B.S., Physics, University of Connecticut, I992; Physics Instructor, Denver Institute of Teclmology, r995; M.A., of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-, �84 {FACULTY} 85 s. COOK JONATIIAN HAND TRAVIS B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. B.A. Political Science, University of Maine, 1989; M.A. Political Science, Boston College, 1994; doctoral work, Political Science, Loyola University Chicago; Assistant Director, Social Philosophy and Policy Center, Bowling Green State University, 20002004; Tutor, St. John's College, 2004-. Eruc PoPPELE University of Chicago, 1979-80; B.A., St. John's College, Santa Fe, 1989; M.. S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D. Candidate, Civil Engineering, University of Minnesota, 1998-2003; Tutor, St. John's College, Santa Fe, 2003-. J. wALTER STERLING IV B.A., St. John's College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Doctoral Candidate, Philosophy, Emory University, 1997-; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College 19992000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow ThomasJ. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Ralph Swentzell Glenn A. Freitas Katherine S. Mulford Robert Richardson Elliott Skinner HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, 1948. STEPHEN FEINBERG B.B.A., UniversityofTexas, Austin, 1967- �{ST. JOHN'S COLLEGE} OFFICERS, Assoc1ATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Harvey Flaurnenhaft Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Treasurer Bryan E. Valentine Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute Joan Silver Assistant Dean Judith L.A. Seeger Director ofthe Graduate Institute Krishnan Venkatesh Assistant Dean Matthew Davis Director ofAdmissions Lawrence H. Clendenin Director ofAlumniActivities Roxanne Seagraves Director ofAdmissions John M. Christensen Director ofAthletics and Outdoor Programs Mark St. John Director ofAlumni Activities Jo Ann Mattson Director ofCareer Services Margaret E. Odell Director ofAthletics Leo Pickens Director ofFinancial Aid Michael Rodriguez Director ofCareer Services Shahrzad Arasteh Library Director Jennifer Sprague Director ofFinancial Aid Caroline Christensen Director ofCommunications John Hartnett Librarian Andrea Lamb Registrar Marline Marquez Scally Director ofCommunications Rosemary Harty Family Nurse Practitioner Anne-Marie Lehman Registrar Reenie Craven Director ofHuman Resources Ted R. Gonzales Nurse Practitioner Carolyn Buppert 87 �88 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2004 AND JANUARY 2005 Annapolis States Represented Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Maine Maryland Massachusetts Michigan Minnesota Missouri Montana New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina South Dakota Tennessee Texas Vermont Virginia Washington West Virginia Wyoming District of Columbia Puerto Rico 35 I I 4 I 7 20 3 6 8 I 5 5 I Annapolis Santa Fe I Foreign Countries Canada Great Britain Hong Kong Mexico Taiwan 4 I I I I I Number of Students Fall2004 January2005 Men Women r36 69 II9 3I 86 64 6 2 I7 58 r7-24 r6-3r I 2 95 55 4 99 46 58% 69% Verbal Math 660-'730 600-660 I9 86 I I Early Entrance 5 3 Previously Attended College I I 3 I Range of Ages Veterans Kind of School Attended IO 8 4 Santa Fe I 5 Public Independent Homeschooled 5 I I I 6 7 I 8 6 5 I2 9 I 3 6 5 I 6 I7 I I I3 5 6 I I I Receiving Financial Aid SAT Ranges* Middle50% Middle50% •combinedenteringclasses, fall2004, with 79%reporting � STATEMENT OF THE ST. JOHN'S PROGRAM THE GREENFIELD LIBRARY OF ST. JOHN'S COLLEGE S!JOHN'S College ANNAPOLIS, MARYLAND 2I40I ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2r404 4rn-263-237r SANTA FE, NEW MEXICO 87505 505-984-6000 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PAI9Io4; 2I5-662-5606), by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-6I2-7440), and by The American Academy for Liberal Education (I?IO Rhode Island Avenue, NW, 4th Floor, Washington, D.C. 20036; 202452-86u). The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, or disability. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR 2005-2006} {COLLEGE CALENDAR 2005-2006} SANTA FE ANNAPOLIS 2005-2006 2005-2006 August23 Upperclass Registration August23 Upperclass Registration August24 Freshman Registration and Convocation Augustur Freshman Registration August25 Classes Begin with Seminars August25 Undergraduate Classes Begin with Seminars October 7 - IO Long Weekend August25 Convocation November 23 - 27 Thanksgiving Recess October 14 - 17 Long Vveekend December15 End of First Semester November 24 - 27 Thanksgiving Recess Winter Vacation December15 End of First Semester 9 Second Semester Registration December 16 - January 15 \)\Tinter Vacation II January Freshman Registration Januaryr3 January Freshman Registration IVlarch I I - 26 Spring Vacation December 16 - 8 3-6 18 24-March 12 End of Second Semester 20 End of Second Semester Commencement Commencement SUMMER 2<006 SUMMER 2006 Freshman Second Semester Begins May 29 JanuaTy Freshman Second Semester Graduate Institute Summer Session Begins Janmrry Freshman Second Semester Ends IO August 3 Graduate Institute Summer Session Ends August I I January Freshman Second Semester Ends ......................................................... Graduate Institute Summer Session Ends �{TABLE THE 8 IO II I6 20 22 THE 27 28 28 29 30 3I 32 32 33 33 35 37 CONTENTS} CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St, John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Caieers after St, John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal A.:rts Degree of Master of Arts in Eastern Classics Directory Information and Right to RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI Overview Requirements for Admission Prncedure for Applying Campus Visit 52 52 55 FEES & FINANCIAL AID 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliog:rap:hy 66 Board of Visitors and Govenllm'S 87 OH'ice1·s, Associates, and Staff 56 57 57 59 �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions {ST. JOHN'S COLLEGE} 7 they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety ofits historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. AB much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {ST. {THE JoHN°'s COLLEGE} 9 CURRICULUM} THE SEMINAR he heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, from eight until ten or sometimes well beyond if the under discussion has aroused a sustained and conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text to be difficult. The seminar with a question asked one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not to the leaders. They do not raise their hands for to be heard, but enter the discussion or withdraw from it at wilL The is temth e use of formal modes of address. Once the seminar may take nrnny forms. It may range from the most to the most general. The readfor example, is almost certain to elicit a discussion of war and and to bring to the surface the students' and fears about the wisdom or error of national Homer and Dante prompt reflections on human virtues and-vice; and on humaniultimate fate. Sometimes a seminar will devote all its time to an of the assigned staying close to the text; at other times the talk may range over suggested the reading, but bearing only indirectly on the text itself in the minds of the In the coffee shop after seminar, students from different groups compare the made in their discussions. Except for the requirements of common courtesy, there are two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the use the learn, also, that to some extent the of the seminar varies with the kind of reading under poetry is not . Such progress in together may be crnw11ed sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the of "following the argument," of faeing the crucial issues, or of foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open vvith certain alternatives outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself m irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices which the discussion is alive A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instn1ment for this purpose is the question; perhaps the most useful devi~e of all is the question "Why?" But the leaders may also take a definite and stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequentall opinions must be defended with reason, and any single opinion can prevail onJy general consent. The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their owR EveTyfreshman, sophomore, and submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their uwn thoughts on some aspect of the liberal arts. The essay in the second semester becom.es the center of their final oral examinations For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �70 {THE CURRICULUM} THE PRECEPTORIAL F r about seven to eight weeks in he middle of the year the semiars of the junior and senior lasses are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually give~ a choice of sixteen to twenty preceptonals on books or subjects of particular interest to the tutors who offer :he_m. Students may suggest a topic and mVIte a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptorial. Guide~ by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students' work is completed b~ the writing of papers, which may be read m draft to the preceptorial and criticized by the other members. {ST. JOHN'S COLLEGE} Lis~ed below are some of the preceptorial subJects offered on the two campuses in recent years. Heidegger: Being and Time ~tfr0.tf;~P.~~·~i.i.?.~:§::t.~:~:Y.~.~·~-~·-~.t.~:::: ~~~~£!~:~~~~" Pi~t~·;·R~p~·;;z~:~···· . ··· . . . . . . . . . . . . . .. .s.•~~.~·;·~~-i~~.~·~~/y?i.~~~i.~i;; Galileo: Dialogues on the Two Chief World Systems .S.~.~~~.P.~~~·;·~~~.~~~~·~.~~~i.~. . T.S. Eliot: Selected Poetry 13·~~·~h·;;;f 13;~~g~i"" .......................... .. ........... ~itL~f.f~::r::.~~~~~ ±:~i~i~~f.i~?jj~ · · ·• ·• • •· ·• · ·• •· • • · · · · · Ji;;;·;a:~;;;·1i;p~;;~~;;;~i"R~;~~;~/;~;~:~·· Electricity and Magnetism Ethi~;;J·iJ~~t;i~~·~·i~.M~di~~·~ ~~~~~·?~.~·;··~~1.ii..~~.;i...~~~.!.~?.~·"·" THE TUTORlALS T he seminar cannot.suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. AB in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors often attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE LANGUAGE TUTORIAL Specialization in higher education has led to a profound neglect oflanguage skills. AB country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the 17 means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do �12 {THE {STo CURRICULUM} not come into seminar discussionso The students' concern with them in the language tutorial all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak welL A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of translationo Issues are to the fore that might otherwise have been and they can be discussed Vlrith greater precision than the seminar This habit of in its turn, can then become more common in seminaL The language tutoria.1 cannot and should not aim at mastery of the foreign •m•l".'·"'·l';c,but the students can :reasonably expect to obtain a of grammatical forms and a grasp of the ities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one's sensibility The choice of foreign languages is in part dictated the seminar reading schedule and is in part arbitraryo Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the firsto The second year ends with analysis and discussion of works by Donne, and other English poets. The French of the third year begins with a brief, intensive of French grammar followed the reading of a French texto The aim here is economical progress toward facility in the reacting of French. Students fluent in French may be from these early stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read - Racine's Phaedre. The principal of the fomth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Fleurs du Mal. Its immediate is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantiol basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of langnageo assignments include exercises in translation more ambitious than those attempted in the third yeaL The year ends with analysis and discussion of modern British and American poets, such as T So Eliot, Dylan Thomas, W. B. Yeats, and Wallace Stevens. JOHN'S MATHEMATICS TUTORIAL word meaning "to learn." It is then, that students should to dislike mathematics or to think of as unmathematicaL It is regrettable that competent mathematia:re often unaware of the philosopbiassumptions upon which mathematical -~,,n•rn''" and formulas are based. Matheart, not artificially separated fron1 what have come to be called the humanities When mathematics is taught at an unlnu-riecl pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their and imagination, as it is at St. John's, mathematics becomes not only the most learnable liberal art but also one that provides ready access to others :md significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines ic Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their applicationo It is the task of the mathematics tutorial and the laboratory together to students to think about what it means to count and measure in the universe. The second main reason for studying mathematics concerns the mathematics Since mathetutorial more matics has, as its name implies, a particularly close connection with the human for learning, its study is especially useful in helping students to think about what it means to come to know somethingo 0 COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problemso By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigm, they ru:e continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are r:.iised dming the V./hy and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? \YJhat is the relation of logic to mathematics? \X/hat do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are the1'e "mathematical objects"? How might the discoverer of a particular theorem have come to see it? means of such questions, which grow out of the work and which excite the intellect and the at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization the mathematical discoveries of his �14 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into helioc en tri c form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. This is followed by an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The students then return to Newton's Principia to take up its treatment of astronomy, in which Newton brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. In Santa Fe, the mathematics and language tutorials of the senior year are replaced for part of the second semester with a visual arts tutorial that includes a close study of classic paintings, beginning with Giotto's frescoes and ending with Picasso's Les Demoiselles d:Avignon. THE Music TUTORIAL One of the aims of the St. John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation ofrhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} THE LABORATORY hree hundred years ago, algebra and the arts of analytic geomet-ry were introduced into European thought, mainly by Rene Descartes" This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, morals, and religion" It has redefined and transformed our whole natural and cultural worldo It is a focal point of the Sto John's program and one that the college takes special care to ""'f'''"""°""" There is scarcely an item in the curriculum that does not bear upon it" The last two years of the program e¥Jiibit the changes that flow from it, and these could not be appreciated without the which cover the period from Homer to Descartes, Modern mathematics has made possible the of natural phenomena on an immense scale and has provided the basis for what is k:nown to us as the laboratory The intellectual tools of the laboratory are the consequence of the vast of conceived by the great thinkers of the seventeenth century, They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters" Liberal is concerned with the artifices of the human mind and hand that to our For this purpose, Sto John's has set up a three-year laboratothe natural sciences, wherein characteristic and related of physics, and chemistry are pursuedo There is the art of measurement, which involves the study of the instruments of observation and measurement; crucial experiments are reproduced; the inter- [ST, JOHN'S COLLEGE} 17 ported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques" The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research, It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills, The college does not subscribe to the sharp separation of scientific studies from the humanities, as iftheywere distinct and autonomous domains of learning, There need not be "two cultures." Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual hk THE ORGANIZATION OF THE LABORATORY VfoRK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled exiJentlTI(~nr;ai must be combined with a full and free discussion of the instruments and nrm•·1nlP< involved in it, (2) The content of the work should be so chosen as to enable the students to trace a scientific disciplme to its roots in principle, and observation" Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished critical study (3) TI1e schedule oflaboratorywork should give opportunity for leisurely but intensive experimentation" The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire thus can they come to a mature understanding of the sciences called "exacc" A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, vvith the help of more advanced students serving as assistants, Sections meet two or three times a week A laboratory session may be used fo:r exposition and discussion of theory, for experimentation, or for both, as the prngress of the work requires, Occasionala laboratory meeting is reserved for the discussion of a classic paper or other text directly related to the topic at hand; of Aristotle, Galen, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry" �18 {1:1HE CURRICULUM} LABORATORY TOPICS have been choand biological The sequence of study may be outlined as follows: ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic THE FrnsT YEAR begins with twelve devoted to topics in observational gy: classification of types, structure, cells and their aggregation and embryological opment. Close observation the eye or with The freshman the in a search for laws. Archimedes on the lever and is studied, then the laws of gases, temperature, and {ST. JOHN'S are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the and chemical transformation of which they speak. The work culmiof nates m the resolution of the atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals vvith topics common to a number of the traditional div1sions of such as mechanics, and electroniagnetism. Throughout the year, med by the reading of Galileo, Descartes, Newton, Leibniz, Carnot, and Ma:h'Well. The mathematical tools of are to be put to work in the laboratory at the same time that then rigorous development is in the mathematics tutorials. As the tools of the calculus become available, the shifts from a duect, qualitative description of force, acceleration, work, eneTgy, and fields to their reformulation in terms of derivative and at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular COLLEGE} 19 and wave - and the success of either theory in accounting for is examined. The fundamental phenomena of electricity and magnetism are studied observationally and and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory oflight. THE FOURTH YEAR In many ways, the work of the sen_ior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior up anew the theory of atomism - but the atom itself has become the ect of study. Prepared work with electrical '"''v'm,.uena, the student can focus on the questions of atomic stability that led to the revquantum of Bohr and Through a sequence of historic scientific papers and related ments, the concepts of new of discreteness and meaning. Following the course of IE What is the semor turns or returns to biolog' and first to sig11ificance m the papers of Hardt and of Luria and Delbruck" Next, fundamental papers leading to molecular biology - for instance Beadle and Tatum, Watson and Crick, Jacob and Monod - are studied. �20 {THE CURRICULUM} THE FORMAL LECTURE T ························· ......................................................................................... he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability ofwhat they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. {ST. JOHN'S LECTURES AND CONCERTS The following list provides some examples oflectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard.Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall The Fine Arts Quartet "James Madison and the Bill of Rights" Robert Goldwin "Morality, Aristotle, and Liberal Education" Stephen Van Luchene "The Tears of Odysseus" Cary Stickney COLLEGE} 21 "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner'sRing" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kutler "Minds and Brains: Men and Machines" Mortimer J. Adler "Visualizing Infinitesimals" Barry Mazur "The Parable ofDon Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "Evolution and Development" J. T. Bonner "The Meaning of Romantic Love: Flaubert's Madame Bovary" B.F.Bart Emerson String Quartet Stanford String Quartet "Madness, Reason, and Recantation in Plato'sPhaedrus" Martha Nussbaum "Citizenship in a Mass Democracy" Mark Hatfield "Telling Lies" Eva Brann "What Good and What Harm Can Psychiatry Do?" Wolfgang Lederer "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "Mimesis and the End of Art" John Sallis "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla �22 ST. {THE CURRICULUM} {ST. JOHN'S LIST OF GREAT BOOKS he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University Since Ig37, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the backgrnund of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understandof the liberal arts; the second year contains books from the Roman, and Renaissance periods; the third year has books of the seventeenth and centuries, most of were written in modern languages; fourth year the reading into nineteenth and twentieth centuries. The chronological order in which books are read is primarily a matter convenience and intelligibility; it does imply a historical approach to the matter. The St. John's curriculum seeks convey to students an understanding the fundamental problems that beings have to face and at all It invites them to reflect both on continuities and their discontinuities. The list of books that constitute core of the St. John's program is subject to review the Instruction Committee the faculty. Those listed here are read at one or both campuses. Books read in seminar are indicated an asterisk. JoHN"s COLLEGE} 23 FRESHMAN YEAR *Herodotus: *Plato: .Aristotle: Euclid: *Lucretius: *Plutarch: Nicomachus: Lavoisier: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colo nus, Antigone, Philoctetes Peloponnesian War Hippolytu.s, Bacchae Histories Cloud..s Meno, Gorgio..s, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist; Timaeus, Phaedrus *Poetics, *Physics, '' Metaphysi~s, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things ""Lycurgus," "Solon" Arithmetic Elements of Chemisay 11.fotion oftheHeartandBlood Archimedes, Fahrenheit, Avogadro, Dalton, ~om1u_;,.ccu Virchow, MaTiotte, Driesch, Gay-Lussac, J.J. Thomson, Berthollet, J.L. Proust SOPHOMORE YEil_R .A..ristotle: *Plutarch: *Tacitus: '"Plot.mus: *St. A:nselnr *Dante: 'I-Chaucer <·Des P:rez: "l\/Iacr.iavelli: *Luther: *Rabelais: Palestrina: Viete 'The Bible *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid G~caesaT,n ncato the Discourses, Manual Annals Almagest TheEnneads Confessions Proslogium Summa Theologica, Summa Contra Gentiles Divine Comedy Canterbury Tales JI/lass The Prince, Discourses On the Revolutions ofdze Spheres The Freedom ofa Christian Gargantua and Pantagruel !Yfissa Papae Jl.farcelli Essays "Introduction to the �24 ''·Bacon: Shakespeare: Poems Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: '·'Cervantes: Galileo: ''·Hobbes: "'Descartes: *Milton: La Rochefoucauld: La Fontaine: "Pascal: Huygens: ''Eliot ''Locke: Racine: ]\fowton: Leibniz: Dedekind: {THE CURRICULUM} {ST. Novum Organum Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost JW=imes Fables Pensees Treatise on Light, On the JWovement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise ofGovernment Phaedre Principia Mathematica Epitome IV "Monadology, *Discourse on JWetaphysics, _Essay on Dynamics, ''Philosophical Essays, <Pnnciples ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequalzty The Misanthrope Wealth ofNatwns Critique ofPure Reason, Foundations ofthe Meto.physics ofll!lorals Don Giovanni Pride and Pre/udice Essay on the The01y ofNumbers Tom/ones Democracy in America Taylor, Euler, D. Bernoulli, Maxwell COLLEGE} SENIOR YEAR <·Ric~ard II, *Henry Iv, ''Henry V, *The Tempest, ·'A_s YouLikeit, *Hamlet, "'Othello, *Macbeth, ·'KingLear; *Coriolanus, Sonnets Marvell, Donne, and other I6th- and I'{th-century poets Geometry, *Discourse on Method Generation ofConic Sections St. JWatthewPassion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JOHN'S *Hamilton, Jay and Madison: Darwin: "'Hegel: Lobachevsky: *Tocqueville: *Lincoh1: *Kierkegaard: *Articles of Confederation, ''Declaration oflndependence, *Constitution of the United States of America, Court Opinions The Federalist Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic JWanuscripts of1844, The German Ideology Brothers Karamazov *Dostoevski: War and Peace *1\,vain: The Adventures ofHuckleberry Finn *O'Connor: Selected stories *William James: Psychology, Briefer Course Birth ofTragedy, Thus Spake Zarathustra, 'Nietzsche: Beyond Good and Evil *FTeud: General Introdueiion to Psychoanalysis Poems Booker T. Washington: Selected writings The Souls ofBlack Folk DuBois: 1 • ·Heidegger: What is Philosophy? The Physical Principles ofthe Quantum Theory Heisenberg: Einstein: Selected papers Millikan: The Electron Heart ofDarkness *Conrad: '·Faulkner: The Bear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Poems by: Essays Faraday, J.J. Thomson, Mendel, Minkowski., Rutherford, Davisson, Schrodinger, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy ., These authors or works are read in seminm: The others are distributed among the tutorials and laboratory. 25 �26 {THE {THE CURRICULUM} CADEMIC CLP_SSIFICATION OF AUTHORS, Ace ORDING TO CoNVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Mathematic~ Philosophy and Theology Ereshm&Jl]_ Year Homer Aeschylus Sophocles Euripides Aristophanes §:0phoxn'1:)Y<e Virgil Histor/Emd §odalSdence and.Natural Science Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Al.·chimedes Pascal Fahrenheit Avogac1.To Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Plutarnh Tacitus l\!Iachiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete Yef:l.Y Dante Chaucer Rabelais Shakespeare Donne IVIarvell )u-;_-gioA' Cervantes lVIilton S-1Nift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot 11/loliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay. Madison Docu1nents from American political history Gahleo Kepler Young Euler S. Carnot L. Carnot Taylor Nevvton Tolstoy Dostoevski Baudelarre Pi.imhaud Valery Yeats Kalka \V. Stevens T. S. Eliot Twain Conrad VWoolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W.Jan1es Heidegger Plato Hegel Marx Docun1ents from An1erican political history Tocqueville Lincoln Supreme Cmut opinions F. Douglas B. \Vashington DuBois Hamilton, Jay, 1\IIaclison FaTaday Lobachevski Rutherford l'v:Iinkowski Davisson Dries ch de Broglie Yem_- Sa--i:lio:r Ye<H" Mariotte Gay-Lussac Proust Cannizzaro Berthollet Nlendeleyev J. J. Thomson Harvey Driesch Palestrina Bach IVIozart Beethoven Schubert Stravinsky Haydn Des Prez Leibniz Huygens Dedekind D. Bernoulli Faraday Niaxwell 0rsted Ampere :Mozart Mendel Wagner J. J. Thomson Bohr lVIillikan SchrOdinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a ~AAnM,,,-,,"c enterprise carried out in small groups with persons at different stages of learning working together. All particiin a class are expected to prepare for studying the text that is of the class - it wight be Plato or Newton or Jane Austen or one of the other authors who wTote from the point of theiT learning. What then is the role of the reacting and talking teachers, the tutors? First of all, they should be good able to raise issues that will engage the intellectual and imaginative powers of their students, Next, must be good listeners, able to determine the difficulthem to ties of their students and to reformulate their observations and examine their opinions The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding, In summary, the rnle of the tutors is to to listen and to help. The help might take the form of translation, experimentation, demonstration o:r but first of all the tutor will call on the students to try to themselves. In order that conversations at St, John's will not be limited to what fits mside a single it is essential that St. John's tutors re-educate themselves to acquire increased in those parts of the program that :.J.Te outside their field of post-graduate training. For , tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from or Racine. The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with the that these matters are handled in another department" There are no ! The advantage of this for tutors is that they are involved -vvith a variety of works of snch richness that are tempted to strive for greater N>m"'"'"'" sion of them. Some tutors do find time to write articles and books, but theiT fiTst duty is to prepare themselves to teach the St. John's program, This preparation is necessarily demanding because no full-time tutor is confined to a part of the program, are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and section, and are continuteaching their colleagues and learning from them. that tutors have time to It is more into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine are granted sabbatical leaves to allow foT leisure and serious Bet\Areen sabbatgm ups are set up. ical leaves, Leaders of such groups are sometimes relieved of their and by themselves or the Instruction Cmnrnittee of the Scholars from other the group for certain the under the St. John's curriculum, the work of the grnnps opens ne·w for teaching at SL John's, �28 {THE ACADEMIC {Sr. JoHN's ORDER} THE INSTRUCTION COMMITTEE SCHEDULES he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on PVHH.m•crnco to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet throughout the yeaL The full committee meets alternating between the two campuses, and the dean at the host campus presides at those annual erhaps the most distinctive ark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. T THE LIBRARY he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These 'Norks form the basis of the collection, with additional volumes servas secondary sources and representative works in the fields of learning. are most extensive in philosolite:ratu:re, and the of science. also andio-v1s1.rnl materials, multiof some seminar readings, and othe:r smaller collections. A faculty committee assists the librarians with collection clPvPlm·m1'""·'~ The Greenfield renovated in study spaces as well as computer terminals ·with access to the other and the Internet. The Music Library in Mellon Hall contains scores and recorded music. The Faith and John Meem Library opened in Santa Fe in r990. The library now contains more than volumes, and offers a variety of study areas designed to accommodate up to half of the two rooms, and a music room with listening carrels and more than 8,ooo compact disks, records, and tapes. The also provides terminals for accessing electronic resources and the Internet. Both libraries hold interesting collections, including several hundred early or first editions of works read in the program. has the Bray Collection, elating from r696 and known as the '"first library in America," as well as the Prettyman Collection of and inscribed books. The Witter Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. A SAMPLE Except for the preceptorials in the junior and senior years, and certain periods oflaboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students, The language, mathematics, and music tutorials each meet for three-and- one-half hours to fouxand-one-half hours per week. Freshmen, and seniors up to SL'!: hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. FRESHMAN SCHEDULE, ANNAPOLIS MONDAY HOUR 9:00 - rn:rn A.M. TUESDAY Language WEDNESDAY r:oo - J:40 P.M. Laboratory 8:00 -rn:oo P.NJ. THURSDAY Language Mathematics I0'.20 - 11:30 A.M. Laboratory FRIDAY Language Mathematics Seminar A SAMPLE 29 COLLEGE} Mathematics Chorus Seminar Formal Lectme WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics FRESHMAN SCHEDULE, SANTA FE HOUR g:oo -rn:30 A.M. MONDAY Mathematics Language ro:30 A.M. - r2:00 P.M. Language Laboratory I:oo- 4:00 P.M. Language Laboratory Chorus 2:30 - 4:00 P.M. 8:00 - ro:oo P.M. TUESDAY Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS ESSAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND ORAL ExAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. {ST. JOHN'S COLLEGE} ACADEMIC STANDING B ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. THEDoNRAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS lhe student who completes the four-year curriculum satisfacis awarded the degree of Bachelor of Arts. Students who enter in the January session in three and one-half years, but they spend their first summer in ocu.m1.w:;1cing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS Jl.FTER ST. JOHN'S I n a world in which careers and work envirnnments are changi..ng rapidly, a rigorous, based liberal arts education is recognized increasingly the best long-term career as Research studies in business i~oo"'uo and recent national commission reports have reaffirmed the value of the liberal arts in inculcating appucalJle skills, such as analytical solving abilities, written a_nd oral communications skills, and the ability to to diverse and changing circumstances, St. John's alumni, for exarnhave demonstrated an unusual ability to master and unfanllliar tasks and bodies of knowledge, and to forge creative and satisfying careers, St John's gni.duates follow a wide variety of career paths. of alumni have yielded the following statistics: • ZL9% are in teaching or educational administTation; about t1No-thrrds of these world_,, colleges or universities; • r8,8% are in comrrmnications or the arts; • r7.3% are in business or business-related occupations; ORDER} • 9. 7% work in the field of law, with most in private practice or the 0 9.4% work in computers/sciences/mathematics; 6.9% work in the health professions, mainly as physicians; 0 6.6% wmk in social services, inclucli_ng counseling, psychology, social work, and the ministry. • 9,4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. More than 75% of St. John's graduates pursue formal education beyond the baccalaureate level, with dose to 30% of each graduating class pursuing advanced studies at leading universities across the country. St. John's students consistently score subthe national averages on the Graduate Record Examination (GRE) and the Law School Admission Test Most fields of study may be entered cli··~ 0 dvfrom St. John's. Some of the more highly technical fields may require additional either prior to or during the first year of graduate study. St. John's has special programs and relationships 'Arith graduate and professional schools to help fields such as medicine, business, engineering, and teaching. THE ST. JoHN's DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition the Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by the Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the and practice of the liberal arts, {ST. JoHN's COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION - - - - h e Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of f.u·ts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have t11VO distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and Students must complete four of these five segments to earn the Master of Arts in Liberal Arts (thirty-six semester credit hours). These segments taken constitute a closely integTated program of study. Classes a:re small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated a tutor's about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more on smaller assignments, either mathematical proofs, texts, or dense arguments of or political theory. The preceptorial, with an even smaller number of students (eight to engages in the study of a book or topic and requires that students write a substantial paper. Faculty me1nbers are called tutors, not and they lead classes by posing questions and guiding the discussion, rather than their field of expertise. At least tvvo segments are offered in the sixteen-week fall and terms, and four are offered in the summer term. In the fall and terms, classes meet only two in the late afternoons and ing it pvbo.w1e the summer, classes meet twice as often. Schedules vary somewhat between the two campuses Students may matriculate in any of the three terms, and take segments in any order ble with the sequence of offerings. An master's essay may be 1Nritten students who have at least two tenns. In recent years, approximately eighty students have been enrolled on each campus each session . The program to the Master of Arts in Liberal A.rts is accredited the .North Central and the Middle States Associations of Colleges and Schools. �34 35 THE LIBERAL ARTS CURRICULUM*' DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS LITKRAY0RE PRECEPT 0 RI AL (examples) PRECEPT 0 RI AL (examples) SEMJNAP, Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ojNations Rousseau: Emile Hegel: The Philosophy ofRight .Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Phi/osoplzical Investigations Nietzsche: Thus Spake Zarathustra Homer: Iliad, Odyssey Aeschylus: Agamemnon, Clweplzoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonu.s, Antigone Emipides: Hippolytus, Bacchae, Electra Axistophanes: Frogs MATHEMlATICS AND NATUl'JU, SCIENCE SEMINAR TUTOPdAL Chaucer: Canterbwy Tales in Middle English<· Shakespeare: J(ing Lear Aristotle: Poetics Selected English lyric poetry Pp, EC E PT 0 RI AL (examples) Plato: Timaeus"'" Lucretius: On the Nature of Things Aristotle: Physics'·" Ptolen1y: Almagest;' Galileo: Dialogue on Llze Two Chief World Systems' Darwin: The Origin a/Species* Freud: Selected Works Cervantes: Don Quixote HISTORY SEMINAR Herodotus: Histories' Thucydides: Peloponnesian War* Livy: Early History ofRome'' Polybius: Histories' Plutarch: "Caesar" and "Cato the Yo1lllger" Tacitus: Annals!{Tocqueville: The Old Regime and the French Revolution* TUTORIAL Eliot: i11iddlemarclz Dostoevski: The Brothers f(aramazov Euclid: Elements' Lobachevski: The Theory of Para{!els *" PRECEPT 0 RI AL (examples) POLITICS AND 5ocmTY SEMINAP, Plutarch: "Lycurgus" and "Solon" Plato: Machiavelli: The Prince Locke: Second Treatise of Civil Govenunent Rousseau: On the Origin and Foundations ojinequality l\!Iarx: The Economic and Philosophic Manuscripts of 1844~' Tocqueville: Denwcracy in America'· TUTORIAL A.Tistotle; J\Ticomaclzean Ethics'r Thomas Aquinas: Treatise on Law·>f- Hobbes: Leviathan' Declaration of Independence Articles of Confederation U.S. Constitution Hamjlton ., Jay, and IYiadison: The Federalist'' Selected U.S Supren1e Court Decisions Light: Aristotle, Descartes, Huygens, a.nd Newton Lavoisier: Elements of Chemistry Maxwell: The01y ofHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Kwdus fob Matthew Romans Augustine: Confessions".· Thomas Aquinas: Summa Tlzeologica ~ Kant: Groundwodc of the JJ!letaplzxsics of111oral< Kierkegaard: Philosophical Fragments TUTORIAL Plato: 111eno Aristotle: il1etaplzysics' Descartes: JV!editation.s H1u11e: An Enquiry Concerning 1-iuman Understanding Kant: Prolegoniena to Any Future Metaphysics Nietzsche: Beyond Good and Evil'' TUTORIAL Augustine: The Ciry of God'·" Vico: The New Science'· Kant:Idea ofa Universa/Histo1y Herder: Ideas Toward the Philosophy of the History of Jlfankind;;Hegel: Philosophy ofHistorf' Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Human Sciences;' Collingwood: The Idea of.l-list01y' Strauss: Political Philosophx and History' PRECEPTORIAL (examples) Tolstoy: fVar and Peace Machiavelli: The Florentine Histories \Veber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism ,. Readings may differ slightly betvveen the two campuses * Selections he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and endur~ ing questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range oflndian, Chinese, and Japanese texts In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elem en ts of the languages to gain some insight into their structure and to trans- late selected short passages from classical texts, In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �36 37 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRJNG SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching• T'ang Poetry Mencius: Works* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-shastra• The Tale ofthe Heike LotusSutra Sei Shonagon: The Pillow Book• Kenko: Essays in Idleness Dogen: Shobogenzo • Basho: TheNarrowRoadtothe Deep North Chushingura: The Treasury of Loyal Retainers SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: Basic Writings ofMo Tzu • Chuang Tzu: Basic Writings Mencius: Works• Hsiin Tzu: Writings a/Hsun Tzu• Han Fei Tzu: Writings ofHanFei Tzu* Ssu-ma Ch'ien: Records ofthe Grand Historian* I Ching Rig Veda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi • Patanjali: Yoga Sutra J ayadeva: Gitagovinda PRE C E PT 0 RI AL (examples) Mahabharata (required) I Ching Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings SEMINAR Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes o/Manu Kautilya: Artha-Shastra KamaSutra• Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka• Jayarasi Bhatta: Tattvopaplavasimha • Asvaghosa: Buddhacarita Majjhima Nikaya • Vimalakirti Sutra • Nagarjuna: Madhyamika-shastra Chandrakirti: Prasannapada Lankavatara Sutra • Guadapada: The GreatKarika on theMandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record ofthe Peach Blossom Fountainhead Chinese Poetry• Diamond Sutra HeartSutra Hui-Neng: Platform Sutra ofthe Sixth Patriarch Chu Hsi: Chu Tzu ch 'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RIAL (examples) Rig Veda Upanishads Ts'ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records ofthe Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Murasaki Shikibu: The Tale of Genji (required) FoR ADDITIONAL.INFORMATION To receive a Program Statement containing more detailed information ab~ut ~he Graduate Institute, as well as apphcauon forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 21404-2800 410-626-2541 giadm@sjca.edu www.stjohnscollege.edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf.edu www. stjohnscollege. edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within areasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{RE s I D E N c E & The college is well aware that physical activities, artistic expression, and light- hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Senior Resident for student activities. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in 1696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 40,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include 18th-century historic homes (now classrooms, offices, iµid a dormitory), 19th-century Victorian ~tructures, and 20th and 21st-century buildings designed to complement the older ones. There are eight student dormitories, 'Offering single, double, and triple rooms. The community of students has governed ~elf since 1945 with elected officers and !!legates representing each dormitory and off-campus constituency. The Student ty representatives, called the Delegate cil, meet once a week to hear requests students for funds, to remind students their responsibilities to the college com'ty, and to express student opinion on sTuDENT LI F E } 39 common problems. The Delegate Council also meets with college officials to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The College, an official publication of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding byemail, printing out papers written on personal computers, and exploring the World Wide Web. All dorm rooms are wired for Internet access. �40 {ST. JOHN'S COLLEGE} Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. Every weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There are also occasional special film series. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The St. John's Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms, including a rock room, and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Per~ manent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor,· provide places to develop specific skills, The college's Mitchell Art Gallery special~. izes in circulating exhibitions by artists Of major stature. Recent shows have includ Rembrandt Etchings, Japanese Woodbl {RESIDENCE & Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without.charge in most cases. Parties, an important part of community life, come in several varieties. The St. John's Waltz Committee arranges frequent parties in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, MidWin ter Ball, Croquet Cotillion, and Commencement Waltz. Rock parties are held regularly in the Coffee Shop by members of the junior class, who also organize Reality Weekend, a festival in late spring. Reality begins with student skits and paro: 'dies, and then provides two full days of picnicking, games, movies, and music. There are Sunday concerts at the coliege, and the Political Forum invites 'ecturers to speak on weekday evenings. apolis itself offers church groups of all ominations, synagogues, concerts, STUDENT LIFE} . 41 plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, and so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Senior Resident for Student Activities schedules trips to both cities to attend plays and films, as well as for individual explorations. ATHLETICS The college provides an extensive intramural sports program that includes team competition in soccer, flag football, handball, basketball, and croquet, as well as individual tournaments in tennis and table tennis. This highly organized and very popular program, for both men and women, is a mainstay of the college's extracurricular life. Many students abandon athletics when they enter college because they find programs designed for only the select few. At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, aerobics, and Pilates. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The Hodson Boathouse, one of the lovliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very popular activities. The college team practices five mornings per week and competes in intercollegiate regattas. Many Johnnies learn to row just for fun. The college has a small fleet of boats, from lasers to a 22-foot Cape Dory sloop, along with many rowing dinghies, canoes �42 {ST. JOHN'S and kayaks in which students may explore the beauties of the Chesapeake Bay. An annual sail picnic, organized by The Friends of St. John's, provides an opportunity for sailing aboard large yachts. In addition, St. John's has a newly formed intercollegiate sailing team. As a member of MidAtlantic Intercollegiate Sailing Association, the St. John's Sailing Team competes in four regattas per semester in Fjs, 42os and lasers. The sailing team has a dedicated coach and practices several times a week, including weekly scrimmages with the Naval Academy. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTAFE CAMPUS I n the early rg6os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of r964 in New Mexico's capital, founded in r6rn by Spanish colonists. Its population of 65,000 people is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in nearby Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe, Santa Fe Community College, and the University of New Mexico in Albuquerque. Sixty miles to the south, Albuquerque pro- {RESIDENCE & vides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a laboratory, a library, a student center, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedi:oom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller com,munity of friends within the college. More half the rooms are singles. The others designed in suites of two or three rooms provide each student with the privacy of sown quarters and, at the same time, companionship with a fellow student. eight dorm suites house five private ms. Students living in these dorms are onsible for all cleaning in their rooms, oom, and common room. The direcof residential life helps students arrange · e with others who share similar opins about smoking, music, and so on in a toryarea. tudents in Santa Fe find it effective to k out problems and ideas on an individbasis with the administration and faculell as through the machinery of a student government, since both the of the college and the form of the proare conducive to informal and direct unication. There are permanent stu- STUDENT LIFE} 43 dent representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Au Verso, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. �44 {ST. JOHN'S Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns·, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. As in Annapolis, waltz parties, rock parties, and such regular events as the Octoberfest (in the mountains surrounding the COLLEGE} college), the Halloween Costume Party, the Fasching Ball, the Graduation Ball, and Reality Weekend provide occasions for informal gatherings of tutors and students. Reality Weekend includes a talent show, a picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe campus encourages all students to participate in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, two racquetball/ squash courts, a well-equipped weight room, men and women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor resource library are also located at the new center. The college offers students, faculty, staff, and alumni a variety of sports and outdoor recreational opportunities. Student interest usually determines which sports and outdoor programs are offered. There are organized tournaments for basketball, volleyball, badminton, table-tennis, racquetball, squash, indoor and outdoor soccer, and fencing. There are also opportunities to swim and play tennis, softball, and Ultimate Frisbee. The college also supports a Karate-Do program led by tutor Jorge Aigla, 6th Dan. Depending on student interest, extracurricular classes ar offered each year such as Tai Chi, dan aerobics, and self-defense. Outdoor rec ational activities include whitewater can ing and rafting, downhill and cross-coun skiing, snow shoeing, and fly fishing. Outdoor Programs office organizes exte ed river trips each fall and spring in the s rounding Southwest. The neighboring gre de Cristo Mountains provide hun of square miles of forest and wilderness camping and hiking. Students can join St. John's College Search and Rescue 11 and learn back-country skills such as and compass navigation, G.P.A. na {RESIDENCE & tion, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of the curriculum, many of our students and faculty .find time to play individual or team sports. STUDENT LIFE} 45 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagogue in town. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories. �{ST. 46 JOHN'S Al; supports for an active social life, the college provides on each campus a coffee shop and a rooms for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. DORMITORIES The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. The Annapolis and Santa Fe campuses have slightly different housing practices due to differences in available dormitory space. Generally, unmarried undergraduates are expected to live on campus, space permitting, and to take their meals in the college dining hall, unless they receive permission from the local housing office to live off campus. Only freshmen are guaranteed housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, twobedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors ofresidential life. Returning students have the privilege of drawing for rooms before they leave for the summer vacation. In Annapolis, students are not permitted to remain in residence during winter or spring vacation. In Santa Fe, students ate not permitted to remain in residence during winter vacation. They may remain during spring vacation, although a small fee is charged. {RESIDENCE COLLEGE} DINING RALL The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there is no separate office designated for international student services. The Office of the Assistant Dean handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in an orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, ~ut, in general, international students fmd themselves easily participating in the mainstream of campus academic and social life. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and ser· vices that include: • individual career counseling • information and assistance in applyin~ to graduate and professional schools information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing an other job-search skills • access to a national alumni care network • pre-law and pre-medical advising on-campus career workshops and me ings with alumni & • information and referrals on current career and job opportunities • community service opportunities St. John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES An employment service, under the supervi- sion of the Career Services Office, posts off-campus jobs. Primarily, it provides part-time employment for students during the academic year, but it also can aid students looking for full-time or part-time summer employment in the local community. A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. .. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the eans in consultation with students and culty. Every entering student is informed them, and returning upperclassmen are ·nded of them each fall. The rules differ certain details on the two campuses, ugh in general they follow the same pat- n. The academic and intellectual life of the mmunity is inseparable from the comal life. The building of a good commurequires the faculty to show respect for individuality of each student. All stuts agree to abide by the rules and regus promulgated in the Student Handpublished annually by the college. St. 's assumes that students will respect only the enacted rules, but also the STUDENT LIFE} 47 community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse oflegal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �tntt@ ~F 48 ·~ {SITE ANNAPOLIS, PLAN} {SITE PLAN} 49 1\IIARYLAND I Hods0n B{llathQu.se Lower Playing Fields .......... TENNIS COURTS ........................... STUDENT ACTIVITIES CENTER Upper Playing Fields Tennis CourLq Grear Hall College Avenue APARTMENTS �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life ofreason and they believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 450 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. Classes enter in late August and January. Occasionally, there may be a January class on only one campus. New students are enrolled only as freshmen; typically rn% to IS% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus �{ST. JOHN'S COLLEGE} {ADMISSION} 52 graduate a year earlier than_ if they had postponed their entrance until the f~llow­ ing fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to en_ter St. John's immediately after the f~rst semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ..... . ....................................................................................... ost applicants have a strong background in academic subjects. Spec~ic academic requirements m-clude two 1'ears of algebra, one year of geometry, and two years of a forei1?1 language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters ofreference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. . Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college progr~ and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT)_ or a G~D certificate. A campus visit and mterVIew are especially important in such cases. HoMESCHOOLED STUDENTS r. Homeschooled applicants must submit the results of either the SAT1 or ACT. 2 . They must also submit an outline of t~e curriculum they have followed, arranged 111 chronological order by conventional subject matter, with brief descriptions of the course content and texts used. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: . . l. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3 An official record of secondary work, ~ith all courses and grades, including the results of the appropriate examina. nons ( e.g. "A" Levels ' International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation ofrecords in other languages. 4. Test results from: a. The Student Assessment Test (SAT1) or the American College Test (ACT)· b. The Test of English as a Foreign Language (TOEFL), ifthe applicant's first language is not English. TEST CoDE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598; Santa Fe= 4737 . The American College Test (ACT) numbers are: Annapolis= 1732; Santa Fe = 2649 S PROCEDURE t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. . On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and rec· ommendation forms to be completed by schools and referen~es. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 to l). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply Applications for fall classes should be filed as early as possible and preferably no later than March l; candidates wishing to enroll in January should apply no later than December 15. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either 53 campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the first week of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: l) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Am The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. �54 {ADMISSION} Applications for financial aid will be processed for approved applicants on. a first-come first-served basis until the available aid is, exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student A~d (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly sup~l! the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February 15 (for fall classes) or September 30 (for January classes) have a significantly higher chance .of receiving all the aid for which they qua.Hf! than those who complete them later. Additional information about applying for financial aid is available on the college web site: www.stjohnscollege.edu. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid.files from approved applicants are received. Positions in the entering classes and frnancial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. {ST. lNTERCAMPUS TRANSFER JOHN'S CAMPUS VISIT I .................................................................................................................... Once enrolled on either campus, any student in good academic standing may apply for transfer to the alternate campus for the upcoming academic year. Th.er. must ~otify the Registrar's Office of th err rntentlon to transfer by the third Monday in FebrufilJ'. of the previous year. Those students w~o wis~ to apply for financial aid must also file therr new financial aid forms by March r. All intercampus transfers must be approved by the deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office .of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2140428oo (Phone: 4ro-626-2522 or 800-7279233; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, n6o Camino Cruz Blanca, Santa Fe New Mexico 87505-4599 (Phone: 50598'4-606 o or 800-331-523 2 ; E-ma~l: admissions@sjcsf.edu). The college marntains a website atwww.stjohnscollege.edu t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculUill and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of tlie program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain tlie college will be in session during the time of the visit. Those planning to visit should telephone (1-800-727-9238 for Annapolis or l-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel tlie visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �{FEES 56 & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportumty to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible st~de_nts to the greatest extent possible withm t~e limits of the college's resources. Fmancial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2 . The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 57). {ST. AID} 7· Financial aid awards are made_ in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of rg8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. B. The procedure for U.S. citizens ~d p~r­ manent residents applying for fmancial aid is as follows: Applicants must file the current Fr~e Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained from secondary schools. the Financial Aid Office at St. John's, or online at www.fafsa.ed.gov or )VWW.profileonline.collegeboard.com. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=5598; Santa Fe= 4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. I. 2 . As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are req~ed to meet the federal definition of mdependence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. Financial aid packages for self-supporting students are generally not adequate to cover the full need of such applicants because of funding limitations in both federal and institutional programs. 4 . Recipients of federally funded financial assistance must not be in default on JOHN'S any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. C. Non-US. citizens applying for financial aid should note the following: COLLEGE} 57 need as soon as possible. The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. Applications are due by March I from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March I deadline will be notified of the decision on their application by April I. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. RETURNING STUDENTS: r. Financial aid for foreign students is limited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 65% of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February r5. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: E. Funds for financial aid awards from the college are available from the sources listed below. JOHN'S GRANTS: Funds for St. Jolm' s grants are provided by the college from its own resources. St. John's grants do not need to be repaid. ST. GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may FEDERAL PELL Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need offinancial assistance should indicate that FRESHMAN CANDIDATES: �{FEES 58 & FINANCIAL be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to $4,ooo per year. OPPORTUNITY GRANT: FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students maywork only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LoAN: These loans are made by the college directly to students using funds provided, for the most part, by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to malre the educational loan. The maximum amount an undergraduate may borrow is $2,62.5 for the freshman year, FEDERAL STAFFORD LOAN: {ST. AID} $3,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is variable, with a maximum rate of 8.25%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the subsidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to r3, and a variable interest rate with a cap of 9%. Interest accrues from the date of disbursement for all PLUS loans. 2005-06 STUDENT BUDGET' Tuition $32,375 ···························· ................................................................ Room_~ ~?..a.1:d.. .. ... . .. . . .. .. 7,876 ........................... Books . ..... ··········· ·········· ·············· Activities Fee ..... ··········································· 200 ·························· ·········································· ··········································· Personal &;E>.~1.1.8.~~-- ...................??.?.................................. fi~~P~;tation rno, 350, 600' ................................................................................................................... , Fees are subject to change without notice. 2 The allowance for transportation varies with the distance between the student's home and the college. JOHN'S BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August I for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will reg- COLLEGE} 59 ister in September. A deposit of $500 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the depdsit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. �{FEES 60 & {FEES FINANCIAL AID} receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer's Office. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY DETERMINATION OF DATE OF Each student is required to make a deposit of $~.1.00, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $rno at the beginning of the second semester of the senior year. ·Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they WITHDRAWAL A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the appropriate office of the intention to withdraw. Undergraduate students provide this notification to the Registrar's Office and graduate students contact the Graduate Institute Office. When a student notifies the Registrar or Director of the Graduate Institute of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated OFFICIAL WITHDRAWAL: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Summer Fall/Spring & FINANCIAL AID} the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. After a student notifies the Registrar or the Director of the Graduate Institute of an intention to withdraw, the student is urged to discuss the decision with college personnel. A student may rescind the intention to withdraw by not returning the Official Notice of Withdrawal to the Registrar's Office or to the Graduate Institute Office and notifying the appropriate office of that decision. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. If a student does not notify the Registrar or Director of the Graduate Institute of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal. AMOUNT CHARGED 1-5 90% UNOFFICIAL WITHDRAWAL: 8-14 6-10 80% :20% 15-21 II-15 60% 40% 22-28 16-20 40% 60% 29-42 21-25 20% 80% No Refund 100% B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board, or other fees. A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage of the semester attended (number of days 10% 26 and after The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive Io% of nonfederal aid that had been awarded. INSTITUTIONAL REFUNDS REFUND AMOUNT I-'( 43andafter 61 �{ST. {FEES 62 & FINANCIAL enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. RETURN OF TITLE IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution to completion of 603 of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title rv aid which is earned the student (i.e., the amount of federal aid the student is to keep) is the same as the percentage of the semester completed. This percentage is computed dividing the total number of calendar days in the semester (including JOHN'S A1n} week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of n2 days would have eaTned r2.53 of Title IV aid for the semester. In this example, 87.53 of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federal :regulations specify the order in which unearned funds are to be returned to aid programs. The order is: r. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6. SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal \Vork- Study Program. If the total amount of unearned aid exceeds the amount the school is required to reutrn, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 503 of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdravval but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations are available in the Financial Aid Office. COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of 1980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the encl of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or while they are repeating work. Sometimes students are permitted to enter a new semester with the requii:ement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �{FEES 64 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntarywithdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans or dependents: I. St. John's will report to the Department of Veterans Affairs (VA) within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. JOHN'S COLLEGE} AID} The V.A. requires that grades be given for all classes undertaken and that all grades be considered in computing a grade point average. In Annapolis, a V.A. enrolled student who withdraws from a class after the midpoint in a semester will have a WI grade recorded indicating the quality of work up to the date of withdrawal. In Santa Fe, a VA enrolled student who withdraws from a class after the three-quarter point in a semester will have an F recorded. No credit will be given for withdrawal grades nor, in accordance with college policy, will they be included in the GPA. 3. Minimum acceptable grades of a C average are expected. If a student falls below this average and/or the student's tutors think there is a serious academic problem, the Don Rag Committee will report this to the Dean, who may ask the student to leave the college or may place the student on academic probation and possibly stipulate conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. During that probationary period support and counseling are available to the student. 4. St. John's will inform all VA enrolled students that prior academic credit from post-secondary schools will be evaluated, but prior credits are not applicable to the all-required degree program at the college except in very unusual cirumstances. Prior credit will be granted fur pursuit of the same four-year, allrequired curriculum at the Annapolis and Santa Fe campuses. The award of prior credit by the college will reduce the training time toward the reward of a degree and will be reported to the VA as required. 65 BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ADLER, MORTIMER]., and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 196 7. ADLER, MORTIMER]., The American University, Harper and Row, 1970. TeacherinAmerica, Little, Brown and Co., 1945· BARZUN, JACQUES: BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes ofEducation in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. BUCHANAN, ScOTI: Embers ofthe GRANT, GERALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. HARVARD COMMITTEE REPORT: General Education in a Free Society, The University, Cambridge, Massachusetts, 1 945 . HUTCHJNS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 193 6. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University ofUtopia, University of Chicago Press, 1953· C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· LEWIS, MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. MfilKLEJOHN, ALEXANDER: Education Between Two Worlds, Harper and Brothers, 1942. DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. Johns Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education Henry Holt and Co., 1 94 4 . ' '' I: ii 'I �66 { B0 AR D M.Brownell Anderson Washington, D.C. Susan Allen Los Angeles, CA J. BurchenalAult Honorary Member SantaFe,NM Robert Bienenfeld Long Beach, CA Sharon Bishop Chair Reston,VA Thomas Carnes Honorary Member San Francisco, CA Ray Cave New York, NY Jean Clark 'Tulsa, OK Gregory Curtis Pittsburgh, PA Irene Crowe Washington, D.C. Eleanor D. Tydings Ditzen Visitor Emeritus Alhambra, CA David Dobreer Visitor Emeritus Alhambra, CA Evan Dudik Vancouver, WA Martin A. Dyer Baltimore, MD Robert Ehrlich &Officio Governor of Maryland Annapolis, MD 0 F vI s I T 0 R s Glenda Eoyang Ex Officio, President ofAlumni Association Circle Pines, MN William Fant Potomac, MD Ronald H. Fielding Rochester, NY Harvey Flaumenhaft Dean, Annapolis Campus Stephen Forman San Marino, CA AN D G0 vE Perry Lerner New York, NY Clinton D. Lively Princeton Junction, NJ Justine Shaver Arnold, MD John McLoughlin Los Angeles, CA Mark Middlebrook Oakland, CA N. ScottMomaday Santa Fe, NM Anna Greenberg Annapolis, MD Charles A. Nelson Visitor Emeritus Annapolis, MD StewartH. Greenfield Vice Chair Westport, CT Keith M. Harrison Concord, NH Allan Hoffman Honorary Member Lawrence, NY Richard Hoskins Chicago, IL William E. Johnston Chicago, IL Martha Black Jordan Santa Fe, NM Richard Kimball Norwalk, CT Thomas R. Krause Ojai, CA Frederica Saxon Baltimore, MD Jeremy Shamos Secretary Denver, CO Peter McGhee Cambridge, MA Christopher B. Nelson President, Annapolis Campus Michael P. Peters President, Santa Fe Campus James H. Polk Santa Fe, NM William Richardson Ex Officio Governor ofNew Mexico Santa Fe, NM Warren Spector New York, NY Lenore Steiner Ambler, PA Thomas Stern Palo Alto, CA Stephen Thomas New York, NY Paul Tierney Darien, CT William Tilles Rockville, MD Jill Z. Cooper Udall Washington, D.C. MichaelE. Uremovich Santa Fe, NM Leslie Jump Walker Washington, D.C. Jason Walsh New York, NY Harriet Warren Visitor Emeritus Atlanta, GA Theodore Rogers New York, NY William E. Warren New York, NY Mikael Salovaara Vice Chair Bernardsville, NJ Julia Wilkinson Austin, TX Pamela SaundersAlbin Santa Fe, NM {FACULTY} s} David Levine Dean, Santa Fe Campus Robert Goldwin Visitor Emeritus Washington, D.C. Erwin L. Greenberg Baltimore, MD R N 0 R Warren Winiarski Napa, CA ANNAPOLIS President CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, Ig70, St. John's College, Annapolis, Ig66-6g; J.D., University of Utah College of Law, Ig73, Admitted to the Bar, State oflllinois, Ig73, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, Ig73-78 and Partner, Ig79, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, Ig79-9I and President, Ig87-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, Ig8I-8?, Aurora University Management Center, Illinois; President, St. John's College, IggI-. Dean ofthe College in Annapolis HARVEY FLAUMENHAFf B.A., Ig6o, M.A., Ig62, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, Ig6o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, Ig6 5-66; Instructor in Government, Wheaton College (Massachusetts), Ig66-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, Ig8I; MIT I Harvard Workshop on Nuclear Weapons and Arms Control, Summer Ig83; National Endowment for the Humanities Constitutional Fellow, Ig84-85; NEH Planning Grant, Ig86-87; NEH Interpretive Research Grant, Ig87-89; Visiting Professor, Department of Educational Studies, University of Delaware, Ig8g; Lynde and Harry Bradley Foundation Grant, Ig92-94; Dean, St. John's College, Annapolis, Ig97-. 67 EvA T.H. BRANN B.A., Brooklyn College, Ig50; M.A., Ig5I, Ph.D. Ig56, Yale University; Fellow of the American Numismatic Society, Summer, Ig52; Fellow of the American School of Classical Studies at Athens, Ig52-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, Ig56-57; Member, Institute for Advanced Study, Princeton, Ig58-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, Ig57-, Addison E. Mullikin Tutorship, I97I-; Fellow, Woodrow Wilson International Center for Scholars, Ig76-77; Arnold Visiting Professor, Whitman College, Ig78-79; Visiting Scholar in Honors Education, University of Delaware, Ig84-86; Fellow of the National Endowment for the Humanities, Ig87-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, Ig88-g6; Dean, St. John's College, Annapolis, Iggo-97; Doctor of Humane Letters, Whitman College, Ig95; Doctor of Letters, Middlebury College, Iggg. JOSEPH P. COHEN B.A., St. John's College, Annapolis, Ig56; J.D., University of Maryland Law School, Ig76; Department of Philosophy, University of Chicago, Ig56-5?, Ig59-62; University of Vienna Summer School, Ig57; United States Army, Ig57-59; Lecturer in the Liberal Arts, University College, University of Chicago, Ig60-62; Tutor, St. John's College, Annapolis, Ig62-; Visiting Fellow, Yale Law School, Ig7I-72; Summer Fellow, Council for Philosophical Studies, Ig77; NEH Summer Fellow Ig78, Ig84; Visiting Scholar, Oxford University, Ig78-79. �68 {ST. {FACULTY} DAVID HANFORD STEPHENSON B.A., Columbia College, I958; Columbia University, I96o; Ph.D., University of Maryland, I988; Tutor, St. John's College, Annapolis, I963-. HOWARD J. FISHER B.A., University of Rochester, I965; Technician, Harvard University Cyclotron Laboratory, I964-65; Tutor, St. John's College, Annapolis, I965-; Visiting Lecturer in Physics, Western New England College, I98o; Visiting Senior Member, Linacre College, Oxford University, I982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, I959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, I9S9-63; Staatsexamen I, University of Heidelberg, I963; Fellow Deutscher Akademischer Austauschdienst, University of Florence, I963-64; Ph.D., University of Heidelberg, I964; Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, I964-65; Staatsexamen II, University of Heidelberg, I965; Instructor in Classics and Philosophy, Rosary College, I966-67; Tutor, St. John's College, Annapolis, I967-. NICHOLAS MAlsTRELLIS B.S., Bates College, I962; Department of History of Science, I962-67, Teaching Assistant, I962-66, University Fellow, I966-67, UniversityofWisconsin; Tutor, St. John's College, Annapolis, I967-. JoHNF. WIDTE B.A., St. John's College, Annapolis, I965; M.A., The New School for Social Research, Ig70; Alvin Johnson Fellow, I970-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, I962-63; B.A., St. John's College, Annapolis, I967; M.A., Princeton University, I972; Princeton National Fellow, I972; Tutor, St. John's College, Santa Fe, I973-77, Annapolis, I978-. DEBORAH SCHWARTZ R.ENAUT B.A., St. Joiin's College, Annapolis, I968; M.A., The Johns Hopkins University, I97I; M.S., Georgetown University, I974; Tutor, St. John's College, Annapolis, I974-· DAVID L. TOWNSEND B.A., Loyola College, I969; ALN, Jesuit Honor Society, I967-; Fellow, Harvard, I969-74; M.A. Harvard, I970; Teacher, Cambridge Free School, I970-72; Diplome, Universite de Paris, I973; Ph.D. Harvard, I976; J.D. Yale Law School, I98I, Bar Association I98I-; Tutor, St. John's College Santa Fe, I974-, Annapolis, I984-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 200I-2002. MICHAEL CoMENEI'Z B.A., The Johns Hopkins University, I965; M.A., Ig67, Ph.D., I972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, I972-75; Tutor, St. John's College, Annapolis, I97S-· JOE SACHS B.A., St. John's College, Annapolis, I968; Graduate Student, The New School for Social Research, New York, I97I-73; M.A., Pennsylvania State University, I975; Teaching Assistant, Pennsylvania State University, I973-74; Tutor, St. John's College, Annapolis, I97S-· JOHN VERDI B. S., Psychology, Fordham University, I972; M.A., I974, Ph.D., Philosophy, I975• University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-91; Director, Graduate Institute in Liberal Education, I992-95; N.E.H. Chair in Modern Thought, I997-99· JOHN'S ROBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I976; M.A., Counseling, Loyola College, I996; Tutor, St. John's College, Annapolis, I977-; Counselor and Therapist, I996-. MERAJ. F'LAUMENHAFI B.A., University of Chicago, I966; M.A., I967, Ph.D., I970, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvania Foundation Fellow, I966-70; Instructor in English, I970-7I, Assistant Professor of English, I97I-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-. PETER KALKAVAGE B.A., I973, M.A., I976, Ph.D., I983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, I977-. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I97S; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-· JON LENKOWSKI B.A., Marquette University, I96s; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Frei burg; Instructor of Philosophy, Rutgers University, I968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, I976-77; Lecturer, Ancient Greek Philosophy, COLLEGE} 69 New School for Social Research, I977-79; Tutor, St. John's College, Annapolis, I979-· THOMAS MAY B.A., Loyola College, I971; M.A., Fordham University, I97S; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher College, I976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, I99S-I998. JONATHANS. TucK B.A., Columbia University, I969; B. Phil., Oxford University, I97I; M.A., University of California, Berkeley, I972; Graduate Study in English, Berkeley, Ig7I-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, I969-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching Assistant and Associate, Department of English, Berkeley, I973-78; Tutor, St. John's College, Annapolis, I979-; Assistant Dean, I99I-94. NANCY DUNNING BUCHENAUER B.A., History, I967, M.A., Ancient History, Cornell University, I96g; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, I966-68; University Fellow in Classics, Brown University, I969-70; Tutor, St. John's College, Santa Fe, I980-96; Annapolis, I997 -; Director of the Graduate Institute, Santa Fe, I99I-94. MICHAEL G. DINK Harvard University, I970-72; B.A., St. John's College, Annapolis, I975; M.A., I978, Ph.D., I986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, I978-80; Tutor, St. John's College, Santa Fe, I980-84, Annapolis, I984-. Director, Graduate Institute in Liberal Education, Annapolis, I998-. �70 {ST. {FACULTY} JAMES HOWARD BEALL WALTER STERLING Active duty, U.S. Air Force, I963-67; B.A., Physics, University of Colorado, I972; M.S., Physics, I975, & Ph.D., Physics, I979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, I 975 _78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., I978-79; Project Scientist, BKD, Arlington, Virginia, I979-8I; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., I98I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., I983-; Tutor, St. John's College, Annapolis, I982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, I99I-. B.A., St. John's College, I965; M.A., Pennsylvania State University, I966; Instructor, Pennsylvania State University I966-68; Ph.D. Candidate, The Catholic University of America, I970-74; Editor of St. John's Review and Tutor, St. John's College I983-. ELIZABETH M. BLETINER B.A., Stanford University, I969; Graduate Study in English Literature, University of Wisconsin, I970-7I; M.A. in Philosophy, Pennsylvania State University, I978; Instructor of Philosophy and Humanities, Pennsylvania State University, I979-80; Richard M. Weaver Fellowship, I98I; Ph.D. in Philosophy, Pennsylvania State University, I985; Tutor, St. John's College, Annapolis, I982-. liENRYH. llIGUERA B.A., Cornell University, I974; M.A., I976, Ph.D., I983, University of Toronto; Instructor in Political Science, Dickinson College, I98I-82; Tutor, St. John's College, Annapolis, I982-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, I974; Ph.D., Harvard University, I984; Tutor, St. John's College, Annapolis, I984-. CHESTER Burum B.A., St. John's College, Annapolis, I974; Master of Music, University of Michigan, I979; Tutor, St. John's College, Annapolis, I984-. ANITAL. KRONSBERG B.A., St. John's College, I980; Tutor, St. John's College, I984-; Assistant Dean, I998-2002. PATRICIAM. LOCKE B.A., Gonzaga University, I977; M.A., Ph.D. in Philosophy, Boston College, I984; Teaching Fellow, Boston College, I978-82; Instructor, Assumption College, I98I; Tutor, St. John's College, Annapolis, I984-. STEWART UMPHREY B.A., Senior College of the New School for Social Research, I966; M.A., I97I, Ph.D., I973, Graduate Faculty of The New School; Assistant Professor of Philosophy, State University of New York at Geneseo, I972-76; Graduate Faculty of The New School, I976-80, University of Oklahoma, I980-84; Tutor, St. John's College, Annapolis, I984-. NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, I964; M.D., New York University, I968; M.A., St. John's College Graduate Institute, I9.8I'. Neurological Residency Training, Mt. Smai Hospital, I973; Board Certification from the American Board of Psychiatry and Neurology, I976; Member, American JOHN'S Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, I974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, I976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, I98694; Medical Director of the Hospice Program, Anne Arundel Medical Center, I980-87; Tutor, St. John's College, I985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, I985-94. PAMELAKRAus M.A., I973; Ph.D., I980, The Catholic University of America; NDEA Fellow, I968-70; Woodrow Wilson Fellow, I973-74; Lecturer, The Catholic University of America, I975-80; Assistant Professor of Philosophy, The Catholic University of America, I980-85; American Fellowships Program Panel, American Association of University Women, I985; Tutor, St. John's College, I985-. WILLIAM PASTILLE A.B. in Music, Brown University, I976; M.A. in Musicology, Cornell University, 1979; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University ofWisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE R. HAIGNEY B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, I989-. COLLEGE} 71 ADAM SCHULMAN B.A., Chemistry, University of Chicago, I980; B.A., Physics and Philosophy, Oxford University, I982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, I989-. JUDITH L.A. SEEGER B.A., Harvard University, 1966; Cornell University, I967-68; M.A. in Romance Languages and Literatures, I970, Ph.D., I982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, I984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, I990; Tutor, St. John's College, Annapolis, I989-. JOANE. SILVER B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, I977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, I989-96; Annapolis, 1997-. CORDELL D. K. YEE B.A., English, Pomona College, I977; M.J. Journalism, University of California, Berkeley, I980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin. Madison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. �{ST. {FACULTY} 72 of Geog:raphy, Uni.of Wisconsin-Madison, Summers of :r990 and 199:r. P.1.IIDRE BARBERA B.JL in Music, vn'"''va11 Resident Fellow, Ph.D. in of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell :r979-82; Assistant Professor of Music, Universit; of Notre Dame, ; Visiting Assistant Professor of Music, St. Notre Dame, Tutor, St. John's of Edinburgh, :r987-88; Rockefeller Fellow, of Oklahoma, 1989-90; Tutor, St. John's 1990-. Erne M. §ALEM B.A., SL John's College, :r977; M.A., University of Dallas, 1979; University of Heidelberg, :r980-81; Ph.D , University of Dallas, :r990; Fulbright Fellow, :r98081; Assistant Professor, Young College, Kentucky State University, 1983-90; Tutor, St. John's College, .8 U.lldlJVU0 1990-. __ 0 R.ADOSLAV DATCHEV Degree in Philosophy, of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, C1L'!)L PAGlE Graduate Research, 1970-72; M.S., of Delaware; Tutor, St. :r990-. BA, l\1LAEGAJIET ANNE Y,,,J[!IBY B.A., M.A., College, 1977; of Classics, Dalhousie 1979; Commonwealth Scholar, Oxford University, of -·-·--·-.,--of Alaska, Princeton National Science Foundation Fellow, Tn)i.,_){ti· Mellon Fellovv in the Hmnanities, Fellow, KA'TIIBJUNE HEINES RA., St. John's College, Santa Fe, 1982; M.A., 1986, Doctoral Candidate 1990-, The Catholic University of America; Lecturer, The Catholic University of America, 1987-88; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. EMILY H. BROOKER LANGSTON B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. GJEORGJEA. RUSSJELL B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994· Dean of Students, St. Patrick's Academy, 1981-86; Teacher, Hamden Hall, l986-9:r; Adjunct Lecturer, Albertus Magnus, :r986-91; Assistant Professor of Philosophy, Xavier University, l99:r-95; Tutor, St. John's College, Annapolis, 1995-. JONATI-IANN. BADGER 1968-70; .Associate, Partner, Brown & Platt, Chicago, Associate Professor of Law, 1980-95; Tutor, St John's College, f.umapolis, 1995fl.nd Lite:ranues, , Fellow and Tutor, College, Tutor, St. John's College, Santa Fe, rll.mavv~0, 1997-. JOHN'S RoBERT Go:uoBERG St. John's College, n••H<~l/V"' B .A , Harvard Ph.D , 1990, Adjunct Lectmer in Political University of Toronto, Assistant Professor of Political 1990-94; John NL Faculty Fellow in History and College, :r994-95; St. John's College, :r995-. B. S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, 1991; Graduate Student, Music Composition, Duke University, 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, 1996; Tutor, St. John's College, Annapolis, :r996-. UJIJNGU B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, COLLEGE} 73 Department of Political Science, The George Washington University, 1995; Tutor, St. John's College, Annapolis, 1996-. MIC:HAEL w. GRENKE B.A., University of Chicago, 1988; Ph.D., Boston College, :r994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, 1997-. PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John's College, Annapolis, 1997-. SusANR. PAALJV.tAN B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical ChemistTy, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John's College, .Annapolis, 1997-. DANIEL HARRE!LL B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John's College, Annapolis, 1998-. JOSJEPH c. MACFARLAND B.A., St. John's College, 1987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John's College, Annapolis 1998-. �74 {FACULTY} GARY BORJESSON B.A., Whitman College, Ig87; M.A., Ig94, Ph.D., Ig97, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, Ig97-I999; Tutor, St. John's College, Iggg-. JEFF BLACK B.A., Trinity College, University of Toronto, Ig93; Teaching Fellow, Boston College, Ig98-I999; Tutor, St. John's College, Annapolis, Iggg-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, Ig92; Earl Warren Political Theory Fellowship, Ig92-94; Ph.D. in Political Science, University of California, San Diego, Iggg; Tutor, St. John's College, Annapolis, Iggg-. LOUIS MILLER B.A. Philosophy, Columbia College, Columbia University, Ig86; Ph.D., Princeton University, Ig94; Lecturer, History, University of Pennsylvania, Ig92-I994; Assistant Professor, History, Harvard University, Ig95-2000; Tutor, St. John's College, 2000-. JACQUELJNEL. PFEFFERMERRILL B.A. with Honors, University of Calgary, I99I; M.A., Duke University, Ig94; Certificate in Political Economy, Ig94, Ph.D., Duke University Ig97; Alona Evans Prize, Duke University, Ig93; H.B. Earhart Fellowship, Duke University, Ig93-4; Sir James Lougheed Award, Ig94-6; Visiting Instructor, University of Calgary, Ig94, Igg6; Visiting Instructor, Humboldt Universitiit, Ig95; Visiting Assistant Professor of Government, College of William & Mary, Ig97-2000; Tutor, St. John's College, 2000-. MARKW. SINNEIT B.S., Mathematics, Texas Christian University, Ig76; M.A., Ig78, Doctoral Study in Mathematics, Ig79-8I, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, Ig78-79; U.G. Marshall Fellow in Mathematics, Ig8I-83, Lecturer in Mathematics, Ig83-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, Ig88; Richard M. Weaver Fellow, Ig84-85; Lecturer in Mathematics, San Jacinto College, Ig88-89; Ph.D., Systematic Theology, Cambridge University, Ig93; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), Ig93-; Minister, First Presbyterian Church, Stephenville, Texas, Ig93-98; Visiting Scholar, St. John's College, Cambridge, Summer, Ig97; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, Ig98-2000; Tutor, St. John's College, Annapolis, 2000-. DYLAN CASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, IggI; Ph.D., Experimental Particle Physics, University of Rochester, Ig97; Postdoctoral Fellow in Particle Physics, Michigan State University, Ig97-200I; Tutor, St. John's College, 200I-. JEFFREY ALLEN SMITH B.A., Philosophy and Political Science, Emory University, Ig89; Ph.D., Committee on Social Thought, The University of Chicago, Ig97; Lecturer in the College, The Univer~ity of Chicago, Ig94-I997; Visiting Assistant Professor, Political Science, Colgate Unversity, Ig98-99; Assistant Professor, Philosophy, Carthage College, Ig99-2om; Tutor, St. John's College, 200I- JOHNTOMARCIDO B.A., Columbia College, Columbia University, Ig84; M.A., Ig93, Ph.D., Igg6; Lecturer, School of Philosophy, Catholic University of America, Igg6; National Fulbright Research Fellow, Rome, Ig94-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum {ST. JOHN'S COLLEGE} Program, Boston University, Ig96-98; Assistant Professor, Department of Philosophy, Villanova University, Ig98-2om; Tutor, St. John's College, Annapolis, 2om-. SRIRAMNAMBIAR B.Tech., Ig84, Indian Institute of Technology, Madras; Research Fellow, Murugappa Chettiar Research Center, Ig84-86; Research Assistant, Indian Institute of Technology, Bombay Ig86-88; Graduate Assistant, Chemistry Department, Philosophy Department and Graduate School of Education, SUNY Buffalo, Ig88-2000; Ph.D., Philosophy, SUNY Buffalo, ·2000; Information Architecture Consultant, 2000-2002; Visiting Scholar, SUNY Buffalo, 200I-2002; Tutor, St. John's College, 2002-. 75 JASON A. TIPTON B.A., University of California, San Diego, Ig93; M.A. Tulane University, Iggg; M.S. Tulane University, 2om; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-oI; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, St. John's College, 2002 -. JOANNA BACHE TOBIN B.A., Medieval/Renaissance Studies, Wellesley College, Ig85; Visiting Studient, St. Hilda's College, Oxford University, Ig83-84; M.A., St. John's College, Annapolis, Ig94; Graduate Teaching Fellow, Georgetown University, Ig94-99; Ph.D. Candidate, Political Theory, Georgetown University, Ig94-; Tutor, St. John's College, 2002-. LOUIS PETiucH B.A., English, Northwestern University, Ig82; M.A., Ig86, Ph.D. Candidate, Ig86I990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, Ig85-I987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, Ig85-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, Iggo-gI; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, Ig92-I993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., Ig93-I995; Civic Education Project Fellow, Presov University, Slovakia, Ig95-I997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, Ig97-I999; CEP Fellow, American University of Kyrgystan, Iggg-2000; Fulbright Scholar, Kyrgyz State National University and American University of~­ gyzstan, 2000-2002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 200I-02; Tutor, St. John's College, 2002-. CHRISTIAN PAUL HOLLAND B.A. St. John's College, Annapolis, Ig84; S.T.B. in Theology, Pontificium Institutum Gregorianum, IggI; S.S.L. in Biblical Studies, Pontificium Institutum Biblicum, Ig94; Ph.D. in Comparative Literature, Emory University, 2004; Tutor, II Collegio Greco, Rome, Italy, I99I-I994; Tutor and Instructor, Monastere de la Sainte Croix, Chevetogne, Belgium, Ig94-I997; Instructor, Emory University, Iggg-2003; Fellow, The Center for Humanistic Inquiry, Emory University, 2003-2004; Tutor, St. John's College, Annapolis, 2004-. �76 {FACULTY} {ST. JOHN'S COLLEGE} 't't SANTA FE President MICHAEL P. PETERS B.S., United States Military Academy at West Point, Ig68; M.A., University of Washington, Ig74; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, Ig6872; Assistant Professor of Economics, United States Military Academy, Ig74-77; Soviet Foreign Area Officer, Ig77-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, Ig87-89; Commander, 96th Civil Affairs Battalion (Airborne), Ig89-9I; Chief Conventional Arms Negotiations, IggI-92; Chief of Staff, United States Military Academy, Ig92-95; Senior Vice President and Chief Operating Officer, Ig95-2002, Executive Vice President, 2002-2005, Council on Foreign Relations. Dean ofthe College in Santa Fe DAVID LAWRENCE LEvlNE University of Pennsylvania, Ig62; A.B. St. John's College, Annapolis, Ig67; M.A. Ig69, Ph.D. Ig75, The Pennsylvania State University; Woodrow Wilson Fellow Ig67-68; NDEA Fellow (Honorary) Ig67-70; University Graduate Fellow, The Pennsylvania State University Ig69-70; Independent Research, Centre Universitaire International, Paris, Ig70; Language Study, Goethe lnstitut, West Germany Ig70-7I; Instructor in Philosophy, University of Maryland, West Germany, Ig7I; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, Ig68-69, I97I-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, Ig75-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, Ig8o-88; Fellowship Research Grant, Earhart Foundation, Ig84-85; Tutor, St. John's College, Santa Fe, Ig86, Ig88-, Assistant Dean, Spring Ig97, Director of the Graduate Institute, Ig97-200I; Dean, St. John's College, Santa Fe, 2om-. JOHNS. STEADMAN B.S., Philosophy, University of Wisconsin, Ig59; Instructor in Radio Repair,United States Army, Ig54-56; Assistant in Philosophy, Ig59-6I, Teaching Fellow, Ig6I-62, Cornell University; Tutor, St. John's College, Annapolis, Ig62-67, Santa Fe, Ig67-; Assistant Dean, Ig70-72. PHILIP LECUYER B.A., Colorado College, Ig66; Merton College, Oxford University, Ig69; Studies in Biology, University of New Mexico, Ig70-72; Boettcher Scholar, Ig62-66; Perk.ins Scholar, Ig63-66; Rhodes Scholar, Ig66-69; Danforth Graduate Fellow, Ig66-72; Woodrow Wilson Fellow (honorary), Ig66; Tutor, English Literature, Summer Humanities Institute, Colorado College, Ig68; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, Ig7I-72; Tutor, St. John's College, Santa Fe, Ig72-. DAVID EDWARD STARR B.A., Gordon College, Ig62; M.A., Ig66, Ph.D., Ig72, Boston University; Graduate Assistant in Philosophy, Boston University, Ig63-64; Teaching Intern, Boston University College of Basic Studies, Ig64-66; Instructor in Philosophy, University of Rhode Island, Ig66-7I; Tutor, St. John's College, Annapolis, Ig72-80, Santa Fe, Ig82-, Director of The Graduate Institute in Liberal Education, Santa Fe, Ig80-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, Ig69; M.A., I97I, Ph.D., Ig73, University of Notre Dame; Tutor, St. John's College, Santa Fe, Ig73-, Director of Admissions, Ig79-8r, Director of The Graduate Institute in Liberal Education, Ig82-85; Dean, I99I-I996. DAVID BOLOTIN B.A., Cornell University, Ig66; Ph.D., New York University, Ig74; Lecturer in Classics, Yale University, Ig7I-73; Tutor, St. John's College, Annapolis, Ig74-82; Santa Fe, Ig82-; Visiting Professor, Committee on Social Thought, University of Chicago, Ig86, Ig87-88, 2002-03. GEORGIAS. KNIGHT B.S., Philosophy, Ig70, M.A., English, Ig72, Teaching Fellow, University of Utah, Ig70-74; Tutor, St. John's College, Santa Fe, Ig74-; Assistant Dean, Ig88-90. KENT H. TAYLOR B.A., Yale University, Ig63; M.A., University of Georgia, Ig65; Ph.D., University of California at Santa Cruz, Ig76; University of California at Santa Cruz, Ig6768; Defense Language Institute, Monterey, California, Ig68-69; Heidelberg University, I97I-73; Instructor, University of Georgia, Ig65-67; Teaching Assistant, University of California at Santa Cruz, Ig67-7I; Tutor, St. John's College, Santa Fe, Ig74-. ELIZABETH S. ENGEL B.A., Pomona College, Ig67; M. Phil., Ig7r, Ph.D., Philosophy, r973, Teaching Assistant, r969, Yale University; Teacher, Shimer College, r97r-73; Assistant Professor of Philosophy, California State University at Humboldt, r973-75; Tutor, St. John's College, Santa Fe, r975-. LYNDALAMsoN MYERS B.A., St. John's College, r97r; M.A., University of North Carolina, r975; M.A., rggr, Ph.D., r996, Catholic University of America; Tutor, St. John's College, Santa Fe, Ig77-; Director of the Graduate Institute in Liberal Education, r985-88. ANTHONY JAMES CAREY St. John's College, Annapolis, r963-65; B.A., University of North Carolina, r967; M.A., r973, Ph.D. r998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, r967-69; Graduate Study in Music'. University ofN?rth Carolina, rg6g; Part-time Instructor m Philosophy, East Carolina University, r974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, r976-78; Tutor, St. John's College, Annapolis, r979-83, Santa Fe, r984-; Dean, r986-9I, r996-2000; Acting President, 2000. CHARLoTIE GRAY MARTIN B.A., University of Colorado, r972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, r972-73; Ph.D., Classics and Comparative Studies, Boston University, Ig79; Teaching Fellow, Boston University, r975-78; Visiting Lecturer, Colorado College, r978-79; Assistant Professor, University of Colorado, Spring, r980; Tutor, St. John's College, Santa Fe, r980-. PETERPEsic A.B., Harvard University, Ig69; M.S., Ig70, Ph.D., r975, Stanford University; Danforth Graduate Fellow, Ig69-75; Research Assistant and Associate, Stanford Linear Accelerator Center, r970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, Ig8o-; Musician-in-Residence, r984-; Dorr Lecturer, University of North Carolina, 2003. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, r975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, r979; Tutor, St. John's College, Santa Fe, r980-; Director of The Graduate Institute, r994-97. JANET A. DOUGHERTY B.A., Yale College, r974; M.A., Ph.D., Harvard University, r980; Teaching Fellow in Government at Harvard College, Ig76-78, r979-80; French Government Fellowship, r978-79; Assistant Professor of Political Science, Stonehill College, r980-82; Tutor, St. John's College, Annapolis, r982-85; Santa Fe, r985-. �78 {FACULTY} STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, r979; San Francisco Conservatory of Music, r980-82; M.A., University of Virginia, r989; Ph.D., University of Virginia, r990; President's Fellow, University of Virginia, r987-90; Tutor, St. John's College, Santa Fe, r983-. F'RANKN. PAGANO A.B., Cornell University, r969; Ph.D., Boston College, r98r; Assistant Professor of Political Science, r975-8r, Director of the Division of Liberal Learning, r980-83, Associate Professor of Political Science, r98r-83, University of New England; Tutor, St. John's College, Santa Fe, r983-; Director of the Graduate Institute, 200I2004. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, r97r-72; B.S., Saint Mary's College, California, r975; M.D., University of California San Francisco, r979; American Heart Association Student Research Associate, r974; Fellow, Cancer Research Institute, University of California San Francisco, r976; Resident, Pathology Department, University of California San Francisco, r979-80; Alpha Omega Alpha National Honor Society, r979; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, r980-8r; Lecturer in Anatomy, Sonoma State University, California, r98r-82; Lecturer in Anatomy and Physiology, City College of San Francisco, r98r-85; Private translator, r982; Lecturer, Collegiate Seminar, Saint Mary's College, California, r982-85; Assistant Instructor, San Francisco Karate-Do, r982-85; Tutor, St. John's College, Santa Fe, r985-; Head Karate-Do Instructor, r986-; American Teachers Association of Martial Arts, Permanent Member, r993; International Society of Okinawan Karate, r994; 6th Don, 2000; New Mexico Urasenke Japanese Tea Association, President, 2004. JoHNF. CORNELL B.A., r975, M.A., r977, McGill University; Ph.D., University of Chicago, r98r; McConnell Fellow, r975-77; Fishbein Fellow, r977-80; Searle Fellow, r980-8r; NEH Fellow, r982; ACLS Fellow, r983-84; Assistant Professor, Honors College, University of Oregon, r98r-83; Assistant Professor, History of Science, University of Georgia, r984-85; Tutor, St. John's College, Santa Fe, r985-; Visiting Assistant Professor of History of Science, University of Chicago, r990. LINDA WIENER B.S., Biology, University of Miami, r977; M.S., Entomology, Colorado State University, r979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, r979; Ph.D., Entomology, University of Wisconsin-Madison, r98r; Post-Doctoral Fellow, Linguistics, Harvard University, r982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, r982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, r984-85; Tutor, St. John's College, Santa Fe, r985-. THOMAS SCALLY B.A., St. Mary's College of California, r967; M.A., Boston College, r970; Ph.D., Boston College, r97r; Assistant Professor, University of Santa Clara, r970-7r; Assistant Professor, St. Mary's College of California, r97r-74; Assistant Professor, California State University at Humboldt, r975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, r975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, r980-84; Visiting Tutor, St. John's College, Santa Fe, r987-89; Tutor, St. John's College, Santa Fe, r990-. GRANT H. FRANKS B.A., St. John's College, Annapolis, r977; J.D., Harvard Law School, Cambridge, {ST. JOHN'S M.A., r980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, r980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, r983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, r984-88; Tutor, St. John's College, Santa Fe, r988-. BASIA c. MILLER B.A., Philosophy, Antioch College, r959; M.A., University of Chicago, r962; Ph.D., University of Chicago, r989; Translator for the University of Chicago Press, r975-8r; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, 1982-88; Teaching Assistant, University of Chicago, 1985-87; Instructor, Northern Illinois University, r987-88; Tutor, St. John's College, Santa Fe, r988-, Assistant Dean, r997-2002. WILLIAMS. KERR B.S., Oklahoma State University, r974; University of Illinois Graduate Fellowship, r975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, r976-77; University of Colorado Graduate Fellowship, r983-87, M.A., Classics, University of Colorado-Boulder, r985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, r98788; Reynolds Fellowship, r988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer r985; Visiting Assistant Professor, University of Colorado-Boulder, Summer r990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; Tutor, St. John's College, Santa Fe, 1989-. KRISHNANVENKATESH B.A., English, Magdalene College, Cambridge University, r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, COLLEGE} 79 University of New Mexico, Albuquerque, r985-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi Uni-versity, Taiyuan, People's Republic of China, r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, r989; Tutor, St. John's College, Santa Fe, r989-; Director of the Graduate Institute, 2004-. BRUCEM. PERRY B.A., Greek, r973, M.A, Classics, r975, Ph.D., Classics, r983, University of Washington; Ph.D. Asian and Middle Eastern Studies, r995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, r990-. FRANK R. HUNT St. John's College, Annapolis, r97r-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., r980, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, r980-86; Lecturer, Marymount University of Virginia, r985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. JAMES COHN B.A., Dartmouth College, r98r; Fulbright Scholar, Germany r98r-82; Ph.D. Committee on Social Thought, University of Chicago, 1990; Tutor, St. John's College r99r-. CHARLEsN. FASANARO B.S., Chemistry, Manhattan College, r965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, r980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, r983; Schlessman Scholarship for the Study of Philosophy and Religion, r980-82; Jonathan M. Daniels Fellow, r982 Post-doctoral Fellow, Philosophy, University of Colorado, r983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, l986-9r; Associate Professor, Center for Philosophy !i ii �80 {FACULTY} and Religion, Colorado, I986; Professor, Center for Philosophy and Religion, Colorado, I9go; Tutor, St. John's College, Santa Fe, I99I-; Assistant Dean, 20022003. JOSHUAL. KATES B.A., St. John's College, Annapolis, I98o; Advanced Summer Greek Institute, New York City, Ig8I; Collegium Phaenomenologicum, Perugia, Italy, I987; M.A., Ig88, Ph.D., I99I, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor, State University of New York at Binghamton, I99I; Participant, School of Criticism and Theory, Hanover, NH, I994; Fellow, Camargo Foundation, Cassis, France, Ig99; Visiting Associate Professor, University of California Los Angeles, I999-200I; Tutor, St. John's College, Santa Fe, I99I-. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, I974; M.S., Mathematics, Brown University, I977; Undergraduate Study in Mathematics Education, University of New Orleans, I979-80; Graduate Study in Mathematics, Clarkson University, I983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, I99I; Instructor, University of New Orleans, I977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, Ig80-82; Visiting Assistant Professor, St. Lawrence University, I983-86; Assistant Professor, Manchester College, I988-92; Tutor, St. John's College, I993-· V1croRIAMoRA B.A. in English-Philosophy, University of New Mexico, I985; Yale University Teaching Fellow, I986-88; M.A., M. Phil. in Philosophy, Yale University, :r990; Ford Foundation Dissertation Fellow, :r990-9:r; Ph.D. in Philosophy, Yale University, :r992; Philosophy Instructor, Albuquerque TV-I Community College, :r99:r-92; Tutor, St. John's College, Santa Fe, :r992-. BARRY E. GoLDFARB B.A., Yale University, :r975; M.A., University of Chicago, :r978; M.A., University of Cincinnati, :r98:r; Ph.D., The Johns Hopkins University, :r986; Visiting Lecturer, University of Southern California, :r986-88; Assistant Professor, The Pennsylvania State University, :r988-92; Language Coordinator and Lecturer, The Johns Hopkins University, :r992-93; Tutor, St. John's College, Santa Fe, :r993-. JULIE REA1IARD B.A., English, Michigan State University, :r980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, :r984; Ph.D., Comparative Literature, University of Colorado, Boulder, I99I; Teaching fellow, Department of English, University of Nevada, Reno, I98I-84; Instructor, Department of English, University of Colorado, Boulder, I987-88; Instructor, College of General Studies, University, of Pennsylvania, I988-89; Graduate Work, Literary Theory, University of Pennsylvania, I988-9I; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, I992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, I996-98; Tutor, St. John's College, Santa Fe, I993-· CLAUDIAA. HONEYWELL B.A., University of Chicago, I986; Account Executive, American Bankcard Services, Woodland Hills, CA, I987-88; M.A., I99I, Ph.D., I993· Classics and Modern Greek Studies, UniversityofMinnesota; Surveyor, Kavousi/Thriphti Archaeological Survey, Crete, I990; Mochlos Archaeological Excavation, Crete, I99I; Visiting Assistant . Professor of Classics, Cornell College, :r993-94; Tutor, St. John's College, I994-· {ST. JOHN'S COLLEGE} 81 CALEB THOMPSON MATI'HEW K. DAVIS B.A., Philosophy, Clark University, I984; M.A., Philosophy, University of Virginia, I990; Ph.D., Philosophy, University of Virginia, I994; Alumni Dissertation Fellow, I993-94; Postdoctoral Fellow, SUNY at Buffalo, I994-96; Hourani Lecturer, SUNY at Buffalo, :r994-95; Tutor, St. John's College, Santa Fe, I996-. B.A., St. John's College, Annapolis, I 9 82 ; M.A. in Philosophy, Dalhousie University, I984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, I98S87; Ph.D. in Political Science, Boston College, I99S; Killam Fellow, :r983-84; Earhart Fellow, I990-9I; Bradley Fellow, I993-96; Bradley Fellow, University of Toronto, :r996-98; Special Projects Editor, Books in Canada, I997-98; Tutor, St. John's College, Santa Fe, :r998-; Assistant Dean, 2003-. MICHAELD. BYBEE B.A., Philosophy, I972, B.A., M.A., English, I972, I97S, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, I972-74; M.A., Ph.D., Philosophy, :r976, I98I, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, I982-84; Instructor of English, I984-90,Senior Instructor of English, I990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, I99S-96; Tutor, St. John's College, Santa Fe, I996-. JUDITH I. ADAM B.A., I986, M.A., I989, Political Science, University of Alberta; Ph.D., I996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, I996-. JACQUES ANTOINE DUVOISIN B.A., I980, St. John's College, Annapolis; M.A., I984, Ph.D., :r992, The Catholic University of America, University of California, Irvine, I987-9I; Knights of Columbus Fellow, I98I-84; Tutor, St. John's College, Santa Fe, I997-· BRENDON LAsELL B.S., California Institute of Technology, I990; M.S., I99I, Ph.D. I994, University of Chicago; Lecturer in Mathematics, University of Chicago, I992-93; Member, Institute for Advanced Study, I994-95; Instructor in Mathematics, Princeton University, I99S-97; Tutor, St. John's College, Santa Fe, I997-· MARK ROLLINS A.B. Princeton University, I977; M.A., Ph.D. in Philosophy, University of California, Berkeley, I986, :r99:r; Teaching Fellow in Philosophy, University of California, Berkeley, I978-83, and :r987; Teaching Fellow in the Core Curriculum Harvard University, :r984-86, I987, I99I~ 92, and I99S-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, I988-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, :r997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I998; Tutor, St. John's College, Santa Fe, I998-. JENNIFERL. 0rsUKI B.A., Reed College, I983; M.A., I986. Ph.D., I99I in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, I99I-97; Tutor, St. John's College, Santa Fe,I998-. JULIE REliMEYER B.A., Mathematics, Wellesley College, I994; M.S., Mathematics, Massachusetts Institute of Technology, I997; Tutor, St. John's College, Santa Fe, I998-. �GREGORY D, BAYER B.A., St. John's College, Annapolis, I978; M.A., Unive:rsit'y of Toronto, 1981; Ph.D., University of Texas at Austin, I995; Visiting Assistant Professor, Southe:rn Methodist Unive:rsity, 1995-96, College ofWilliam and I996-97, College of Wooster, I997NEH Fellow, Institute for Advanced Study, Princeton, Ig98-99; Tutor, St. John's College, Santa Fe, I999-· GEORGE LANE B.A., Reed College, I976; M.A., I978, Ph.D., of Chicago Divinity School; Research .Assistant, University of I986-89; Adjunct Instructor in Elmhurst College, I983-89; Lectuxer in Theology, University of Chicago, ; Visiting Lecturer, Religious Studies and General Honors University of New Mex1.co, 1989- Fe, · Tutor, St. John's Santa Fe, 1999-. RlCHAim A. {ST. {FACULTY} 82 M.cCrnvrns, H B.A, B.S., Fordham 92; M.A., Fordham Fellow, Fordham l992-9t;,; Instructor, Marist College, I995, Tutor, Rose Hill College, I996-98; Instructor, of South Carolina, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordham :woo ED';l'!AitDA. WALPIN ILA., Political Science, M.A, English, College (Bread Loaf School of English), 1989; MA., Political Science, Duke r992; Ph.D., Political Science, National Endowment for the Humanities Dissertation Grant, :r993-94; Exchange Fellow and InstructoI, Institut fiir Pohtische Wissenschaft, Friedrick- Alexander Universitat, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke Unive:rsity, I997-98; Consultant, PBS Frontline, I998-99; Tutor, St. John's College, Santa Fe, r999-, MICHAELK ~WOLFE B.A,, r994, St. John's College, Santa Fe; Dupont Fellowship, I99Lf-95, President's Fellowship, University of Virginia, 199497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, I997-99; Tutor, St John's College, Santa Fe, r999-. DAVID CARL Pomona College, 1990; BA, Claremont Graduate M.A, Ph.D, School, Literatuxe, 2000; Lecturer in State San Bernardino, 1991-93; ~'''"'"'""" Instructor, Germany, r992; Philosophy and Religion Instructor, Diablo r993-95; Poet in and Company Paris, France, Literature Instructor, UC Davis, I995-2000; Tutor, St, John's College, Santa Fe, 2000-. JOHN'S Theoretical and Applied Mechanics, Cornell I992-r996; Staff Scientist, Beam Technologies, I996-1998; Computer Systems Administrator, Computational Fluid Dynamics Laboratory, Mechanical and Aerospace Engineering, 1999; Independent research, 2000-oI; Tutor, SL John's College, Santa Fe, 2om-. PATRJICIAM, GREER BA, College of Notre Dame of Maryland, 1966; M.A,, Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St, John's College, Annapolis, I995; Ph.D , History of Religions, of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of Virginia, I999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, 2001-, lliVE!'T HAl:Uli§ON B.A,, Ecology, Behavior Evolution, University of California, San Diego, 1990; M,S., Biology, 1995, Ph,D, Candidate, University of Michigan; Graduate Student Instructor, University of Michigan, 199320 o o; LectureT, Eastern Michigan University, 1998; Graduate Teaching Consultant, University of Michigan, 2000m; Tutor, St, Joh.n's College, 2001-. MICHAEL G-0LLUBER B,A., Liberal Arts, Sarah LawTence College, M.A. , Philosophy, State New York at Brook, I99I; Ph.D,, Philosophy, Tulane Instructor of University, 1996-98; Assistant Professor Xavier 1998-2000; Tutor, St. John's College, Fe,2000-. JOHN F. GIBSON B.A., Sc John's College, Santa Fe, Graduate Research Assistant, Systems, Los .Alamos National r988-91; Co-founder, Prediction Comi:1any, 1991-92; G:raduate studies, Department JAY SIVIITI:i B.A., St, John's College, Ig77; M.A. Marquette 1979; Ph,D., Philosophy, Fordham 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, I9902000; 1\1tor, St. John's College, Santa Fe, 200I-. USE Yf.J•J BOXEL B,A., The University of Toronto, I992; NI .A,, Political Science with High Distinction, Boston College, I995; Ph.D. Candidate, Political Science, The University of Toronto; Tutor, St, John's College, Santa Fe, 200I-. COLLEGE} 83 MICAHEL ANDREWS B.A., History, Montana State, 1992; M.A., European Tulane University, 1997; Ph.D. Candidate, American Intellectual History, Tulane University, 1998-2002; Tutor, St. John's College, Santa Fe, 2002-, MONI!(A I. CASSEL A.B,, Comparative Literature, Princeton University, 1992; Ph,D., Comparative Literature, University of Michigan, 2002; Graduate Instructor in German, English, and Comparative Lite:rature, University of Michigan, 1994-2002; and Research, Humboldt-Universitiit, Berlin, , Institute for Research on Women and Gender, University of Michigan, 2001; Instructor, Desert Academy at Santa Fe, 2002; Tutor, SL John's College, Santa Fe, 2002-. I.NGO FARIN M,A., Freie Universitiit Berlin, I985; Ph.D., Indiana University, 2003 Associate Instructor, Indiana r990-1999; Visiting Assistant Professor, The of Toledo, 1999-2000; Assistant Professor, The College of \William and 2000-02; Tutor, St. John's Santa Fe, 2002-. I(ENNET.H B" '\'VOLFE B,A., SL John's College, Santa Fe, 1994; M.A., Latin, of California at Ph.D,, Classics, of California at 2000; Visiting Ass1stant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St, John's Santa Fe, 2002-. Pmu:r RARTOK B.S., Physics, University of Connecticut, I992; Physics Instructor, Denver Institute of Teclmology, r995; M.A., of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-, �84 {FACULTY} 85 s. COOK JONATIIAN HAND TRAVIS B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. B.A. Political Science, University of Maine, 1989; M.A. Political Science, Boston College, 1994; doctoral work, Political Science, Loyola University Chicago; Assistant Director, Social Philosophy and Policy Center, Bowling Green State University, 20002004; Tutor, St. John's College, 2004-. Eruc PoPPELE University of Chicago, 1979-80; B.A., St. John's College, Santa Fe, 1989; M.. S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D. Candidate, Civil Engineering, University of Minnesota, 1998-2003; Tutor, St. John's College, Santa Fe, 2003-. J. wALTER STERLING IV B.A., St. John's College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Doctoral Candidate, Philosophy, Emory University, 1997-; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College 19992000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS John Sarkissian Brother Robert Smith, F.S.C. Robert Bunker Curtis A. Wilson Charles G. Bell Thomas King Simpson Stuart Boyd William A. Darkey Thomas McDonald LouisKurs Edward Grant Sparrow ThomasJ. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Ralph Swentzell Glenn A. Freitas Katherine S. Mulford Robert Richardson Elliott Skinner HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, 1948. STEPHEN FEINBERG B.B.A., UniversityofTexas, Austin, 1967- �{ST. JOHN'S COLLEGE} OFFICERS, Assoc1ATES AND STAFF ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Harvey Flaurnenhaft Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Treasurer Bryan E. Valentine Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute Joan Silver Assistant Dean Judith L.A. Seeger Director ofthe Graduate Institute Krishnan Venkatesh Assistant Dean Matthew Davis Director ofAdmissions Lawrence H. Clendenin Director ofAlumniActivities Roxanne Seagraves Director ofAdmissions John M. Christensen Director ofAthletics and Outdoor Programs Mark St. John Director ofAlumni Activities Jo Ann Mattson Director ofCareer Services Margaret E. Odell Director ofAthletics Leo Pickens Director ofFinancial Aid Michael Rodriguez Director ofCareer Services Shahrzad Arasteh Library Director Jennifer Sprague Director ofFinancial Aid Caroline Christensen Director ofCommunications John Hartnett Librarian Andrea Lamb Registrar Marline Marquez Scally Director ofCommunications Rosemary Harty Family Nurse Practitioner Anne-Marie Lehman Registrar Reenie Craven Director ofHuman Resources Ted R. Gonzales Nurse Practitioner Carolyn Buppert 87 �88 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2004 AND JANUARY 2005 Annapolis States Represented Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Maine Maryland Massachusetts Michigan Minnesota Missouri Montana New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania South Carolina South Dakota Tennessee Texas Vermont Virginia Washington West Virginia Wyoming District of Columbia Puerto Rico 35 I I 4 I 7 20 3 6 8 I 5 5 I Annapolis Santa Fe I Foreign Countries Canada Great Britain Hong Kong Mexico Taiwan 4 I I I I I Number of Students Fall2004 January2005 Men Women r36 69 II9 3I 86 64 6 2 I7 58 r7-24 r6-3r I 2 95 55 4 99 46 58% 69% Verbal Math 660-'730 600-660 I9 86 I I Early Entrance 5 3 Previously Attended College I I 3 I Range of Ages Veterans Kind of School Attended IO 8 4 Santa Fe I 5 Public Independent Homeschooled 5 I I I 6 7 I 8 6 5 I2 9 I 3 6 5 I 6 I7 I I I3 5 6 I I I Receiving Financial Aid SAT Ranges* Middle50% Middle50% •combinedenteringclasses, fall2004, with 79%reporting � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2005-2006 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2005-2006 Date A point or period of time associated with an event in the lifecycle of the resource 2005-2006 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2005-2006 Catalog Catalogue College catalog