12 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a5d4bf0fe212dbbbe761f7965f6bcb9d.pdf 68a27266c8005048513f99c92892ca32 PDF Text Text Thursday February 1 2024 The St. John’s Collegian A Gadfly Publication Vol. II Issue 3 Printed Thursdays in Annapolis From the polity Admissions Update: Looking forward to the class of ‘29 Students in Support of Khafiz Kerimov Discussion Based Application’s First Year Proves Successful, Annapolis On Track to Meet Enrollment Goals In the wake of Mr. Kerimov not being reappointed as a tutor, there has been an outpouring of student voices expressing dismay at this decision. Not only have students gone directly to administrative officials and faculty, but there has also been a great amount of conversation within the student body about Mr. Kerimov’s case and the reappointment process in general. This kind of collective activism is something I’ve not seen in my time at St. John’s. Despite being a community based in large part on thoughtful engagement with texts and each other, I find that important issues are often not sufficiently addressed. I’ve before thought of this as a general apathy. We’re just too tired from studying to care about anything else! However, this time students spoke up. A letter expressing disappointment with the Instruction Committee’s (IC) decision was signed by over 220 students and alumni from both the Annapolis and Santa Fe campuses. The chairs of the SCI, the student committee concerned with matters of instruction, co-authored a letter imploring the IC to reconsider their decision. Students presented the Dean with personal narratives of how Mr. Kerimov profoundly impacted them. And last Tuesday, the Delegate Council passed a resolution recommending that the IC reappoint Mr. Kerimov. The DC’s action is momentous as resolutions are rarely put forth. These are formidable efforts all initiated by students to reflect on an issue that pertains directly to our education and what we want that education to look like even after we graduate. This is not just about Mr. Kerimov. It is about our say as students in our education, and how we trust the faculty and administration to uphold academic excellence and adequately value those members of the polity who are rightfully esteemed by us. Reappointment decisions are private by nature and, frankly, I don’t care to know all the intricacies of the IC’s decision. It is enough for me to believe that Mr. Kerimov is a great tutor and an integral member of the community, and that because of this everything should be done to keep him St. John’s. I encourage students to continue discussing this issue with each other, faculty, and the administration. It must be made firmly known that we are invested in the excellence of St. John’s and are willing to act for the sake of its preservation. Emma Cunningham-Bradshaw The Regular decision deadline for applications to St. John’s College passed this January, and the admissions process is in full swing, with Early Action and Early Decision applicants having been notified of their admission on December 1st, and Regular Decision applicants learning of their admission on the day of publication. Rolling admissions, which continue until the summer and account for about a third of the College’s applicants, will begin on February 15th. “Our goals this year are the same as they were last year. In Annapolis, we aim to admit 140-150 people, while in Santa Fe, we’d like to have a little bit more than a hundred students. We don’t know if we’re going to meet those goals yet,” explained Ben Baum, Vice President for Admissions. “We have roughly 1,000 students who have applied, college wide, so far. We anticipate maybe another 500 between now and August. That’s one of the reasons we don’t know whether or not we’ll meet all our goals, because we don’t know how many people will apply between now and then. 1,000 students sounds like a lot, for an institution the size of St. John’s, but it’s a much more complicated story.” Part of the complication comes from the relatively small portion of admitted students who choose to enroll. “With our goals, 140-150 in Annapolis, and 100 in Santa Fe, we’ll probably admit somewhere around 700-800 students. The reason for that is that not every student who we admit comes. Roughly 30% of the students we admit enroll,” said Baum. “30% may sound like a high number, but it is one of the best of our peers.” Additionally, a limited applicant pool constrains the College’s admissions possibilities, especially on the Santa Fe campus, which has historically struggled to meet enrollment goals. Baum explained that “Last year, Santa Fe fell a little short, I think we had 92 students… The reason for that is that we did not have enough applications. That’s a challenge for St. John’s on both campuses…. The breakdown of [applications] skews towards Annapolis. 2/3rd of applicants apply to Annapolis, and only 1/3rd apply to Santa Fe. As a result, it’s harder to meet the headcount goals in Sanra Fe… The reasons for that are probably a matter of geography to a certain extent. There are very few liberal arts colleges in the Southwest, and the population of New Mexico is much smaller than that of the area around Annapolis.” Some demographic trends are also shifting. This year has seen a decrease in international student applications, with an increase in domestic students. Another major change to the college’s admissions process this year is the implementation of the Discussion Based application, an alternative application which replaces the requirement for an essay or letters of recommendation with an interview with an admissions counselor, an interview with a tutor, and participation in a seminar. “We launched it in August, explained Baum. “It was an idea that originated in an officers retreat… we were talking about how while our application covers many great things about St. John’s, it doesn’t cover the discussion centered nature of what we actually do here, and so we asked ourselves to figure out a way we could include that. So we came up with the Discussion Based Application.” So far, 134 students have applied through this process, which has no equivalent in any other school in the country. Baum noted great strength in these applicants. “They are, no question, some of the strongest applications we’ve received. What we think that students saw this as an opportunity to do something different that would be maybe more exciting or maybe comfortable for them in the admissions process for students who already know that St. John’s is where they want to be.” Matthew Holtzman, a tutor who has been participating in some of the tutor conversations, and is also a member of the admissions committee, explained what the interviews look like. “Usually, I try to get a sense of why the student is attracted to the College in the first place, what the student’s impressions of the College were so far. If they attended a seminar, what was the seminar like, and if they had anything they wanted to say in the seminar… usually, that’s a good sign: if the student had something they wanted to say.” Beyond this interview, the student may either join a Saturday seminar, or participate in Summer Academy to fulfil the seminar requirement. Once this and the shorter written portion of the application are completed, the student is notified (Cont. on page 2) This Week in Seminar Upcoming Events: Freshman: 2/1: Plato: Sophist, beginning–242B 2/5: Plato: Sophist, 242C–end Sophomores: 2/1: Thomas Aquinas: Summa Theologiae (see official list for selections) 2/5: Christian Creeds, Thomas Aquinas: Summa Theologiae (see official list for selections) Juniors: 2/1: Kant: Critique of Pure Reason (see official list for selections) 1/22: Kant: Critique of Pure Reason (see official list for selections) Seniors: 2/1: Essay writing Period 2/5: Melville: Benito Cereno Thursday 2/1 - 9:45 pm, outside the planetarium: long weekend bonfire Friday Night Lecture: No Lecture due to long weekend Page 1 Saturday 2/3 - Midnight*, Studio Theater: Senior Sh*t Show Tuesday 2/6 - 3:45 pm, Hodson Conference Room: Pathways fellowship information session * For all the pedants out there who insist this should be marked as midnight 2/4, note that the AP style guide says midnight “is part of the day that is ending, not the one that is beginning.” �Thursday February 1, 2024 St. John’s Collegian Admissions, Cont. from pg. 1 Theological debate: within two weeks of the admission decision. On the Most Essential Question Learned members of the polity, Corruption comes upon our holy community from all sides, through wickedness and sin, forcing our minds toward ‘practical’ matters of politics, graduation, and actually treating our employees well. I fear that the entire matter of this Godly institution is being lost. Must I remind you, good doctors of this our most holy church, what we are here for? What is the study of chemistry, mathematics, physics, ethics, theology, literature for? You spit in the eye of God when you say it is for human matters. I address you in your darkness: do you not remember our question? What is erudition for? There is only one question worth answering, for it contains the very nature of The Most High: How many angels could fit upon the head of a pin? We must use every piece of knowledge we have in our great canon to give the satisfactory answer of St. John. So let me begin: Proposition: More than one angel may fit upon the head of a pin. Vol. II. Issue 3 Proof: Apollonius will remind us (Conics, Book I) that a conic may be produced by the rotation of a line at some angle. This, clearly, means that a conic, of which the head of a pin is one sort, is a thing with faces, for the line may stop at any point and we call this a face from whence it began. Now, as we are reminded in the Ezekiel 10:12: “And their whole body, and their backs, and their hands, and their wings, and the wheels, were full of eyes round about, even the wheels that they four had.” Clearly, an eye is a thing for a face, two to one, as in the proportion of Man and God. Now clearly the head of a pin is a thing with faces and an angel is a thing with eyes. Thus, because the head of a pin has multiple faces, an angel must be able to place at least part of its surface to each of these faces. Therefore, it is entirely clear, an angel may balance by its two eyes upon one of the many conic faces, leaving the others to its brethren. The rest is obvious from here. QED. Such is only the beginning of a great learning which might be executed by our community. The rest is left to the polity to dispute in these selfsame pages. The Learned Doctor, Bennettus Scotticus Despite the different process, the applications are treated the same as regular applications. “What will happen is that I will submit my notes, and those will become part of the application,” explained Holtzman. Instead of reading an essay, the person reading the application will read my impressions of the student. When I’ve been on the other side of that, reading somebody’s notes, usually hat tells me the same sorts of things that an essay would tell me. I’m getting the same kind of information, just filtered through the eyes of one of my colleagues, which is helpful in the sense that I don’t have to do the same kind of deciphering.” Holtzman also noted that this process is not too different from the existing one: “I don’t think the discussion based application marks a radical change from the way we do things anyway, but it seems like a very appropriate substantive change. It is something different, and appropriate for us.” Both Baum and Holtzman indicated that the process so far had been very successful, and that they were optimistic that it will continue for years to come. “I think we can bring people into the college who can grow in their writing, who might just express themselves better in conversation,” said Baum. El’ad Nichols-Kaufman DC Budgeting And the dishes About the St. Update run back with John’s the spoon Collegian The Delegate Council Budgeting submission closed on January 19th this semester, with budget hearings beginning shortly before that in order to accommodate clubs like Waltz and Reality who planned to host events early in the year. In total, the Delegate Council has $45,000 in its bank account, and aims to allocate all of it this semester. However, clubs initially submitted $51,860 worth of budget proposals, not including thousands of dollars in late budgets. So far, as of the meeting on January 30th, the Delegate Council has allocated $29,994 dollars to clubs, as follows: - Reality: $6,210 Waltz: $4,760 KWP: $3,430 Futsal: $2,310 Jiujitsu: $2,190 Pangea: $1,955 Chorus: $1,646 Shammai: $1,006 Catholic Student Fellowship: $775 Board Game Club: $724 JSPN: $700 Video Game Club: $610 Folk Life: $500 3D Printing: $497 Drone Club: $475 Alexander Hamilton Society: $450 Orthodox Christian Fellowship: $450 Purls of Wisdom: $312 Chess: $221 Baking: $213 TEA: $166 Swim: $160 Law Club: $134 Polo club’s budget was not approved. The polity is not known for having an abundance of small mouths among its members but there is one thing many agree on: the soup spoons of the dining hall as of late are far too large. Luckily, as some may have noticed, the beloved teaspoon has recently made a reappearance. How long will they remain? It is difficult to tell. Their appearance is likely due to a top-heavy ecosystem wherein the dominant predators (soup spoons) have out-populated their own food supply (teaspoons) resulting in ecological collapse and a widespread die-off among predators. But with a lack of predators, the prey begin to come back and fill the empty ecological niche they once occupied. The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. It remains to be seen whether there will be a further evolution of the genus cochlear and if, with a lack of predators, there is an overpopulation that threatens keystone species such as the fork. Want to submit an article? We always need more writers, whether for opinion or reporting! Submissions for news articles should be between 400600 words, while opinion should be kept short at 400 words. A longer, journalistic piece may be up to 1,200 words. Just email eanicholskaufman@sjc.edu with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at lbriner@sjc.edu. Caleb Briggs, Amateur Cutlerist Contributors for this issue: El’ad Nichols-Kaufman, Editor Editor’s Note: Caleb Briggs I’d like to thank the Polity for responding to my cry for help in the last issue by sending in a wave of articles. Thank you all for making this paper possible! Emma Cunningham-Bradshaw I would also like to announce a plan for an upcoming issue of the Collegian on the 22nd. As the BVG will be meeting that week, I would like to dedicate that issue to four essays, of about 600 words each, on the issues students feel are important for the College and for the BVG to act on. If you have an idea for an essay of this type, please write to me! Submissions would be due on the 19th. Page 2 Bennettus Scottius Pensee of the Week Some built high towers, some became nobility, and some injected needles. But they all desired highness. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's Collegian, February 1, 2024 Description An account of the resource Volume 2, issue 3 of the St. John's Collegian, published February 1, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-02-01 Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issue3_2024-02-01 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2b66476ec7790f975709befa9264b9ae.pdf 36213ad5927cae32590f47f46a123d18 PDF Text Text Thursday February 8 2024 The St. John’s Collegian A Gadfly Publication Vol. II Issue 4 Printed Thursdays in Annapolis From the polity Forum held on proposed path on college creek Bike Path: The NIMBY Mentality Needs to Stop New Plan for College Creek Connector Presented, Discussed by Students, Faculty and Staff Friends, Johnnies, countrymen, lend me your ears. I have a bike-related bone to pick with you. The college recently held a forum about the proposed city bike path which would cross a portion of our campus by College Creek. I was surprised to hear students expressing negative sentiments not only about the project itself, but also about the city of Annapolis and its relationship to the College. I’d like to address this broader issue: the prevailing Johnnie attitude towards outsiders calls for a re-evaluation. It concerns me to hear students voicing fears about strangers coming onto campus from the bike trail, as if this isn’t already the biggest public green space in town. This seemingly reasonless distrust of the city of Annapolis and its individual residents doesn’t sit right with me. It saddens me to hear students talk about this city as if we are at war with it. I’ve heard things like, “We’re surrounded by Annapolis on three sides already. We can’t let them have the fourth, too.” We are not besieged. We are in a location. It surrounds us, in a spatial manner, as locations tend to do. This location happens to be the city of Annapolis. (In fact, I hate to break it to you, but they already have the fourth side, too. It’s a public waterway.) There are lots of good reasons to consider rejecting the bike path proposal (e.g. maintenance and security costs, pollution concerns, crew and sailing safety issues). But the vague, isolationist sentiments I’ve heard in recent days have no place in such a discussion. Let’s talk about real things and stop worrying about hoi polloi encroaching on our oasis. It would be a shame if we obstructed the city’s attempt at community (and shoreline) improvement for no better reason than our fear of the outside world. Let’s take a break from being the most contrarian college in America, please, for just a moment. We don’t need to live in opposition to everything around us. Let’s look over our hedges and acknowledge our neighbors. Let’s at least ask ourselves— to what degree should we consider our responsibility to the greater community we belong to, beyond the private interests of our college? St. John’s does not and should not exist in a vacuum. To operate under such a (cont. on page 2.) In 2021, the City of Annapolis first approached St. John’s College with a proposal to build a bike path across back campus. That proposal, Ally Gontang, the College’s Vice President for Finance and Operations explained at a forum this week, involved having the path run along the access road that lies parallel to the creek. However, concerns from the Campus Planning Committee prompted the city to return with a new plan that would have the path run on a boardwalk off of the College’s property, in the creek. However, as this would cut off the College’s water access, and be more expensive for the city, a third proposal was made, which was the subject of a forum hosted by Assistant Dean Robert Abbott. “It’s a critical link between two other funded trail projects to connect Annapolis to Anne Arundel County and beyond,” explained Eric Leshinsky, Chief of Comprehensive Planning at the City of Annapolis who has been responsible for some of the planning work. Currently, Annapolis has a gap between trails running through the northeastern part of Anne Arundel County like the B&A Trail and proposed expansions to trails running in the northwestern part of the county, and this trail would make Annapolis more bike friendly and accessible by connecting to these regional networks. Additionally, the trail was proposed as part of a wider goal to improve public water access in the City. “College Creek is one of our least publicly accessible creeks and yet one of our most important natural resources,” said Leshinsky. While other creeks are surrounded by private development, College Creek is mostly surrounded by public semi-wild land, making it a rare amenity for city residents that has the potential to be more accessible. The forum was held at a stage when the plan is very much still in the early planning stages. Gontang emphasized that “nothing is set in stone,” saying that student perspectives are still very valuable at this stage, as it is not yet clear whether the College will agree to the plan, or what conditions it might attach to potential agreement. Leshinsky said that the plan “is at a conceptual design phase...The conceptual design for any project we do is informed by community input and we work to get as much support as possible from adjacent communities. We’ve already met with Bloomsbury Square residents and St. Anne’s Parish, and they are very supportive.” The current plan for back campus involves a boardwalk running along College Creek, with the path then crossing onto land about halfway down the College’s shoreline and continuing on land behind the boathouse. The construction would involve improvements to native plants on the living shoreline, construction of a “boat pavilion” to shelter kayaks and canoes currently stored outside, improvements to the floating dock and renovations to the boathouse focusing on accessibility. “It doesn’t obstruct the boathouse at all or any college activities along the waterfront. That’s really the big thing, explained Leshinsky. “We’re also adding some improvements to the campus around the boathouse that address existing College needs including a fully ADA-accessible path around the boathouse.” At the forum, concerns were raised about the view of the creek, environmental impacts of construction, practical ability of the sailing team to practice on the creek, safety concerns and damage to the character of back campus, as well as the fear of strangers coming onto campus. Suggestions were raised such as the creation of a bicycle rental program like the one in Santa Fe, and of ways to make the project be either more secure or less intrusive. Leshinsky said that feedback from the College’s leadership at this stage is very valuable. “Right now we are in a bit of a holding pattern as we wait for more input from the college on how to proceed… We’ve been listening at every stage to make sure it works for the college… this project won’t be successful unless it has a benefit to the college.” Many of the conversations focused on whether or not the College should engage more with the Annapolis community, and make its campus accessible to more people, with students arguing both in favor of more isolation and of more community involvement. Leshinsky noted that he finds this kind of conversation promising. “There is a certain segment of the student body that I know is interested in connecting with the city and working with it… the college can be more public facing and connected to the city and not loose its ethos. I don’t think this trail will change the ethos of the College. It will improve the campus experience and connect it to the city and county, but it won’t fundamentally change the college.” El’ad Nichols-Kaufman This Week in Seminar Upcoming Events: Freshman: 2/8: Plato: Timaeus, beginning–57 2/12: Aristotle: Nicomachean Ethics, Book I Sophomores: 2/8: Chaucer: Canterbury Tales; General Prologue, Knight’s Tale 2/12: Chaucer: Canterbury Tales; Miller’s Prologue and Tale, Reeve’s Prologue and Tale Juniors: 2/8: Kant: Critique of Pure Reason (see official list for selections) 2/12: Kant: Critique of Pure Reason (see official list for selections) Seniors: 2/8: Nietzsche: Use and Disadvantage of History for Life 2/12: Nietzsche: Beyond Good and Evil, Books 1, 2, 3 Saturday, 2/10 Friday Night Lecture: Leslie Kay: Are brains computers? A smelly challenge to assumptions. FSK, 7:30 pm Page 1 - Lunar New Year - 4 pm, Mitchell Museum: Why do we need third spaces? Conversation with Manual Reyes Restrepo and Maria Del Carmen Montoya 9 pm, Mellon Lobby: Pangaea Lunar New Years Party Sunday 2/11 - 3 pm, Mitchell Museum: Sampling a Sampler Sampling tour with Jenny Cawood. Wednesday 2/14 - Valentine’s Day �Thursday February 8, 2024 St. John’s Collegian NONE KILLED, AT LEAST 0 INJURED BY BLAZE ON MARYLAND AVENUE: Fusebox in Ruins On Monday, February 5, a fire broke out on the northwest side of Maryland Avenue between Prince and King Georges Streets. The blaze was largely contained to a fuse box on a utility pole, where it is believed to have originated. Rachel Hauben (A25) and Peter Quinn (A25) were walking past when they noticed the inferno and notified the authorities. “We were walking down Prince George Street and saw an orange and yellow column wrapping itself around the fuse box,” said Ms. Hauben, adding that the flames were “not terribly significant.” She estimated the 911 call was made sometime between 5:30 and 5:56 P.M. EST. Mr. Quinn tells a different story when it comes to the size of the conflagration. When questioned he said, “Oh it was incredibly large. We saw a fire and I figured there was a department for that.” The fire crew apparently had some trouble locating the combustion and, in fact, missed the site of the immolation before being shown where it was by Ms. Hauben and Mr. Quinn. In the midst of the confusion following such an incineration, one thing is certain: the fire department was called, had cordoned off the site, and would not respond to a request for comment by the time this reporter arrived on the scene. Caleb Briggs Theological debate: A Retort to “The Most Essential Question” The honorable scholar and learned doctor Bennettus Scotticus has proposed a new proposition to our perpetually pondering polity. He proposes that more than one angel should fit on the head of a pin. I take him to be an utter fool, and a man hardly worthy of Letter of appreciation for college Creek In downtown Annapolis, I have found it difficult to find many places of rest. Most areas in the vicinity that are calm require a bit of a walk, which I have no problem taking if I have the time, though sometimes, and especially late at night, I do not want to spend this walk. This, then, is the primary significance that College Creek has to me: it is a little place of quietude, far away from the clamor of Upper Campus, and is always within reach. Countless nights having been spent on your docks, myriad waves seen roll by: here’s a little letter of appreciation to you, College Creek, related in my wonted sentimental manner. Reader to reflect a little on this quiet corner of Campus and what it means to them. As someone who has long had a profound fascination with natural bodies of water, I for one have found such a beautiful connection to this brook. I think it’s easy to overlook a spot that doesn’t usually have much going on around it, but that is really what makes it so special. Tarik Mahmud I love your wine-dark water, and its salty taste is a little sweet to me, I admit. Translucent in the day and obscure at night, it is shallow enough to wade in but deep enough to swim in. delusion, in my opinion, would endanger much of what the college stands for. We spend so much time here discussing man as a “political animal,” in Aristotle’s words. From the Republic to Politics to Locke, Rousseau, and Hobbes, the program compels us to be interested in the human community. The very word “polity,” which we use to describe ourselves, asks that we examine what it means to be a citizen. Upon graduation, we will each enter communities of our own. I believe that part of the St. John’s education is learning how to participate in such a community— a πόλις— wherever that may be. I love your residents, the fish and crabs and birds and spiders, each of them tucked away in their proper place, and reliably found—the crabs on the pier-posts, the fish rising up and falling away like the tide, the spiders hanging on the railing and from the light, and the heron taking up his perch upon the dock. I love your coldness: refreshing in the summertime, potent in the winter. I love your voice, which has no sound—but I think there are some sort of words about you, since I always seem to be in dialogue around you. I love your ears, how they listen eagerly whenever I sing to you. I love the sky above you, which you so faithfully reflect on your face. I love the stars above you at sunrise, and the clouds over you at sunset. I hope this small epigram of love will encourage the Bike Path (cont. from page 1) So, please, discuss the bike path proposal all you want. Take whichever side you prefer; there are reasons for both. I only ask that we consider the broader citizenship of our institution. Yes, we are members of the St. John’s polity. But St. John’s itself is a member of the Annapolis polity, and therefore so are we. Do we act like it? Helen Wagner Pensee of the Week A man pointed a gun to another man, trying to force him to do something. He responded by saying "I will not obey you, and now you are forced by me to shoot." Who has more power? Page 2 Vol. II. Issue 4 the titles he claims. He has clearly not taken into account the nature of the pin. I will grant him the truth that pins are things with heads, but that is not all they are. They are intimately related, and often interchanged with needles, both in description1 and in use. Doctor Scotticus' omission of the relationship between pins and needles calls into question the veracity of his findings. A pin may be a thing with a head, but a needle is a thing with an eye. Just as, quite significantly, an angel is supposed to. If the good Doctor is correct in his statement that an "angel is a thing with eyes" therefore it may well be that a needle is an angel. And if a needle, so commonly interchanged with a pin, is an angel, then it may be said that a pin is an angel in and of itself. And if a pin is an angel, then it remains to be asked first a foremost—a necessary prerequisite before one can question how many angels fit on the head of a pin— whether two angels can occupy the same space, one upon the other as they must be for one to fit upon the head of the other. To think a man so learned as Doctor Scotticus would overlook such an important principal question truly calls one to question the deservedness of his reputation and the worth that he brings to our fine institution. Such is the beginning of a great learning to be done by Doctor Scotticus, and I await his humble return to the chalkboard. The Esteemed Barrister Andronicus Manifold About the St. John’s Collegian The St. John’s Collegian is the weekly newspaper of St. John’s College Annapolis. We work to bring quick and timely coverage of important events going on, to help develop a more informed student body. If you’re searching for more in-depth investigations and reporting, as well as essays, art and culture, check out the Gadfly, our affiliated publication, which is published once every three weeks. Want to submit an article? We always need more writers, whether for opinion or reporting! Submissions for news articles should be between 400600 words, while opinion should be kept short at 400 words. A longer, journalistic piece may be up to 1,200 words. Just email eanicholskaufman@sjc.edu with your article, and we will work to get it in print! Longer form articles and more in-depth exploration of ideas should go to the Gadfly, which accepts submissions at lbriner@sjc.edu. Contributors for this issue: El’ad Nichols-Kaufman, Editor Tarik Mahmud Helen Wagner Caleb Briggs Andy Manne CLASSIFIEDS INFORMATION WANTED Everyone keeps talking about this guy, I think his name is Herschel? Last name starts with R. Junior, SF transfer, music assistant. I just want to figure out who he is and why everybody seems to know him. If you have any info, email me! (befuddledjohnnie@gmail.com) �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Collegian</em> Description An account of the resource A student newspaper of St. John's College. <em>The St. John's Collegian</em> began publication in 2023 and is affiliated with <a href="https://digitalarchives.sjc.edu/collections/show/16"><em>The Gadfly</em></a>. <br /><br />Published weekly on Thursday, with the exception of weeks <em>The Gadfly </em>is published. <br /><br />Earlier publications with the title <em>The Collegian </em>and <em>The St. John's Collegian </em>are available in <a href="https://digitalarchives.sjc.edu/collections/show/26"><em>The Collegian Collection</em></a>.<br /><br />Click on Items in <a href="https://digitalarchives.sjc.edu/items/browse?collection=69&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">The St. John's Collegian Collection</a> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's Collegian, February 8, 2024 Description An account of the resource Volume 2, issue 4 of the St. John's Collegian, published February 8, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2024-02-08 Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCCollegian_vol2_issue4_2024-02-08 Student publication The Collegian The Gadfly https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/71f5edf44878427a1391ee4fe3f9f708.pdf c25446cfc18c1695f957b6add93a871c PDF Text Text HISTORY AND THE LIBERAL ARTS ---~<----- BY )ACOBKLEIN ---~--- �HISTORY AND THE LIBERAL ARTS by Jacob Klein Friends and enemies of the St . John's Program, visitors to the College and many of its alumni often raise the question: why is History neglected in the St. John's curriculum? They point to the obvious contrast between the chronological order in which the ••Great Books" are re a d and the remarkable lack of historical awareness displayed by the students . The time has come , I think, to deal with this question e xte nsively . I p ropose to do tha t in this lecture. Let us reflect on the role and significance of History in a libe ral arts cirriculum. * * * * * * * * * The fir st , rather simple, statement that can be made is this : Man, having the ability to understand and being inquisitive by nature, wants to explore everything that he sees about him -- the various plants and animals, the stars and the clouds and the winds, the surface of the earth, the rivers and the forests and the stones and the deserts. Whethe r this p reoccupation stems from h is inunediate and urgent need, whether his inquisitive attitude is merely an extension of his concern to provide the necessities o f life for himself, whether it is the manifestation of his very nature or simply idle curiosity, need not be discussed at this point . Whatever the origins of this desire, man wants to find out, to figure out , to know. In this sense, then , man may be said to be inquisitive not only about what surrounds him, at the present time, but also about the future: he wants to know what is going to happen to him as well as to everything else around him. And finally he wants to know what happened in the past. Out of this latter desire, we may somewhat naively say, grows History, i.e., the exploration of the past, the finding of the pas t, the description of what has happened in the recent as well as in t he most remote past . Curiously enough, as you know, the Gr eek word historia means originally , exploration of any kind. Gradually it came to mean, even to the Greeks, the exploration of the past and the description or narration of past events. Thus we have History, i.e. , historical books: Herodotus, Thucydides, chronicles of all kinds, histories of Europe, America , India, of Guatemala , of the city of Annapolis, of the Universal Postal Union , of St. John ' s College, of the Imperial Palace in Peking . Such histories may be more or less correct . Descriptions of events must be checked as to their accuracy .with the help of all the evidence available: books, old records, letters, inscriptions, etc. Special skills in exploring and checking the evidence must be developed. Historical science and the methodology of historical science become a branch of knowledge; history can be taught and learned . Departments of History and archives �- 2 - are established. Historical journals come into being, dedicated to the improvement and enlargement of historical knowledge. All this circumscribes what may be called the domain of History. Is this, then , what History is? You sense immediately; this is not quite i t , this is not a sufficient description of History and what History means . First of all , there isaspecial emphasis in the pursuit of History which is lacking in other branches of learning. Take the science of geology , f o r e xample. However important and interesting its investigations and findings might be , this science does not make universal claims , it r estricts i t self to a definite domain . There is no such thing as a " geological approach " to any given problem . And y et there always seems to be an " historical approach" to almost any kind of problem in a lmost any field . Secondly , it is not quite correct to state that history is the des crip tion and narration of past events . Not e verything that is past is "historic" . That one of us here went to Washington or to San Francisco last week or some time ago does not necessar i ly belong to any history . It might , though . From a c e rtain point of view, with regard t o a n event we judge a s ignificant one , we can - - retrospctively -- recognize the importance of e v e nts whi ch lead to that significant one . Nobody, i n d eed , ever assumed that all events and happenings a r e equally important and significant and could become r ecorded in history books . Even Tolstoy who formulated the idea of an all- comprehensive history , based on integrat ion procedures i n the face o f i n finite series of minute e v ents, of historical infinite s imals, as it were, did that mere l y to reduce hi story thus understood to absurdity . All wri t ten and traditional h istory is based on a principle of s elect i on. This mean s that we must have -- a nd in fact do have -- some y ardstick to measure the significance and importance of events whatever history we may b e writing. It is not too difficul t to discern thes e yardsticks in Herodotus o r Tacitus o r Gib bon, f or example; more di f ficul t perhaps , b u t not impossible, to discover them in Thucydides. We can even venture t o s ay that in g eneral the yardstick is provided e i ther (a) by the consideration of the present state of affairs , the salient features of which want to be traced back to their origins , in a sort of genealogical procedure, or (b) b y the desire to derive a lesson for the future either from mistakes and failures or from exemp lary actions in the p ast, which desire leads to what has been called, since Polybius, pragmatic history. Sometimes both kinds o f yardsticks a re combi ned. I say that both the universality of the tendency to subject any theme to an historica l investigation and the selecting of events or facts to be dealt with historicall y -- help us to win a better unde rstanding of this hunian enterprise called History. This ent erpri s e does not seem to be grounde d in an inherent property of events o r facts that permits us t o arrange t h e m i n a seque nce, a n histori cal sequen c e , but seems rather to depend on a certain way of looking at things which stamps them i nto an historical pattern . One might be tempted to apply Kantian terminology to this phenomenon -- and people have actually done so --: there might be something of an historical a priori, a form of our think- �- 3 - ing that inescapably leads us to see things in an historical perspecti v e . Let us consider this for a moment. Let us beware though lest we indulge in an empt y , if easy , construction . As far as pragmatic history is concerned , the solution is based on our sense of moral virtues or our understanding of practical maxims of condu ct . Hub0:s versus Moderation , Tyranny versus Freedom, false hopes and foolish fears v ersus p rudence -- these are presented and p o i nted out to us i n the unfolding drama of historical successes or cata strophes . Here , then , the historical scene is merely the enlargement of our d aily life , providing us with grea t examples in large script . History in this sense i s founded on completely "unhist o rical" points of v iew . That is why t his kind of history wri ting does not constitute a specific domain l ike Phys ics or even Poetry. Note that Aristotle, the great systematizer of h uman knowledge, in t he face of such history -the only one he knew - - did not treat it as a pragmateia , a discipline in its own right . The same Aristotle who investigated , defined, elaborated on every conce i vable a r t and science : grammar, logic, physics, botany, zoo logy, astronomy, the ology , psychology, politics, eth i c s, rhetoric , poetry, did not e laborate on history , although he so oft en pre f aces his investigations with a review of the position s and opinions he l d in the pas t . I conclude: ther e is no histori cal a priori in pragmatic h is tory . The same h o lds true of the gene alogical t ype of hist ory , a lthough n ot in the same way . The very n otion of genealogy comprises n~t ion s of origin, source , development, more gene r al lly , the notion o f a temporal order. But t h ese notions are n ot stri c tly historical one s . They also determine oul. und ers t anding of b iological p h enomena , or mor e general l y , the phenome na of change . They are not constitutive categories of historical e xper ience . They are operative in any myth, they help to picture the growth and t he decay of i nstitutions, t he e xpans i on of domi nion and power'. b u t the emphasis is on the nat ure of those institutions arid the ove rwhelming character of that power . The base s of this typ e of hi s t ory, exemp l ified in Polybius and the Roman historians, a re still unhistorical, mostly l egal a nd political. But when we turn to that universal tendency to view things historica l ly, to use the h istorical approach in almost a ny field , the p icture changes. I t seems , indeed, as if h ere the form o f History s hapes the material under consideration so as to ma k e anything we look at assume hi storical c lot h ing, as if the very bas i s of our looking at things we re we hear i t so o f ten -- History itself . When, a mome nt ago, I d e nied that thi s was the case in pragmatic and genealogical history , I implicitly asswned , by way of contrast, the possibility of such a view. The question, then, is whether this h is torical way of l o oking at things is itself a necessary form of o u r understanding. One way of answering this quest ion would b e t o app l y the following test: can we approach and solv e this problem hi storical ly? �- 4 - The pragmatic and genealogical types of history are the only ones known in antiquity and the understanding of the nature of history corresponds to them. But a new understanding of history begins with the advent of Christianity . Let u s consider briefly in wh at it c onsis ts . I shal l use two outstanding examples: Augustine and Dante. Augustine, in the City of God (XV-XVIII) , gives a Worl d History based on a fundamental distinction. Mankind consists of two parts: there are those who live according to Man , i . e., in sin , and those who live according to God ; there are two communities , the c ity of men and the city of God. The l atter is in the making and after the Second Ad v ent will become the everlasting kingdom of God . The ear thly city will the n be destroyed and its inhabitants will join Satan . As long as this world exists , both cities are intertwined. Augustine distinguishes six ages : 1) from Adam to the De1uge ; 2) from Noah to Abraham ; 3) from Abraham to David (the "prophe tic age " ) ; 4) from Davi d to the Babylonian captivity ; 5) from the Babylonian captivity to Jesus Christ ; 6) f rom Jesus Christ to the end of this world . This universa l history is conceived mainly in terms of the Biblical account ; but the great oriental kingdoms , as we ll as Greece and the Roman Empire , have their place allocated in the gen eral flow . This i s not a "Phi losophy of History "; it is rather His tory itself , i. e ., the description of succeeding ages according to God ' s providential ordering of all events . The important thing for us to note is that historical succession itself, the fact of History , the fact that men's lives weave the History of the World, is not an accidental property of t hose lives but their very essence . Our and our fathers ' years have flowed through God's eternal To-day , says Augustine in the Confessions : "from this everpresent divine 'To-day ' the past generations of men received the measure and the mold of such being as they had; and sti ll othe rs shall flow away, and so receive the mold of their degree of being. " History, t hen , reflects the essential temporality of man , but reflects no less the eternal timeless pattern of his being . In following up the chain of historical events we do not select signif icant links. We follow God ' s providential plan. Our historical perspective is our view of an eternal order, just as the flow is our way of incomplete existence. For us to "exist" is identical with to "exist historically". But that, again , means that our existence spreads out in time the timeless pattern of God's wisdom. This is neither pragmatic nor genealogical history . It is, one might say, symbolic history . History presents the symbols that unfold in succession the eternal relations between creation , fall, redemption , and salvation. Let us turn to Dante . Here , again , we see a World History conceived in terms of God's timeless providential pattern . History is the sinister chronicle of man's fall pursued through all generations of men . The Greek and Roman worlds occupy a far more important place in this chronicle than that of Augustine. The horrors of Thebes more than those of Babylon indicate the complete abnegation of God's grace . It is not �- 5 - the contrast between the city of Men and the city of God which determines Dante's general view of historical events, but rather the contrast and intertwining of God's spiritual and God's secular order, of Church and Empire. The secular order, stenuning from God, reflects but is not identical with the spiritual order . Troy and its destruction are symbols of man's pride and man's fall . "And it happened at one period of time , " Dante writes in the Convivio, " that when David was born, Rome was born, that is to say, Aeneas then came from Troy to Italy .•• Evident enough, therefore , is the divine e lection of the Roman Empire by the birth of the Holy City (i.e., Rome), which was contemporaneous with the root of the race from which Mary sprang." The history of the world is here a kind of symbolic duplication of the spiritual history of man. It is by this very nature, as in Augustine , two-dimensional. Or , to put it in different words, the horiz~n of this kind of history, or better , of t his kind of historian , is dot historical. In this respect this kind of history is akin to the pragmatic and genealogical kinds . Here , again, it is worth noting : the primary liberal disciplines listed by Dante i n the Convivio and linked to the ten heavens of the world (the spheres of the Moon, Mercury, Venus, Sun , Mars, Jupiter , S aturn , and the sphere of the fixed stars , the primum mobile and the Empyrean Heaven) a r e Grammar , Logic , Rhetoric, Arithmetic, Geometry, Music, Astronomy , Physics and Metaphysics, Ethics, Theology. History is not one of them. When Machiavelli and Hobbes dethrone classical philosophy and revert to pragmatic history as the best teacher man can have in planning and conducting hi s life, they still cling to a two-dimensional h istory to build the i r own political philosophy . But now the scene changes : Vico's New Science marks a new beg inning. Like Machiavelli and Hobbes he defies all preceding philosophy . He bases his work on the fundamental (Leibnizian) distinction: the true and the certain . Wh a t is true is corruuon and therefore abstract . Wha t is certain is the par ticular, the individual, the concr ete. "Certum and commu:ne a r e opposed to e ach other." The philos ophers pursue what is common. They lack certainty . Only history (which includes philology) deals with the certain. The most certain for us is that which we ourselves have made, the facta, the facts . "The world of civil society has certainly been made by man; its principles are therefore to be found within the modifications of our own human mind. Whoever reflects on this cannot but marvel that the philosophers should have bent all their energies to the study of the world of nature, which, since God made it, He alone knows; and that they should have neglected the study of the world of nations or civil world, which, since man had made it, men could hope to know." Vi co sets out to fulfill this hope . This is the scope of his New Science. It is historical by definition. The historian looking at �- 6 - man-made worlds can understand their innermost core . He will t hus attain a more certain truth than the philosophers ever coul d : he will discover "the common nature of nations " or the "ideal eterna l history" of nations e stablished by divine providence . The New Science will thus be "a rational civil theology of divine provide n ce. " "S i n ce divine prov idence ha s omnipotence as minister, it dev elops its orders by means as easy as the natural customs of rnPn." This also me a ns that this science i s a " his tory of human ideas" &l ot a philosophical reflec t ion on ideas). There are recurrent cycles in the history of nation s that always comprise three stages : the divine , the heroic, the human . The p roper field of the h i storian is the c ustoms of men, their institutions , their laws, their writings, their p o et ry. In understanding them he under stands truth that is certain -- truthful certainty -- preci sely what the philosophers are unable to accomplish. At first it seems as if history in Vico's understanding pres erved its two-dimens ionality, since the objects o f his findings are the "universal and external orders establi shed by providence". But the se or,ders do not exist outside of time . Divine providence is not the provident ial plan of salv ation anymore. Vice's h i story is bent on finding the laws governing the human world i n contradistinction to the laws governing the wo rld of nature . Historical rea lity with i ts recurre n t stretches is one- dimensiona l. On the other hand, the histor ian c; l one is now the true philosopher . The methods of inte rpreta ti on and of philology he has to use constitute a~ organon comprising a xioms, def init ions and specifi c rules of infe rence . In other words : Vi co 's work competes with the work of Natural History, with t he work of Mathematical Phy s i cs . We have here a rather amazing historical fact before us . Le t u s remember . Towards the end of the 16th century a re-interpretation and recons ideration of the traditional, "class i cal", mathematical sciences led to the est2.blishment of Al gebra, a hitherto obscure ar.d "vulgar" d i sc i pline neglected by al l recognized ins titution s of learning, as the eighth Liberal Art Its progress coincides with the development of a new s ymbolic di sci~ line, understood as Un iversal Mathematics , a n e w and powerful instrume nt of human knowledge which is meant to rep l ace the traditional Aristotelian Organon . The science of nature becomes mathematical physics, begins to domin ate al l human understanding and gradually transforms the conditions of human life upon thi s earth. The only force opposing t his deve l opmen t i s Hi s tory with its claim to universality, f i rst attributed to i t by Vico and mai ntained with increased vigor to this moment. I t is significa nt, I think, t h at Vico's idea of an "ideal eternal h i story" i s a derivative of the idea of a Universal Mathematics, a s hadow, as it were, that the latter casts . As Unive rs a l Mathematics is to all speci f ic mathemati cal disciplines so is t h e "ideal eternal history" to all speci fi c histories of nation s. But this parallelism between Universal Mathematics and Universal History is to be understood in the light of the distinction between that which is " abstractly true " and t h at which is " concrete ly certain". Th e new s cie nce of Mathematical Physics leaves the natural experience of nature far behind: all that is concrete vanishes behind a scre en of mathematical symbols . Any teleology loses its meaning . The new science of History tries �- 7 - to restore the dignity of the concrete, fills the gap between the abstract symbolic understanding of nature and the immediate human experience of the world around us. It cannot dispense with the notions of means and ends . It is the distinction between the true and the certain which underlies the familiar and superficial distinction between Science and the Humanities. The latter are conceived as insepearable from History, can only be approached in historical perspective , come actually to life only in the medium of History. Since Vice, the idea of an eternal pattern of history , a vestige of the original Christian understanding, although occasionally forcefully advanced , has been generally abandoned. The emphasis is on the deve l opment of what has been called the historical sense . Three consequences follow . First , the fascination with the 'b therness" of the past : the discovery or reconstruction of cultures and civilizations "different" from ours , each with a different " sense of values " ascertainable in customs, institutions , works of art , architecture , literature, philosophy , religion. This very notion of an autonomous " c ulture " underlying the various manifestations of human activity can arise only within an historical horizon . Truth itself becomes a function of " cul ture" the existence of which appears a certain fact; "re lativity of values" becomes inevitably the concomitant of the historical perspective. Secondly, the sense of participating in the relentless historical flow makes observable trends the guide of our actions . The acceptance of events and doctrines that are supposed to follow the "historical trend" is one of the most potent causes for the predicament in which European nations have found themselves in recent decades. The impact of Marxism which goes unde r the name of historical materialism and the reaction to it derive their strength from the historical sense projected into the future . The Gallup Poll is one of the most r ecent and ridic ulous e xamples of this preoccupation with trends . Thirdly, a man understands himself completely as an historical being . "Histori city " becomes his very nature , but not in the sense that it reflects some timeless pattern. His Self disintegrates into a series of socially, and that means historically, conditioned reflexes. Historicity does not means Tradition. To see our selves as historical beings means to break the invisible traditional ties in which we live . At best, tradition then becomes a romantic notion, at worst, an academic phantom. If we consider the disciplines taught in our schools, it is easy to see that all natural sciences are patterened on the model of mathematical physics . The idea 0£ a universal ma'.:he1natics as the new organon of all science, however , dies away. On the other hand , all the disciplines within the realm of the humanities have become historical to the v ery core . The study of literature, philosophy , religion, music, and the fine arts , for e xample , is almost exclusively the study of the �- 8 - hi.s tory of li.terature, the history of philosophy, the history of religi.ons., the hisotry of music, the history of art. Field s o f study of a more practical applicability as, for example , languages, political science and economics , retain a certain autonomy . The theoretical dignity they may have , howeve r, is safeguarded only by his torical considerations or, for that matter, by methods borrowed from mathematical physics. I t seems, then , that Mathematical Physics and History divide betwee n the mse lves, in a fairl y exhaustive way , the r u le over the e ntire domain of huma n knowle dge. Does this permit us to consider them as two necessa ry ways and forms of our unders t anding? If this be so , Mathematical Physics and History would come clos e to being the two Liberal Arts of the modern age. A.ny liberal art s curriculum ough t then to conce ntrat e one these two great bodies of learning in ke eping with the tre nd of e vents and in p repar ing s tudents to follow i t f ur ther . At thi s point , we can pause and ref lect on the results we have reached . As to MAthemat ical Physics, the task b e fore us is clearly not the tracing of its hi~torical development. We hav e rather to understand the methods and the nature of t he concepts that have made this development possible. We have to understand t he specific use made of mathe matical symbols, the relat ion of mathematical deduction to veri f ying e xperiments , the relations between observations , hypotheses , theory and truth. That is indeed wha t we are try ing to do in our Mathematics Tutoria l s and in the Laboratory. And i f we do not do that full y and in the most satisfactory manner, we have to improve our ways. The danger we ·a r e running in this case is the very same that has threatened t he integrity of scientific understandi ng since the 17th century and which has barely begun to be warde d off in r ecent developments : the d anger to confuse the s ymbolic means of our understanding wi th reality itself. If we turn to History, we have f irst to r emember the ques tion which gave rise to the p rec eding historical account. The que stion was: is the historical way of looking at t hings a necessary form of our understanding? The answer - - in the per spective of History -- is in the negative: the universal historical app roach is itse lf a product of , and presumably nothing but a phase in, an historical development , which cannot claim any absolute validity, no matter how "natural" and familiar it seems to us at the pre sent moment . We have to recognize, moreover, the possibility of a dangerous confusion similar to t he one I have mentioned with regard to Mathematical Physics . The results of historical investigations based on specifi c historical concepts and methods of interpretation ought not to be confused with the real picture of a real past. Not to see t hat, means to surround us with a pseudo-historical horizon of almost mythical quality so as to make us talk glibly of "Greek culture ", "medieval times ", "Renaissance", the "Seventeenth Cen- �- 9 - tury", the "Age of Enlightenment", etc. Such pseudo-mythical notions are usually i.n the minds of people who recommend that we take into account the proper "historical background" whenever we read and discuss a Book. The assumption behind this recommendation is a rather naive one, to wit, that in the effort we make to understand a Book or a series of Books we could fall back on an objective and certain datum, the general culture in which the ideas expressed or propounded in those books are rooted and from which they derive their strength and intelligibility. We ought to see instead that the commonly accepted picture of an historical period is largely due to an interpretation of the content of books and other documents which presupposes in the first place the ability to deal with gramatical patterns, to discern rhetorical devices, to grasp ideas in all their implications. In point of fact, the main task of any historian is of necessity the interpretation of whatever data he may collect. The art of interpretation and all the other arts which minister to it depend on the understanding of the function of signs, of the complecity of symbolic expressions, and of the cogency of logical relations. To understand a text is not a simple matter . To arouse and to cultivate this understanding is one of the primary tasks of our Language Tutorials. More than anything else, more, certainly, than the historical sense fed so often on sheer ignorance, an improvement of our interpretative skills could help foster genuine historical research and writing. We may ultimately get to see that the problem of History is itself not an historical problem. It follows, then , that in pursuing these goals we should ignore history's claim to universality, ignore History itself, if you please, in order to devote our full attention to the development of all the arts of understanding and all imaginative devices man can call his own. It takes courage to pursue a rather narrow and steep path hardly visible from the highways of contemporary learning. But let us remember the inscription on the old seal of the College: No path is impassable to courage. The reward may be high. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. 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Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 9 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History and the Liberal Arts Description An account of the resource Typescript of a lecture delivered June 5, 1953, by Jacob Klein as part of the Formal Lecture Series. The typescript was printed by the St. John's College Press and sold in the college's book store around 1965. Creator An entity primarily responsible for making the resource Klein, Jacob, 1899-1978 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1953-06-05 Rights Information about rights held in and over the resource The Greenfield Library holds the literary rights to Jacob Klein's work. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Education--Philosophy--History History--Study and teaching Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Klein 1965 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/50f23710ab61759c567a7fb8477afe9a.pdf f61d04b7862210970082476f1c0e3910 PDF Text Text ARISTOI'LE (An Int~oduction)* by Jacob Klein I Many, many years ago, I attended a series of lectures on Aristotle 1 s philosophy. The lecturer began his exposition as follows: "As regards Aristotle himself, as regards the circumstances and the course of his life, suffice it to say: life in philosophizing, and died"• most appropriate: Aristotle was born, spent his This beginning seemed to me !~ for Aristotle means to us, indeed, nothing but what we know of him, or fancy we know of him, as of a man engaged in that extrav@gant enterprise which, since Pythagoras (aecording to the tradition), has borne the name of "Philosophy". There is a difficulty, though. Whenever we try to understand what Aristotle is saying, we st11GD.ble upon something that we simply cannot ignore, and that is that his words bring up the words of another man who was his teacher and bore the name of Plato. There is no alternative: we have to face that peculiar circumstance in Aristotle's life. It is pretty certain that, at the age of 17 or 18, Aristotle joined the community founded by Plato outs~de the walls of Athens and called (from i t s geographical location) the Academy. He stayed there until Flato died, that is, for about 20 years (367 • 347). following 13 years he taught ~or In the a while in Asia Minor and was invited to tutor a young Macedonian prince who later became lmown as Alexander the Great. In 334 he returned to Athens and established, again outside the walls of the city, a spot of leisure, that is of study, called the LycetlDl. Not being a citizen of Athens, he could not own this place. He mer ely t aught there. About a year before he died, it pleased the *Enlarged version of a Formal Lecture delivered April 20, 1962 �- 2 - city of Athens to accuse him of impiety, that is, of undermining the city's life. Aristotle decided to leave Attica rather than stand trial. He is supposed to have said on that occasion that he did not want the Athenians to commit a crime against Philosophy for the second time. !!El£ Born in Stagira (Thrace) 384 (with approximate dates) Academy 367 - 347 '--· -----;----' 20 Lyceum Death 334 - 323 322 Abroad 347 - 334 '----,,.---·' 13 ·- -- y - - - ' 11 Now, if we look at what is known as The Works of Aristotle, we cannot help being amazed by both their bulk and their diversity. These works have come down to us in nearly the same condition in which they were edited by Andronicus of Rhodes in the first century B. c. There are all kinds of stories concerning the way they came to be edited. shall omit them. I We do know, at any rate, that this edition did not contain a series of other works attributed to Aristotle and not available to-day, except for the book entitled "The Athenian Constitution" the text of which was found in 1880. Above all, that edition did not contain - and was not supposed to contain - a series of genuine works Of l:ristotle, Dialogues, Epistles, and also compositions in verse, already published and well known in antiquity. fragments of them. We possess only a few As to the body of Aristotelian works available to us, it consists, beyond any doubt, of some of the material directly related to the lecturing and studying which went on at the Lyceum and presumably also at other places where Aristotle taught. Parts of that material are lectures or treatises composed with great care; but other parts are more or less loosely conjoined treatments of topical themes, �notes, perhaps mer~ compositions. There are, on the one hand, different and sometimes abstracts from, or comments on, more original irreconcilable versions of one and the same theme, and, on the other hand, identical passages re-occurring in different contexts. You have a sheet detailing the body of Aristotelian Teaching as it has come down to us since its publication by Andronicus of Rhodes. (Some of the listed works are of doubtful authenticity ••• ; some are incomplete ••• ) It seems not unimportant to note that all these writings, the listed ones as well as the lost ones, can hardly have been produced in the 11 years of the Lyceum period, during which short period, incidentally, Alexander succeeded in conquering a world. The writings con- cerning the classification, the physiology and anatomy of animals alone must have required many, many years of study and observation on the part of quite a few people. It is even doubtful whether the tremendous effort to which the extant Aristotelian writings as well as the titles of the lost ones testify can be thought of as confined within the limits of the 24 year period between 347 and 323. It seems more reasonable to conceive of that effort as having begun in the Academy period, long before Plato's death. We have indeed, some evidence to that effect. It is undeniable, furthermore, that Aristotle and those who assisted him in his work utilized studies made before Plnto's days. But it is still true that everything we read in that collcctio n of Aristotelian writings bears an unmistakable stamp: terms in which it is written. the language and the peculiar lfuB.tever the degree of incoherence or coherence in the body of Aristotelian writings, their language has always the same characteristic mould. And, what is more, the shadow of Plato is always perceivable in them. �As you undoubtedly know, classical scholarship, in the last 150 years, has concentrated on the task of finding the correct chronological sequence of the Platonic dialogues. brought to a more or less successful end. This task has indeed been Let us not forget, however: it is one thing to establish the chronological order of the dialogues and quite another to understand what they are about, what they repre• sent, what they say and do not say, and why they do so. To interpret the chronology of the dialogues as mirroring the development of Plato's own thinking - even under the assumption that such a development did actually occur - is a sign of considerable naivete or of no less considerable rashness. More recently, the attempt has been made to construetthc development of Aristotle's thinking and to distinguish a so-called "Platonic period" in Aristotle's life from a post-Platonic and finally an anti-Platonic phase. Granted that !1ristotle's thinking must have had a history, granted that what we call his philosophy did not spring out of him as Pallas il.thena did out of Zeus' forehead, the evidence presented by his work, fragments and all, is far from sufficient for establishing and delineating with any degree of accuracy such stages of his thought. Two things, however, are overwhelmingly clear: 1) the basic postulates of I ristotle's thinking are to be found in what we conceive to be Platonic - and Socratic - philosophizing; 2) there is an unshakable unwillingness on Aristotle's part to follow Plato's lead in certain crucial respects. It is safe to say, I think, that fristotle's relation to Plato is a supreme example of the true pupil-teacher relationship: the pupil's unswerving loyalty to his teacher manifests itself in the pupil's commitment to Truth, even if that commitment makes the pupil reject the teacher's teaching. Let us hear Aristotle �- 5 - himself on that subject. About to begin an investigation into what is meant when people talk about "The Good", Aristotle remarks that such an investigation is ''distasteful" to him because it involves "men dear to him" ( qdA.o t. avbp E g who introduced the doctrine of "ideas" (i;?x €Lbfl ), that is - to use the Latin term - the doctrine of "species", or - to use the equivalent English term - the doctrine of "looks". on to say: These men are Plato and his followers. Aristotle goes "But - for those pursuing philosophy, at least - it would seem that it is probably better and, to safeguard the truth, even necessary to go against the grain; for, beth one's friends~ the truth,, being dear to one, it is right and proper to give greater honour to truth". "friends" (cp O.o 1. The companions in the .Academy called themselves )• In an Elegy, a fragment of which has been pre- served, Aristotle speaks of an altar dedicated to "holy Friendship" and unmistakably refers to Plato (without naming him) as to a "man whom even to praise bad men have no right". Let us, then, keep in mind this exam.plary relation of Aristotle, the pupil, to Plato, the teacher, in trying to understand Aristotle's own way. II It would be ridiculous, you will agree, to try to encompass, in a lecture like this one, the sum total of Aristotle's philosophy. All I can do is to point to • I should rather say, to hint at • some of the fundamental features of this vast edifice. Let me first put up a somewhat simplified table of .Aristotle's main themes indicated by the following terms: �- 6 cpt10'LG 'td( L {; (nature) -t:w~ (life) cxv9pwn:o~ - 'tl!XVf} •. A.dyoG. (soul) -vou<; ( •••• ) (order) -xcfoµo<; {world) i (man) (art) ( •••• ) None of these terms is specifically "Aristotelian". They are Greek words commonly used in a somewhat confused and ambiguous way. In Aristotle they acquire - to a large degree - an uncommon and unambiguous significance. Let us look at them. Unavoidably, we have to begin with A.dyo£ • The principal and rt/ inext±guishable meaning of this word is speech. We mean by speech ( - you, and I, and everybody - ) a sequence of sounds uttered by somebody in such a way as to be understandable to others. The verb "to understand" refers primarily - if not uniquely - to speech. Hearing somebody speak, we may say: I understand what you are saying, We may, in fact, misunderstand, but even misunderstanding involves understanding. But ~ do we understand in hearing somebody speak? Not the sounds by themselves, the audible and articulated, low and high pitched noises issuing from somebody's mouth (or some machine, for that matter). We hear these noises. But hearing is not understan• dl.ng. That's why we do not understand speech in a foreign tongue. In a manner which, itself, is hardly or not at all understandable, the sounds carry with them - or embody - or represent - something else, precisely that which makes us understand, whenever we understand. This source and target of our understanding consists of units, to which single "words" correspond, as well as of combinations of those units, to which whole sequences of "words" correspond. The speaker and the hearer share - or, at least, intend to share - the understanding of those units and of those combinations of units. transposes what he ~ The speaker into sounding words and the hearer who under- �stands reverses that process in reaching back to the intended meaning. The intenc1.ed meaning is what the Greeks call "Ch VOf}"tdV, its single units are theVOf}"tcf (VOTJ"Cc.5Vbeing a verbal adjective Of VOELV ). Speech and Understanding are inseparable. Aoyor;, .neans inseparably both: speech and that which can be and is being understood,!!! speech. It is in man "nd through~ (~v8pwn:OG ) thnt>-.~o; manifests itself conspicuously, so much so that Aristotle is able to say: .man is a living being possessing speech, and that means possessing the ability to ~ders~ the spoken word ( ~cpov >-.oyov exov). But what does speech "bespeak"? The answer is: everything man is familiar with - the sky and the earth, the rivers and the sea, the living beings around him, on land, in water, in the air - the things he himself builds and produces as well ~s the tools and appurtenances that his arts and skills require to produce those things • and furthermore the lmowledge that guides his arts and skills, not only to satisfy his most elementary needs but also to establish customs and institutions in which his life flows from generation to generation, in m:i.sery or happiness, in friendship or enmity, in praise or bla111e, and to which customs and institutions he is attached beyond his most pressing wants. That's what his speech and his understanding are mostly about. I just said: n ••• are ~"· tfuat a loose way of speakingJ Speech and the understanding that goes into it and can be gotten out of it are not just "about" something. To be sure, we can choose a theme and talk about it, circumscribe it, beat about the bush. But what we say, however circuitously or confusedly or loosely, is said in words and sentences each of which conveys immediate meaning. The ~ cannot help moving in the medium of the immediately understandable. To be sure, words and sentences can be involuntarily or deliberately �-sambiguous. But they can be that only because they carry with them several distinct meanings which, separately, are clearly understood. To be sure, speech can be obscure. But it can be obscure only because the clarity of some of its parts impinges or seems to impinge upon the clarity of others. Speech, then, presents to the understanding of the listener what the speaker himself understands. but combinations of ~1l!tcf • It presents to the listener nothing In doing that, however, speech "bespeaks" all the things and all the properties of things that abound around us, all the special circumstances and situations in which we find ourselves. The question arises: do the \IOf}'t"d presented to us in speech stem from the speaker, whoever he might be, or do they stem from the things and circumstances spoken of? Does not any human speech translate the language of the things themselves? Let me turn for a moment to the way the things around us are referred to in more recent times, in the 17th century. words: "The Descartes: Harvey: ~ of Nature is written in mathematical characters". "The science contained in the great boo15 of the world". "The consulted". In Galileo's ~ of Nature lies open before us ~nd can be easily The phrase "book of Nature" is a metaphor, to be sure, but why was this metaphor chosen by so many authors? Is it not because Nature is here understood as something that can be read, read like a book, provided we know how to read it? What have we been doing ever since but reading and decoding the book of Nature? indeed imply a language which is nature's own? But does not that Francis Bacon was of the opinion that Nature is subtly secretive, full of riddles, Sphinxlike. But secrets can be revealed, riddles can be solved - in words. We persist, as you can read every day, in solving the "riddles of �- 9 - nature". In ancient times, the language of all that exists around us is taken mudh more directly (I was about to say: in a much more literal sense) as a spoken language, a language not written, yet visible, and if not visible, one to be guessed at. Human speech seems indeed to translate that visible or invisible language of things into the audible language of words. find just as the sound of human .s peech can be traced down to its ultimate components to which the letters of the alphabet correspond, things around us can be de-composed into their first rudinents, the "elements", the original letters of the language of things, as it were. Our speech, even our unguarded colloquial way of speakinc, may reveal to the attentive listener the hidden articulations of the language of things, Aristotle • no less than Plato - is always bent on fallowing- up casually spoken words. No doubt, speech can deliberately deceive us, distort and falsify the truth of thingso The fireworks of the Sophists, for example, - and there are always sophists around - make things anq relations of things assume a most unexpected, dazzling and puzzling aspect: suddenly apoear not to be what they are. things But who is doing the lying - if it be lying -, the sophists or the things themselves? A critique of speecht a critical inquisition into speaking and arguing has to be undertaken - as it was undertaken by Parmenides - by Prodicus - by Plato - by Aristotle. follows: The result of this critique can be stated as to speak does not always mean to make thinfS appear in their true light. For Aristotle, only one kind of speech, ~;,>,,&yob ~nocpa'\!­ 't (.X"b' the declaratory and revealing speecht translates or interprets the language of things. To be able to use this kind of speech requires a discipl!!.1..!:., the discipline of the >..dyoG • Everywhere in Aristotle's work one senses, to the annoyance of some and to the delight of others, �- 10 - the effectiveness of that discipline, the effectiveness of what we call the "Logic" of Aristotle. It is this emphasis on the >..dyo£, the A.dyo£ &'ltocpa v-r t xd~, which made Aristotle the great teacher through the centuries. this respect he is as much a ·pupil·· as a teacher. But in We have a significant passage in Plato's work which indicates that rather clear- ly. I mean the passare in the f~ where Plato makes Socrates meet Cebes' crucial objection concerning the deathlessness of the soul, Here, Socrates, after - silently - looking back into himself for quite a while, reaches - in speaking - far back into his own youth. He wanted very much, he reports, to find out, with regard to any single thing or occurrence, what was responsible for its coming into being, its passing away, its being the way it was. satisfactory answers. But he could not find any Nor could he learn thera from anybody else, not even from the great Anaxagoras. He had to abanc1on the way in which questions like the ones he was asking were dealt with in the various versions of the "inquiry into nature" or the "story of nature" ('JtEp\ cpl!crnwi; ten op 'a ) • He decided to embark upon a different journey, his second journey, his "next best try" ( bet5-rEpoi; TIA.oui; i'Jt\ 't~V 't~G a l-i; fob ~ rf'tflO't.V). This is the presentation he makes of his new endeavor. By looking directly at whatever presents itself in our familiar world, at things and their properties, at human affa irs ancl. actions, we run the risk of being blinded as people do who observe the sun during an eclipse if they do not l ook at its image on s ome w0tery surface. That nmy well have happened to thos e investigators of nature. To avoicl. being "blinded", Socrates thought he had to "take r efuge in spoken words" ( € (£ 'tO~ £ A.dyou i; xa-racpuydVL~~ in exchanging questions and answers with himself and wi th others, and in ~ search for the �- 11 - truth of thinr s • What Socrates implies is that the reasons for things being as they are and the truth about those thinfs are to be found in the spoken - or, for that matter; ~ilcnt - words and the \IOfJ'td they embody. That is not to say, Socrates warns, that the example of the sun, which can only be looked at through its image, is applicable here: if one compares a man who investigates things in words with one who investigates them directly, the former can hardly be said to be more concernecl with images than the latter. On the contrary, we surmise, it is the former who sees things as mere images or copies of genuine originals, ~a~ely of the VOfJ'td revealed to us in speech, in spite of the widespread opinion that "mere" words and their meanings at best mirror and usually do nothing but distort what we call "reality". "Reality" is an anglicized queer Latin term, the more adequate, if barbaric, English translation of which is "thinghood"• - It is safe to say, I think, that in one respect at least, . Aristotelian philosophy consists in the execution of that Socratic program. It is in speech, in searching for and finding adequate words, that the A.~yo{; of things, the A.dyoG of nature ( cpuO't{; audible and capable of being understood. ) becomes That's what constitutes the characteristic mould of Aristotelian language I referred to earlier. It is an unfortumite, if perhaps not surprising, historical accident that Aristotle's vocabulary acquired immeasurable weight and a fetishlike character in its Latin rendering perpetuated in almost all modern tongues. It is perhaps no exaggeration to state that something like three quarters of all existing scientific and philosophic terminology is either determined by Aristotle's latinized vocabulary or .can be traced back to it. Quite a few ti.mes in the past a revulsion against �... 12 .. that gibberish set in, We witness some of it to-day, of .Aristotelian terms endures: But the impact our corimon daily language bears witness to that.• On the other hand, Aristotle's execution of the Socratic program entails at least five interrelated modifications of some of the crucial Socratic-Platonic postulates, In trying to speak about this other aspect of Aristotelian philosophy, I shall have to consider some of the other terms in the table I put up .• Ill Socrates, in the Phaedo decided, as he said, to take refuge in spoken worc1s in order to fi~1d that m ich is responsible for any single thing or occurrence coming into being, passing away, being the way it is, The phrase character of the 0 to be responsible for•••" describes the at'tta presented to our understanding in speech, '\>Of"J'tcf Aristotle firmly holds to this view, The V'OT)'tcf are the £ rt:if) , the species, the invisible looks, on which the existence of things depends, They provide us with true answers to the question: why do things come into being, why do they pass away, why are they as they are, But the way of their having that responsibility is, according to Aristotle, not made sufficiently clear by Plato and those who follow Plato. sense has a VOfl'tdv, an that a VOfl'tdV 1 an sists. € € tbOG being? rboG 11 is 11 ? In what What docs it mean to assert The Socratic w2y of questioning per- But Aristotle's answer brings the first decisive modification of the Socratic-Platonic view. Wh'1 t Aristotle has to say about his controversy concer ning the objects of mathematical scienc es is also applicable to his controversy concerning the will not deny thnt they ~ being" ( oµ, n:cp ' L i;ou- 7 E: Lb~ : "The dispute but will be about the manner of their € L va 1., , ' ' \. a}.,,)\a nep ' 1. 't'OU- 'tp01t?O.A The l)hrase �- 13 "manner of being" will be gradually clarified, I hope, as I proceed with this lecture. The manner of being of an e {cob is that it is al together "at work" (the Greek neuter adjective is ~vepydv), that is: ~.2!· ~work £.!ght Its being can, therefore, be characterized as Jvf!pyE La. not certain whether Aristotle coined this term. It is But whether he did or not, it belongs to him as intimately as our skin belongs to our body. The being-at-work of an £ ro0£makes it responsible for the work done. -How it is done, what that responsibility entails, . is a complex matter. For the work of the £ tbob is not done by the Et~6~1:he way our hnnds, for example, do their work (although Aristotle, on one occasion, compares the functioning of the soul to that of a hand). to come back to that point after a while. I shall have What is most noteworthy about "being-at-work'' is that there has to be something else, that namely which is being worked on. This other something has to be capable of being worked on, that is to say, its character must be that of a suitable material, as wood or timber is suitable material for the work a carpenter has to perform. The chara~eristic name of that suitable mat erial is uA.ti (actually derived from the Greek word for "wood"). Its manner of beinr: consists in nothing but in its ability to play that role. Its manner of beinr is ot!vaµ Lb • Nothing, I re- peat, nothing is ~"-fl except in relation to work it is subjected to, that is, in relation to an bricks. Iron is iron. ~vtpyE La. Wood is wood. Bricks are Wood can be called a material only with regard to some operntion to be performed on it, an operation that woulcl tranl!form it, say, into a table-. 'Where do we get an inkling of the work involving£ rcob and and their respective manners of being? ~"-ti The Aristotelian answer is: in the conspicuous phenomenon of generation~ of y~VE<1L~of "coming to �-14 - be"• I mean the phenomenon, ever present before our eyes, of produc- tion and re-production, of generation and re-generation. Men generate men, cats generate cats, birds generate birds, fishes generate fishes; there are always young ones playing about; and this quite independently of any possible evolution stretched out over an exceedingly lonr period of time. Flowers and grass appear in the Sprinr, disappear in the Winter, only to reappear the next Spring; trees bud, then blossom and grow fruit, and fruit produces seeds, and seeds grow again into plants; every morning the stm. rises, every year Spring is born anew; and even moisture con0enses into clouds which in turn produce water apain. That's what the word ylve0'1.~ becoming; the thinr,s which are implies: it means both coming.!.£ fener~ted are all things The old myths tell this story over and over genesis is the very soul of any myth. story of its genesis has to be told. of their genesis has to be told. subjects of any myth. ~gain. E!!. an<l !£ rn· In fact, To understand the world the To understand the gods the story Cosmogony and Theogony are the primary To understand properly any event in human life, or the character of a people, or a city, this event and this character has always to be related, it seems, to its mythical oririns. To tell the myth of something means to tell how this something came to be. An enterprise of this kind does not make much sense unless one relates everything ultimately to beginnings which make any genesis possible. These are precisely the mythical origins. these two elements: They contain, of necessity, the Male and the Female. And however distant the sobriety of Aristotle is from the exuberance of those ancient tales, still the same aspect of the world as a chain or as cycles of reneration dominates his thought. One great and prime exar.iple of generation is the generation of livint- beings, of animals. 1i.ristotle does not assume that all �- 15 .. generation requires the separate existence of the male and the female; he !mows that i11 some cases it is very difficult to attribute the role of the male or of the female to any part 0f the generating process. But on the whole, the male and the female are distinct. This, then, is how Aristotle describes the process of' reneration in those cases in which he thinks that the male animal emits semen. ''!tlther the male .!!£!: the female emits seI:Ien £!!to~~~' they both dep0sit together what they have to contribute .!!! ~ but female, because in the female there is the material (~X.fl ) out of llhich that which is beinr- fashioned is maO.e" • 01')µ1.oupyotfµevov san, a craftsmen, a (Aristotle uses the word , which means that which is worked on by an arti~f)µt.oupydb ) "• •• Hence, of necessity, in the female that parturition takes place. it is For the carpenter is close by his wood and the potter close by his clay, and, in general, the working on the material and the last motion which acts upon it is close by the material; for instnnce, housebuilding takes place at the houses which are beiilf built. These instances may help us to under- stanc how the male makes its contribution to generation; f or not every male einits semen, ano in the case of those which do, this semen is not a part of the embryo as it develops. In the same way, nothinr passes from the carpenter into the pieces of wood which are his material, and there is no part of the art of carpentry present in the object which is being fashioned; it is the visible shape and the f 0rm (~ µ.opq>lf xa\ 't~ er bO£ )which pass from the carpenter and which come to be in the material by means of the movement that fh i::; carpenter execates. It is his soul, wherein is the form (i;b etbo£), and his knowledge which move his hands or some -0ther part of his body in a particular way (different ways for different products and always the same way for �- 16 - any one product); his hands move his tools, and his tools move the material (~X.fl ). ~ ~ }!!milar way, Nature, acting in the male of semen-emitting animals, uses this semen as a tool, as something that, by virtt1e of being !!!, .!!£!:! ( 'VEpye t~ ), has movement; just as when art, the tools are in movement because the movement which belongs to objects are being produced by any art is, in a way, in them"• The embryology implied in this passage as well as throughout J~ristotle's work is faulty. We know much more about the mechanism of fertilization than he could have possibly (We should not forget, knO't.ll• though, how incomplete this our knowledge is.) But there are elements in this description which are quite inaependent of any embryology. Let me first restate what I have just quoted in a more technical way. The material factor o;f generation is represented by what the female contributes to the embryo. It is the ~hfl • The motion which works on that material is the motion of the semen that is emitted by the male animal, and its semen corresponds to the caroenter's tools. But what, in generation, corresponds to the table that the carpenter, as we say, hns in mind, and furthermore, to the purpose that determines the looks of the table? It is Nature, qn.fo· LS, on which the motions of the male animal and of its semen ultimately depend. It is cpt!crt.c; which provokes in the living being the urge to generate:epws, desire, overpowers the living being. And that is how life ( l'.;w1'f) is perpetuated for ever. This process shows the double aspect of what we call Nature, cp\!a LS (which term is derived from the verb q>'1w meaning beget, en• gender, generate): .I cpu~qnust 'I be under.stood as £t.l:>oc; It shares in both, in ~vf!pye La~ l>'5vaµt.G • u'\ ~as U/\fl • But it is of utmost importance to Aristotle - and to us who are trying to understand Aristotle's thought - that ! v~pyE La (and, therefore, any s t~o~) �- 17 - outweighs its correla'ie bt1vaµq;(and, therefore, any nificance, in rank, in manner of being. u"-11> in sig- Aristotl.e devotes an entire book (Book 0 of the Metaphysics) ahowin·g the "priority" of !vtpye La The famous clich~ question: over l)\1vaµ t.b. what comes first, the chicken or the egg? is no puzzle to Aristotle. The chicken - I should say more precisely, the rooster - very definitely comes first. But this "coming first" has nothing to do with any sequence of time. "Coming first" means to be 11 first" in weight, in dignity, in efficacy, - in the ladder and order of being. We shall see in a moment what ultiniate consequences Aristotle derives from this priority. Aristotle's emphasis on generation carries with it the second decisive modification of the Socratic-Platonic view. The 'I £ t.bo~ is perpetually "at work", is perpetually lv£pyS'Cf , without ever undergoing any change. It is efficacious _!!! the ever changing bodies of living beings, as it is effective in the motions of celestial bodies and also - but only analogously so - in the customs and institutions of men. No need, therefore, to assign to the e; rof) a "separate" existence, no need to characterize their manner of being as one of "separation''()(wp t.CJµds ). Their purity and eternity is not affected by all the changes they are responsible fer. duplicate the world. The things around us . th i ngs has "being", has , l a, OUO' . an is There is no need to ~' • ' a. C>O<J each one of those But each thing derives its being, its ofla(a , from the ~vtpye Let of its £ {bo~ • Each thing as has being only inasmuch/it is the manifestation of the its ., E \.OOG • I am because I am "man". Brown is because it is "£!!.!"• ~vlpye; t.a of The cat that belongs to Mrs • The tiger who, this year, April first, ate a man in India, is because he is "tiJ?er".. Much more important than the ~"-11' out of which I and the cat and the tiger are built, is, �• 18 - in each case, the e{bo~ that determines the growth of our bodies, that holds the body together as a unit, that makes us act the way we do. The priority of Jvipye La over b\fvaµ LG manifests itself con- spicuously in the preponderance of what is 0 at work" over what is being worked on, in the preponderance which, in the ways of Nature, the ., e LOO{; has over the u t>~T}. And let us not forget: e tt>oc;; presented to our understanding in speech, - -r:b it is the very e {cob i:b • IV If the world need not t 1-,us be duplicated, there is indeed another duplication, an unavoidable one, which - ultimately perhaps - threatens the integrity of /lristotle' s philosophizing, - the bifurcation of the direction in which the £ {boC- "works". For it is remarkablet most ., remarkable, I should say, that the role of the £ t.ooc;; in the process of generation is repeated in the process of understanding. '1 e L bOG The same which presides over the generation, the growth and the suste: ... nanee of living beings makes us sustenance. ill~ this !!eneration, growth and We, men, - and apparently in varying degrees all living beings - are able to perceive what is around us. We have the capacity, the ability, the faculty, the power, the bdvaµ t.G, of receiving information (as we say in typical Aristotelian fashion) about so much that surrounds us. Leaving aside our cousins, the animals, we men see and hear and sraell and taste and perceive by touch and furthermore understand and lmow quite a few things. and understand are ultinately the That which makes us perceive sll>TJ • Each of us as a µerce:lr ving and understanding beinp- is said to have a soul ( 1'>\)X11 ), the function - the proper work - the af!(f:IJ of which is not only to sustain our life but also to enable us to sense and to understand beyond what �.. 19 - is necessary for our living. The ability to sense, that is the ability to be affected bodily by bodies around us, is called the power of ') (or 'tb a\.0'8fJ'tLxc1v), the ability to be affected by the ala9dvecr0aL is called the power of voetv VOT}'tcf (or A \IOUG). With respect to what we perceive and ttnderstand, with respect to the a L0'9fl"td and , these powers have a manner of being similar to the manner ., of being the material, the u"-ri , of a thing has with respect to the ., E l.bO~ , the species, the invisible looks of that thing. Let me try to describe these philosophical jargon. ~owers by avoiding all latter-day Consider • and reflect upon - the phenomena of sensing and understanding with which we are all familiar. Put aside the picture of something, as we say, uin" us that we call "mind", a sort of closed container or box. What characterizes us inasmuch as we are able to perceive and to understand is our being awake. The state of wakefulness ( lypt1yopa q; ) has its degrees, as we all lmow. We can be drowsy and half-asleep. on around us. ·we can be inattentive to what goes But as long as we are not fully asleep we are awake, and we know that we are. (The fact that we might dream that we are awake does not refute that knowledge but confirms it. How else could sleep~) 'Ibis state and we distinguish wakefulness from dream even in manner of being is a state in which we are not closed up but .2E.!:!!• Wakefulness is openness, • the very openness of a huge open door. It is !!£!. a state of activity but rather a state of preparedness, of alertness. - \IOU£ .TI!!! .. or voe l. \I state or manner of being is co.mm.only called in Greek • It is a manner of being which corresponds to the ., manner of being of any material, any U~f}, and, like the latter, it is only conceivable in relation to what transforms it into a finished product. This transformation and information is brought about by we sense and by ~we understand. .!h!!! The transformation and information �- 20 - being completed, we are~ with what we perceive, understand, know. It is not we, in our state of wakefulness, who grasp, actively, something that is prepared to be grasped. On the contrary, we, in our state of preparedness, ar e being grasped, moulded, f or ned by what is at work, by the iv~ ~a Of the " £I.Of} , sometimes, nay, mostly, through the intermediary of our s ensinr power. In our sensing we are not one with the natural thing perceived but with what works on our sensing ., £LOO~ power, with what Aristotle calls, quite consistently, the Cit 0'0f}'tdV • The relation of the E to fl a'lcr0f]'trlto the £ t~ comparable to the relation of the sounds ~ V01'1 'tcf is in speech to what we The e'Co11 afo011'td constitute, one might say, the understand in speech. very l anguage of thi np,s tha t affects our wak inp souls. The process of understanding , the process of ga ining a n insirht is, in Aristotle's eyes, ~a proce ss of begetting and generating. The o\fvaµL£Of any "natural" material, a ny ~X.1"} qn.>0'1.xtf , is here repla ced hy the s oul's capability ~f being awa~e and of reeeiV:int;. This capability include s both the capability of sensh"lg (a l0'9dvecr9a L ) and the c apability of being informed by the VOf'}'tcf • 'We are commonly not aware of this capability as such, since it cannot subsist all by itself, cannot subsist without being worked on. The closest we can come to observing it is t o l ook into the eye s of very sm"lll children. This Aristot el ian understandinr of th e proc e ss of understa nding in our souls brinps Platonic view. a third decisive dcpnrture fr om the Socratic- Since sensing- , not unlike spee ch, ma ke s us the material worked on by the £ u1.01"} 1tAOU~ , it is i mportant to r ev ert to th e , the first j our ney tha t Socrat es, in the wa ~rs Pha~do, 1tpwrro~ clai ms to in which one is ma ster ed by the h av e given up. Ther e are t wo E tbfl VOfl'td : on e is the way of the °Adyo~ , the way of speak ing and understanding, the wa y of bringing together, in our understanding , the �- 21 - vo~~d presented to us in speech, the way of the syl-logismos; there is another, in which our teachers bring us face to face with the things to be understood. This latter way is called l'Itaywy~ • The term "induction" is an exact translation Of the Greek word but has come to mean something quite different. on our being affected, thro~gh thing, by .its e {~ob • 1 The efficacy of an ~'Itaywy~ rests the observable sensible features of a 1 ttaywy" does not necessarily require many ' and varied experiences or observations. Cne case might be sufficient. But a mere glance at the titles of all the Aristotelian (and pseudo• Aristotelian) writings shows how intent Aristotle must have been on engaging in protracted observations, on listing all kinds of observable phenomena and on collecting information from all possible sources. v This activity, however, is altogether auxiliary. It serves the great and awe-inspiring goal of giving a nearly complete account of the world as a whole. This may be reckoned as the fourth radical de• parture from the Socratic-Platonic view. For Plato, it seems, did not believe it possible to reach that goal, although the philosophical enterprise he was engaged in, in its extravagance and divine immoderation, indeed demands that our efforts to reach it never cease. Aristotle undertook to satisfy that demand once arrl for nll. Only a few after him made such an attempt. The term "world" or x~aµob - in Greek as well as in English - does not mean - and never meant - simply the swn tot al of all existing things. It means r ather the peculiar way in which diverse parts are suitably arranged to form~~£ or, as we say, a "universe". An account of the wholeness of all that is implies of necessity an account of the intrinsic order ( ~cf~ Lb ) which makes the whole a whole. An �- 22 - account of this kind is what is called, though not by Aristotle, a cosmo-logy. It seems that Aristotle's philosophizing culminates in, and rests on, a cosmology. You are all acquainted with some of its features. Within the huge sphere of the world (ridiculously small in modern terms) there is a tiny sphere - the sublunar sphere - encompassing the Earth. Not that the Earth is located at the midpoint of the world sphere, as if a mathematical point could determine any location within the world lll'ithout regard to the body involved. and the bulk of the Earth that cosmos is. det~rmine It is rather the globe where the middle region of the Beyond the sublunar dor.iain a number of concentric, contigu- ous, rigid, . and translucent spheres r each up to the limit of the world, to the sphere of the so-called fixed stars. Beyond that limit there is nothing, nay, not even nothing, not even "void". The world is, strictly speaking, nowhere. The cosmic spheres are in perpetual regular motion, around diverse axes and at different rates of speed. including the Sun and the Moon. Some of them carry the planets, The combined motions of these spheres are responsible for the appearance of all the irregular motions of the celestial bodies which we observe from the Earth. This "saving of the phenomena", as the traditional phrase has it, is the task of a math& matical discipline "most akin to philosophy", namely the science of the visible , yet eternal, bodi es, the science of &a-rpo}...oy(a , the science of the fix ed and wandering stars, Aristotle follows here in the footsteps of Eudoxus and Calippus, trying to improve upon their hypotheses without preswning to have the last word as far as the number, the sequence , and the motions of all th ese spb.eres are concerned. The-ir combination and co-ordination, which r emains to be decided upon by mathemat i cal astronomers, can be r epres ented - visi bly and t angibly - �- 23 - by a man•made model. The Lyceum seems to have possessed one. Yet what, in Aristotle's cosmology, is more important than the proper encasement and number of the spheres is its intimate link with the highest discipline Aristotle propounds and to which he occasionally assigns the name of "First Philosophy" ( ip~'tfl cp t.>..oO'ocp {e,0 • This is the discipline which considers not particular and definite bodies of any kind that "are" or might be, but which considers Being 2E. ( " O'V (i;b "- 'I... Cl1t~W~ ov or ~ OV fJT ., ) 0\1 • "Indeed", says Aristotle, 11 ~ ~ is being )? - that is, ~ is being·ness ( o~O' Ca )? - that is the question of ancient times and the question now and the question always and always the puzzle one faces"• "And so", he continues, "it is in- cuI!lbent upon us, too, to consider - above all and first of all and uniquely, as it were, - ~Being, taken in that sense, is"• It might not be inapproPriate to assign to this most fundamental discipline a name coined in the 18th century, the name of onto-logy. It deals with what is ultimately responsible for t11e coming into being, the persisting, as well as the passing away of any single t1·,ing. It is within its province, therefore, to deal with what is ultimately responsible for the being and the intrinsic order of the world as a whole. That is to say, this highest discipline has to account for the "Highest", the divine, and can, accordingly, be characterized by Aristotle as the l1t1.0''t't1µ11 or qn.>-..oaoqi(a eeo>-..oyut~, the knowledge or wisdom which consists in the comprehension of divinity. Thus Aristotle's cosmological and ontological (or theological) considerations converge at the level which marks the beginning of the bifurcation I mentioned earlier. It is the level of the ,, £ t. bfl • Their manner of being, as we have seen, is characterized by ~vipyet.a , by "being-at-work". It is indeed l "~PY£ftl that, for Aristotle, answers the eternal question concerning Being !! fil!Ch. Whenever we say �- 24 - that something is or exists we imply - without being always aware of this implication .. that it owes its being or existence to • It is temptinr to substitute for that Greek word the modern tern "energy". This substitution would not necessarily falsify the state- r.tent I just made but would make it somewhat misleading, For "energy" has either a strict meaning adequately rendered only by a variety of mathematical expressions • the physical dimensions of which will always be: (unit of mass) X (unit .o f distance)2 X (unit of timer 2 .. or a vague meaning associated with somethin.P like vigor, agcrcssiveness, vitality, We observe, though, that even for us to-day, both creanings of "energy", the strict one and the vague one, are tied to the notion or picture of work done or to be done, Tradition~lly the translations of ~v~pyel.a are mostly derivatives of the Latin verb~' to wit, "act", "action", "activity", "actuality", we say: Note how curious it is that "actually, Mr. Jones does not live in Washington" or "actually, the Earth is a plunet". We may substitute for the word "actually" phrases 1 ike "in fact", "in effect", "in truth", are eqdvalent to stating: that is so or is not so, 11 indeed". Such phrases considering that which truly is, this or It is still an Aristotelian way of speaking, although the ontological assertion that being-ness means 11 being•at- work" or being "active" remains hidden behind the screen of our colloquial use of weighty words. Aristotle merges cosmo-logy into onto-logy by distinguishing two aspects of the phenomenon of VOE tv , more precisely, by reaching beyond the meaning commonly attributed to "what is called \IOU c; (~ xa>-..otfµ€VO£ voub ). " Noe:l'v ' as I tried to say earlier, is the state of wakefulness, a state of preparedness and alertness, which, in relation to what we perceive, understand, know, plays the role of the �,.. 25 - material to be worked on. In that sense - voe: 1.\1 is "passive", is the state of being mastered by something ( ••• i;b voe: Lv 'JtcfO'XE 1. v 't ( ~ C1't t. \I ) , namely b~ the impact of various e: Lb fl • this sense is somehow the mere capability of becoming what is understood (ouvcfµ.e t. m~G lO''H 't~ VOT')'t?i ~ vo'.k;) and nothing on its NouG · becomes ~ own. g_ tr"!!!!! when it is ~with what is understood, £!!..£with the VOfl'tc! have done their work. , that is to say, when the E:LOT') Only then can the vou G be said to be wakefulness "at work", to be !ve:pye: {ct 'VOUG , only then is the vou G "at its own end", is it lvtEAEXE~ VOUG• But Aristotle's thought - anticipated to a degree by Anaxagoras and by Plato - goes one crucial step further: the very being of this accomplished \IOUG is nothing but ~ vf!pye: t.a , and conversely, Being-at-work ~ \IOUG, impartible ( &µ.e:pfiG ), indivisible ( &o t.a lp E'tOG), impassive \ ( &n:a9f1c; ), unchangeable ( &va~Cwi;o' eternal ( &•f b LOG). ), undying ( &0dva-co<;), It is eternally "at work", and it itself as Being-at-work is its own eternal life (~w'1 ) and its own eternal delight ( ~~ov11). It is deity ( (~ o~pavc1,)and Nature (fj: b 9e:dG )• The entire heaven q>tfCTL<;;) hang upon ( ~p'te:'ta1. ) this kind of "Capital beginning" ( &pxrf ) • Let us try to understand the full meaning of this solemn statement which echoes Anaxagoras' famous proposition about the vou~ "ordering everything and being responsible for everything" ( b LaxoO'µ.wv 'te: xa\ mfv"twv af 't'-OG). We have seen that the et brrvo11"td are responsible for the being of everything and for all the changes that occur in the world. Now, the priority of Being-at-work over the manner of being manifested in the capability of being worked on, the priority of lvtpye: La over btfvaµ q;, on which Aristotle insists so much, demands that a �- 26 - VOfj'tdv be not only something understandable ( buvcfµEL VOf)'tdv) but also something under st~ "in fact" ( VOf}'tOV l v£pye ~Cl- ) that it may be efficacious, may indeed be an a t't fo • so The VOfJ'td can play their generatiiig role only when they are one with the vaj°G "at work", one with the productive state of wakefulness, one with the 'YOO(; not.f}'tl.Kd~as Aristotle's ancient commentators name it (relying on Aristotle's own conjoining Of't~ at'tLOV and~ 'JCOLf)'t' 1.x~v). This identity of the »OUG and the VOT)'tdv , of the 1'ooGv and the voo'1µ£ vov - as well as of the accomplished state of lmowing (~ xa't' lv!!pye 1.av ~n:1.0't'l1µ.ri)and the known object ~o ln LO''tfJ'tdv or 'tO np<lyµa) -, characterizes a state of wakefulness which is not "empty" openness but complete "fullness". only where all that ~ be has ~~ This st ate prevails realized, where there is no place for mere "possibility", "capability", "ability", bt.fvaµLG , in other words, where no material to be still worked on is in any way involved. The divine VOUG - that is to say, the sum total of all £ Lbf] as comprehended by that vou G - is totally immaterial (aveu ~Aof)G ), or - since as ~vipye La it requires some material to be worked on - it can be said to be itself material for itself (vo1f0'£WG vd11a l.G). It is thus totally "separated" from every• thing else in the world and consequently outside of time, uncontaminated ( Aµ1.yf1G ), pure . ( xaSapdG)• understanding of the "separated" Strangely enough, in this VOUG - with all the it "contains" - Aristot/lep' seems to revert to the position of his teacher. VI First Philosophy or ontology is not confined to the consideration of 'VOUG as lvipyt La• It has to take into account not �- 27 - only the manner of being labelled bt1vaµ q; but also other manners of being and furthermore the different ways in which something can be said to be responsible for somethinE! else, .As far as this latter theme is concerned, Aristotle does not deviate from the Socratic-Platonic path, There are different meanings attached to the question "why?" and, correspondingly, there are different ways of answering that question. as it is? We might answer: ~ecause material, out of which it is made. ~.ll is this lectern ~ of the wood, the particular We might also say: because the particu_lar carpenter, the oaker, made it ttiis way. We might also say: because of the shape .2!: form the maker had in mind. We might finally say: because of the ~~ this thing is supposed to serve. However important and even indispensable the first three answers might be, it is not difficult to agree that the choice of the material (~ ~A.f) ) the shape or looks ( 'tO E!bo<;) of the thing, and the performance of the maker who initiated the transformation of the material into this lectern, - that all these depend on the purpose, the end for the sake of which the lectern has been made. It is that purpose which is decisively responsible for the lectern be~ as it is. its end ( 'tO 't'ftA.o<;), is its true "beginning" { Its purpose, &pxt1 ). - All those questions and answers are perhaps not possible with respect to every single thing or occurrence, but it is one of the most important tenets of Aristotelian - and Socratic-Platonic - philosophizing that, universally, the purpose - the goal - the end - the 't{A.o<; - provides the only satisfactory answer to the question "why". J~nd this holds especially for the world as a whole. There is a characteristic aspect of anything we call a purpose or a goal or an end, namely that it is an object of £.esire. The ~~A.o~ - in the making of a thing - in the contrivance of some device - in the �- 28 - establishment of an institution - in the action of a man - is responsible for all the changes it brings about, and yet it itself remains w1changeably, "immovably", what it is. efficacy the way an instrument does. It does not manifest its It attracts - but does not get involved in the concatenation of changes which it originates. Such is the efficacy of an e: IcoG , wherever Nature rules, - the generating ,. efficacy that the e: I. COG owes to its manner of being, which is Being.. at-work. An E {COG is "at work" ~! something striven ~' as an object . ,, l" of des1re, of ope:., LG • And that is also true for the di vine as the "container" of all the e: "l.bfl of the world. The whirling spheres of the world, including the last one, the one of the fixed stars, strive to become what the best of all, the vou G , beyond all time is: this desire of theirs holds them for ever in their never ending circular motions. Thus, for Aristotle, the eternity of the world in time is an inescapable consequence of the timeless ontological character of ~v~pye: 1.a , which the e:Lofl and the VOUG possess. As to the problem of manners of being other than that of &v~pye:t.a a .!if.!h departure from the Platonic view marks Aristotle's thinking. ! For Plato, it seems, being-ness is an e: 00£ of the highest rank, an e:fboG embracing the entir e family of e:Lof) "within" it: it is a "genus". Everything that is, inasmuch as it is, falls "under" it, as it were. 1fuenever we face "being" we face Being. ~ and th~~~ kind of For Aristotle, however, it is necessary to distinguish between "Being" in the strict and primary s ense of or degre es of t v!tpy•HCI and other manners Being related to the fornier "proportionally", xa"t' • It is precisely the difference in the kind~ !?.f.. ~latio!!_ to the primary aspect of beine;, that of t •dpylt ·,a , which justifies our &.va}..oylav speaking of ''manners of being"• As Aristotle says~ .,. . " Being is �- 29 - - spoken;'lb various senses, but in every case with so.me reference to -- . one capital beginning" ( ... "~ dv }..~yei;at. 7tOAX.axwb µit'v, &X.X.' ~Pxt1v . ~7tClV ~ µ1.av /\..). This holds not only for the manner of being which characterizes bt1vaµ Lb , but also for the various attributes of things, such as their motion, their color and warmth, their number and size, their health, benificence, and well-being. The 't'd~ t.~ , the hierarchy of the spheres with their specific ~v~pyet.al. is conceived as fallowing an "analogical" pattern, too. VII Where, then, is the place of ~ in this order of things? It is not too difficult to assess Aristotle's answer to this question. Man is said, on the one hand, to rank highest among the perfect, that is, viviparous, animals. produced everything for his sake. Nature is said to have J11ilong all the animals man is the only one with an erect nosture, "for his nature and his being are di vine". And yet, on the other hand, he is not the mo st important, not the best being in trye world, as becomes perfectly clear when we consider the celestial bodies which compose the cosmos. This somewhat ambiguous position of man is rooted in the insufficiency of man's wakefulness, in the "incompleteness" and "passivity" of his You~• Man is open to everything about him. Whenever this openness is filled with the ,, EI.bf) of the world he shares in the god-like mannerof being, in the lvtp~'l!I.of the divine voub • But this sharing is an intermittent one: ever so often man is overcome by fatigue, his wakefulness yields to sleep. to lie down. He has His divinity is but a passing shadow - as his very life is. Still, he has to make the best of it. Since he is not a solitary �- 30 - being but has to live with others of his kind, he establishes familiee rears children, acquires arts, learns and teaches, forms tribes, founds states, sets up institutions, rituals, customs and laws. he has to have ~pdv~aL<;, In doing that, has to exercise sovnd judgment in the con- duct of his affairs. Aristotle provides the justification and the guiding rules for all these specific human activities in his teaching and writing on matters of the Household, on Ethics and Politics, on Rhetoric and Poetry. diction of the Adyo~ All these subject-matters fall within the juris- , which is no attribute of divinity. Only to a few is given the happiness of a philosophical life, the immoderate, though intermittent, sharing in the tuneless ~vlpyeLa of the VOU~ • Let me, by way of conclusion, report toe preposterous, yet deeply significant, story told in ancient times about Aristotle's sleeping habits. When he went to bed, so the story goes, he used to hold in his hand a sphere of bronze - I presume the sphere representing the whole world -, while on the floor, close to the bed, beneath his extended hand, lay a pan. As soon as Aristotle would fall asleep, the sphere would slip off his hand, fall on that pan, and the ensuing noise would wake him up. and over again. This procedure was apparently repeated over Aristotle could have hardly survived such an ordeal for any length of time. claim to immortality. But no story could more aptly relate his �The Body of Aristotelian Teaching as it ' has come down to us since its publication by Andronicus of Rhodes in the 1st century B.c. Categories On Interpretation Prior Analytics, 2 books Posterior Analytics, 2 books Topics, 8 books Sophistic Refutations l The "Organon" .. ....... Physics, 8 books On the Heavens, 4 books On Coming to be and Passing away, 2 books On Phenomena high above, 4 books On the World On the Soul, 3 books On Sensation and Sensibles On Memory and Recollection On Sleep and Waking On Dreams On Prophecy in Sleep On Length and Shortness of Life On Youth and Age On Life and Death On Respiration On Breath Inquiries concerning Animals, 9 books Parts of Animals, 4 books Movement of Animals Gait of Animals Generation of Animals, 5 books ••••••••• On Colors On the Audible Physiognomies On Plants, 2 books ..... -· ... On Marvelous Things Heard Mechanics Problems, 38 books On Indivisible Lines Location and Names of Winds •••••••••• On Xenophanes, Zeno, Gorgias Metaphysics, 14 books .......... Nicomachean Ethics, 10 books Great Ethics, 2 books Eudemian Ethics, 7 books On Virtues and Vices Politics, 8 books The Crdering of Households, 2 books The Art of Rhetoric, 3 books Rhetoric to Alexander Peotics � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. 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Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 30 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Aristotle (An Introduction) Description An account of the resource Typescript of a lecture delivered April 20, 1962, by Jacob Klein as part of the Formal Lecture Series. The typescript is an enlarged version of the lecture that was delivered. Creator An entity primarily responsible for making the resource Klein, Jacob, 1899-1978 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1962-04-20 Rights Information about rights held in and over the resource The Greenfield Library holds the literary rights to Jacob Klein's work. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Aristotle Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Klein 1962-04-20 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/55ac56b3728278d0c3413bba25927d9e.pdf 5bfccf97b6bd59faef975dd36abdb5c6 PDF Text Text fiBOUT PLAT0 1 S PHILEBL~§. A lecture given by Jacob Kl ein a t St. John's College May 20, 197·1 To speak about a Platonic dialogue, about a Platonic dialogue, means t o do violence to it. A sense of guil t will, be t herefore~ a continuous source of pain within me while I am speaking. But I cannot resist ths temptation to shed some light, some moonlight , as it were, on the P~ileb~. I hope you will forgive ma-- I cannot-- for sounding extremely pedantic, for speaking much longer than I should, end for making it sometimee very diff icult for you to follow. Let me state fi ve basi c points on which my talking about the Philebus will rest. First: a Platonic dial ogue is not a treatise or the text of a lectur e; it is not comparable in this respect t o a work of Aristotle or, for t hat matter , to any of Plotinus' Enneads as edited by Porphyry. A Platonic dialogue is usually a drama, a mime 9 i n which what happens cannot be separated from what is said and argued about. ,§.econdly : however s erious the purpose and the content of a Platon ic dial ogue , its seriousness is permeated by playfulnsss; indeed, as ~1e can read in t he sixth letter attributed to Plato , serious- ness and play a.re The comica l aspect of a Platonic d i a iog ua .§l;ste :r~· can never be completely disregarded. l.bl!:.9.1Y; no Platonic dialogue can be said to r epresent be called and ha s been called _:the "Platonic doctrine." (Soph. 254C ) ~1hat might The dlalcgue may well hint, though never 11 wi t h perfect clarity, " at gsnui t:21 a::d ulti mate thoughts of Pla to, the thinker. The S ae~, for example~ does that most certainly. · But an unimpeachable source provides us with more direc t inform~tion ever put down in wr itinga about Plato 1 s thinking t hat he himself Thi s source is Aristotle, who spent t wenty years at that place of leisure, the Academy, and heard what Plato hi mself sai d. I assume that we have to pay a ttention to Aristotle's r eports , never forgattin.9. that Aristotle has his E.!:!.!l way of describing other peoplesv thoughts, a peculiar t erminol ogy r o~ted in his �-2~Q. thinking and not ln the thinking of those other people s.bout luhom he reports. Fourthl_y: i n the las t t tt10 c enturies scholars; not all 1 but moat of them, have tried to understand the Platonic dialogues as belonging to different stages of a "development" in Plato's own thinking. Now, it is of course possible that Pl ato, in his l ong life, changed his views on many and perhaps even on moat important poi nts. follow a Platonic dialogue means to take it as it ~' But to as one whole~ i n which the i nterlocut ors play a definite and unique role and in which uihat is s~ and what is happening does not depend on anythlng that is said and is happening in any other dialogue. Before we could understand any "development" in Plato's thinking, it is i ncumbent on us to understand each dialogue in its £!:.1ill. terms. This understanding is not helped by assignirn} a dialogue to a certain period in Plato's Yet, in the case of the Philsbuet it will not be unimportant life. to t ake no t ice of the time this dialogue was written--no t in order to track some "deve lopmental " deviation i n Plato's thinkingj but merely t o establish whether certain statements in the dialogue may refer to somebodyvs conspicuous behavior within the Academy in Plato's later days. is And, happily enough, there i s general agreement that the a~ Phileb~e dialogue, although some of the reasons for this da ting might be questionable. [i.fthly: every word in a Platonic dialogue counts, and for some- body in the dialogue to remain silent may count even more. talking .~9.2l-!1 That's why a dialogue must necessarily r emain insuff icient . And now let us approach the Philebu~. The conversation takes place in Athens; we do not learn exactly where; it may be at a gymnastic school or at a wrestling school. 1.ofJ.9. What we read is a Eart of a conversation which begins s ome time in the afternoon. three i nterlocutors ; Socrates~ ~§t:i The~e are Protarchus, Philebus; many young men , half a dozen or a dozen per ha ps, are listening. Socrates is, well~ Sacrates--a man deuoteci ta inquiries and discussions and a friend �About Pl:~d;b' s .!:b.!1~9.L.f~ and lover of youth. Call:Las. Protarchua is the son of m well known Athenian, Philebue is nnt f<no1iln at all. He is one of t.ha fe1,t1 person~· ages in the Pl ato nic di alogues 3 like Calliclea, Diotima, Timaeus, invented by Plato; if they do not remain nameless~ like the Stranger from Elea and the Stranger from Athens, their names are appropriately coined. The name of Philebua indicates that he is a "lover of youth"--as Socrates (168) is. Philebus seems to be young, but slightly older than Protarchus and all the l is tening young men around them. The title of the dialogue as it has been handed down to us is Philebus. This title is never mentioned in the writings of Plato's contemporaries. Aristotle refers to what is times, mentioning Plato once. ~ in the dialogue at least eight There seems to be no reason , however, to doubt that the title qPhilebus" is genuine. Moreover, there is one good reason which speaks forcefully for its authenticity. dialogue contains did). .£.i.36~ The lines (I did not count them, but somebody Of these 2,369 lines only 23 are spoken by Philebus (those I counted). He raises his voice altogether only 14 t imese circumstances, who else but ~~ for the title cf the dialogue? Under these could have chosen the name of Philebus There will be more to say about this matter later on. The main question raised in the dialogue is: ~? What is the best human And this question has to cope primarily with the all-pervasive feeling of mocking us. ~~ common to all living beings--haunting, filling~ All of us--without exception--want to be pleased in thousands and thousands different ways: we Beek to lie down or to ait comfortably; we like hearing things that flatter us; we en joy good companyt witty words~ good drink and food; we delight in traveling 1 in going to the theater or to the movies, in looking at beautiful things; we love caresses, precious gifts, wild emotions; we loose ourselves wi th rapture in exerting ecstasies, and so on~ and so on. power~ in sexual s atisfaction 3 in A list of pleasures like the one I have just given is not to be found in the dialogue, but an infinite number of possible pleasures is implied in the arguments we are facing. �-4-- It is Philebus who looks at Pleasure as the highest good, who sees in Pleasure not only the best of human possessions, but the goal after which all liv:i.ng beings strive. ( if I Pleasure (17001''1) is the goddess he And quite a few of us, I think, follow him. worships. Secretes does not. Ha contends that there is something better and more desirabfe than pleasure, to wit, thoughtfulness in deciding how to act (t~ ~eovttv), the apprehending of what is intelligible only (~o vo~~v ) , !be power of memory ("to )At:f"Y~~IJ"') and that which is akin to these, right opiniQD_ (i~l« 1'e0~ ) and l!'ue calculations (JJ...,e;;"Ls Jioit..o-µo~ ); but Socrates carefully adds that these powers are better and more desirable than pleasure for those beings who are able to share in the.s e powers; only to beings who have this ability will these powers be profitable , now and in the future. This juxtaposition of both contentions, of that of Philebus and of that of Socrates, is made by Socrates very shortly after we begin reading. ( 11 A) "See, It is introduced by Socrates with the following words: then~ Protarchust what the assertion is which you are .!l£!£. to accept from Philebus, and what our assertion is, against which you are to argue, if you do not agree with it. of each of them?" logue. Shall we give a summary These words are the very first words of the dia- But what strikes us immediately is that they cannot be under- stood as indica ting the beginning of a conversation; they just continus what was said before; if they were the beginning of a conversation, the vocativa Tie~"&t(eXfl would be preceded by Z (Z lfe~f".txfjE, and not simply lleJr:Q{e~E); and the words "then" (cf~) and "now" (yl)yt) would not be used. Listen again: which you are~ true beginning. "See, ~t Protarchus, what the assertion is to accept from Philebus ••• " The dialogue has no Nor does it have a true ending. sentence we read spoken by Protarchus: This is the last "There is still a little left, Socrates; you will certainly not give up before we do, and I shall remind you of what remains. " We do not yet understand why the dialogue has no beginning and no ending. But we see (and this is important), �About Plato's .. Ebi:.!EJ~ ~ when we begin reading, that Protarchus hes to take over the thesis upheld by Philebus. More about th~t later. Enjoyment and thoughtfulness are the two banners that Protarchus and (111>) Socrates are respectively waving. The life of pleasure and the life of thoughtfulness face each other. But it becomes clear immediately that Socrates is considering some other life superior to both of them. He will keep reverting to this third life. It will finally be described in the last pages of the dialogue. What follows the juxtaposition of the two views, that of Philebus and Protarchus on the one hand and that of Socrates on the other, is Socrates' insistence that pleasure has many different aspects: (12C) "For, when you just simply hear her named, she is one thing, but surely she takes on all sorts of shapes which are, in a way, .!:In~ Socrates gives two simple, though significant, examples; each other." the pleasures of a licentious man are very different from those of a self-restrained man, who enjoys his very self-restraint; the pleasures of a fool are very different from those of a thoughtful man, who enjoys his very thoughtfulness. No, says Protarchus, the sources of pleasure may be different, may have an opposite character, but "how can pleasure help (120/E) being of ail things most like pleasure, that is, like itself." Yes, says Socrates, color and figure are what they are, but colors and figures can be very, very different and even, in the case of colors, most opposed to each other, like black and white. see how this could make him change his mind. third time~ Protarchus does not Socrates tries for the this time incisively, anticipating what will be said later in the dialogue. are pleasant. No argument, he says, disputes that pleasant things But Protarchus' contention, which upholds Philebus' conviction, implies that all pleasant things are g_ood. That's what is wrong. Pleasant things are for the most part bad and only some are good. But youj Protarchus, says Socrates, call all of them good, although you might be forced by the argument to agree that they are otherwise different. Protarchus tacitly admits that pleasures may be very different from each other, and even opposed to each other, but �sticks to his main poi nt t hat pleasure s , inas much as they are ~j are ahiays good . At this point Socrates goes back to his own contention, namely that 1b.?J:19htfulnsss (<f>eov~€tS) and ~! apprehen~ion of the i~elligi~~ (voos) are good. He adds to these--for the first time--knowledoe -- (i ~t ~~1pi) end predicts that many kinds of knowledge will come to the f ore, some among t hem unlike each other. Should it turn out that some are even opposed to each other, could he, Socrates , t hen cling to the poi nt that all knowledge is alike and--not unlike Pro t archus-11 save himself" in an absurdity? Protarchus is pleased that both, his assertion and that of Socrates, receive the same treatment and is now willing to grant that there are many different pl easures just as there are many diff erent knowledges (we have to note ths.t he does not mention oeposite pleasur es and knowledges). Socrates i s satisfied with Protarchus ' concession about the manynsss within knowledge and within pleasure and spsaks as follows: (148) no concealment~ "With thent Protarchus, of the differentiation within my good and within yours, but facing it squarely, let us be bold and see if per chance, on examination, it will tell us whether we should s ay t ha t the good is pleasure or t houghtfulness or some ot her ihird thing. 11 It is the second time that Socrates reverts to the poss i bilit y that something third may be th e bes t cf human poss ess ions. He pro- ceeds by strengthening this statement by an assertion whi ch has a wide, wide range. This is one·of the transitions in which the dialogue abounds (Parenthetical remark: in the 2nd century A.O. Galen wrote a treatise enti tled ''On the transitions i n the Philebus, " which is unfortunately not extant ). f ac:ing. let me s ay a f ew words a bout the transi t:ton we are now �-1- Up to this point the talk was about things most familiar to all of us, about pleasure and about thoughtfulness and about knowledge, this last word taken in its colloquial and vague sense. about our lives in this our world. The talk was concerned What Socrates is undertaking now is to lift the conversation to a level of all-embracing universality, disregarding pleasure and knowledge altogether . He will come back to them after a short while and then launch out to an even higher level. Why does he do that? The answer is: to find the ultimate sources of what is so close to us and usually unquestioned by us. The dialogue seeks to link the most common to the most uncommon and fundamental. To find the link will require a great deal of vigor on Socrates' part. The manyness within pleasure and within knowledge leads Socrates to re( 14C) mind Protarchus of the "astounding" assertions that "many are one" that "one is many." and There is nothing par ticularly surprising and diffi- cult about these assertions if they refer to visible and tangible things, which come into being and perish. A man, for example, is also many, because he has many members and parts. intelligibles, the £ l'ott on~, but he is But when we consider of things, the "invisible looks," which can be encountered only in speech (f>I Ao~ ti ) , and each one of which is one and unique, the "ona and many" problem becomes extremely perplexing (Socrates me ntions four of the intelligibles: the One young Beauty~ man~ the _Qne Go.2.£). the ~Man, the One Ox, That's where the trouble sets in. Any says Socrates, challenging those present, any young man, once he has tasted the flavor of that perplexity and thinks he has found a treasure of wisdom, does net spare anyone, neither himself, nor his parents, nor any human being, who can hear him, and joyfully sets every possible argument in motion, confounding everybody. (16A) Protarchus feels hit. "Do you not see 9 Socrates," he says, "how many we are and that we are all young men? Are you not afraid that we shall join with Philebus and at- tack you, if you revile us?" But Socrates' challenge works. Protarchus wants Socrates to find a better road than was used up to now and to lead them on. Socrates retorts that there is a better road , which he alwa~1s loved, �which is easy to point out, but very difficult to follow. Whatever human art has discovered had been brought to light through it. Socrates' description of this batter road marks a new transition in the dialogue. Socrates calls this same Prometheus r~ad tog~ther a "gift of gods to men," which we owe to with some gleaming fire (let me remind you: Prometheus stole the fire he ga\1e to men)~ The ancients, who were better than we and lived nearer the gods, says Socrates with deadpan seriousnessi have handed down to us the tradition that all the things which are ever said to exist are sprung from.Q.o.[ and MailY and have, I "' P ) inherent in their nature, Limit (lft;fd..J) and Infinitude (oUTE'-ft..<Jl • JI We shall come back to this point in a little while. What Socrates emphasizes now is that we must , in every case, look for .si!le e 'f Jos (he uses the word t J~... hare) and next for two,, if there be t1JJO, and if not, for 1hree or some other .J]JJ!nber; and we must treat each of these <:J~J"., ir'l the same way, that is~ subdivide each of them~ until 11 we can see that the original one is not just one and many and infinite, ( ·1 60) but also 12.9~ farewe ll ta the it is." Then we may bid farewell to infinity, bid Lf€et of infinity . Protarchus wants Socrates to clarify what he has said. No wonder! Socrates provides this clarification by pointing to the letters of the alphabet. The sound which we emit through our mou'\::.h can be called one, yet it is infinite in diversity. A god or a godlike man, as an Egyptian story tells, observed, however 9 that there are distinct vowel sounds, semi-vowel sounds and consonants- -in Greek 7 vowels, OY $OY\ta..,'l;.f 3 semi=vowelsA(~je,~)~ and 14 consonants~ more exactly 10y if we include I \ the rough breathing sound h and exclude the 5 double consonants. This means that be tween the oneness and the infinitude of s ound there are definite numbers of sounds. One has to know all of them to possess the arl of reading and writing. Socrates !!llllPhasi~ the !J.1£!!ber~ of sounds and letters. But this example of the al phabet and the example cf the numbers of musical intervals, which Socrates also gives j are �AboL1t P.lat o 1 s f,11,i];_eig!L§_ meant to let Protarchus and Philsbus and us understand that t here are numbers in the realm of the (560-E) 't'[.., . Lab::ir in the dialogue Socrates will clearly distinguish between numbers of unequal units , that is, numbers of sensible things, and pure mathematical numbers of units, that is, of units which do not differ at all from each other. But (sse esp. we learn from Aristotle that Plato also spoke of eidetic number s , of ~· XIV, numbers of units which are themselves nothing but ~fd~ 3, 1090·e. find them means tc embark upon that better, but difficult road. • To try to 32 ff.) Protarchus and Philsbus do not under stand what is going on. especially does not see theme of lLlhat the ~' Philebus which Socrates has i n jected into the discussion, has to do with the alternative of pleasure and t houghtfulness, which was in question. Socra tes reminds him that t hey were wondering how each of them , pleasure as well as thought( 18E) ful ness, was one and many, and whether "each of them possessed a number before becoming infinite, " that is to say, whether there were ~I t of Gt~~ pleasure as well as of thoughtfulness, which then are dispersed among beings that continually come into being and perish and that live their li ves in pleasure and thought. Protarchus is perturbed. He understands what Socrates i s after. He cannot find an answer to the question. He wants Philebus to answer it. And he formulates the question as follows; "I think Socrates is asking (198) us whether there are or are not and of what sort they (198) does not utter a wo1-d. true, son of Cal l ies." a ~ e, f; ri.., of pleasure t how many there are and the same of thoughtfulness." Philebus But Socrates remarks: "What. you e.ay is most He underscores the importance cf this fact by addressing Protarchus ceremonially as son of Callias. Protarchus is intent on bringing the discussion about pleasure and thoughtfulness to a satisfactory end. Socrates promis~ was reached. This We learn from what he says that that he would stay on and not go home before this end ptomis~ must have been given, we have to assume , during the discussion which preceded what we read in the di alogue, and we should not forget that. Protarchus demands that Socrates s top per- plexing him and the other young men and decide either to divide him- �self pleasure and knowledg e i nto t.heir .;1'ii1 E£ t o let th,st go, if there bs some other way to solve the matte r s at iss ue among them. Socrates is willing to do the latter, end this marks a new t ransition in the dialogt1e. Socrates claims playfully that some god has just reminded him of some talk about pleasure and thoughtfulness, which he heard when he was dreami ng or perhaps when hs was awake. What he heard saying was that neither pl easure nor thoug htfulnes s was t he good, but some t hird thing, differe nt from both and be t ter than both. that Socr a tes himself had in t imated t his the ~ time. We remember , cf cour se , twi c~ . If this could be clearl y shown He doe s i t new for now~ s ays Socrates, pleasure would not be the victor and it would no longer be necessary to divide pleasure into its 'l"J., . And Socrates adds that, while the discussion proceedsj this will become still What f oll ows leads to thr ee insights: cle a r~~. 1) i t is the l ot of the Good and only of the Good to be s elf-suff icient; 2) if we take the l i fe of plea- sure and the t ho ughtful life separately, so that t he li f e of pl easure is totally divested of any thought, any knowledge, any opi nion, any memory, and the thoughtful life, on the other hand, totally untouched by any pleasure, both lives--in this bare fo rm--cannot be conceived as self-sufficient, as desi ra bl e and as good; 3) only a l ife made up of a mixture of pleasure and th oughtfulne ss and sharing in both will be the kind cf life everybody would choose.- Lat me remark t ha t Socra t es and al s o Protarc hue list under the power s associated wi th thoughtf ulness t he power of a pprehending the intell ig iblas,va~s, which in common parlance may s imply mean sood sense . role for quite a wh ile. This term will now play a central Socrates concludes: it has bsen sufficiently shown that Philebus' goddess, Pleasure, cannot be considered identical (22C) with the good. Thereupon Ph ilebus raises his voice: "nor is your va~s th e good, Socra tes ; it will be open to the same ob jections. " (22C-D ) hear Socrates' :reactiom ''!ti you s Let us perhaps, Philebus ; but not s o the �·-1 ·1- ,.. !£.Y..e vovL, which is also ~l.rJ...~J th at one, I guess, is different. I do not as yet claim for the vo~s the prize of victory over the combined life, but we must look and see tJJhat is to be done about the §_§!cond prize." Socrates goes on, still speaking to Philebus: (220} put forward a claim, one that vous "Each of us might perhaps is ,E_ssponsible for this combined life, is its cause, the other that pleasure is: and thus neither of these two would be the good, but one or the other of them might be re- [Of the combined lify." Then, turning to Protarchus, Socrates claims he might keep up his fight against Philebus in garded as the .£.~~ an even stronger way and might contend "that in this mixed life it is vo~f that is more akin and more similar than pleasure to that, what- ever it may bet which makes that life both desirable and good." As to pleasure, he adds, "it is farther behind than the third place, if J!OC ( l l E.) ~ yous is at all to be trusted at present." The emphasis in this passage is clearly on the terms vcv S and "cause" (oc~ri.ov). What remains unclear is the sense in which the term "cause" is to be taken and the rank to be attributed ul timately to the voDs • And let us not for a moment forget Socrates' own vovr. Socrates suggests that it might be better to leave pleasure and not to pain her by testing her i n the most precise lllay and thus proving her in the wrong . Protarchus disagrees. Socrates asks whether Protarchus disagrees because he, Socrates, spoke of 2aini119. pleasure. second time that pain is mentioned in the dialogue. It is the It is done jokingly. Pain was mentioned for t he first time when Socrates dealt with the thoughtful life, totally untouched by pleasure. was this: (210/E) and The way he put it then "would anyone be willing to live possessing thoughtfulness vov5 and knowledge and perfect memory of all things, but having no share, great or small, in pleasure, or in ee.in, for that matter, but being utterly unaffected by eve rything of that sort?" The question, which is supposed to be negated, when put in this farm1 actually involves a difficulty: one ~ould perhaps be willing to accept a thought- ful pleasureless life, which does not involve us in any pain. The third time pain will be mentioned is going to show pain as a close companion of pleasure and as a real evil. Protarcihus says he i~ not �~·12- shocked by Socrates' phrase "paining pleasure," but rather by Socr ates' apparent attempt to stop talking about pleasure altoge ther and because (238) Socrates does not seem to understand "that not one of us will let you go yet until you have brought the argument about these matters to an end." This is the second time Socrates is warned about leaving too early. Whew, Socrates exclaims, and predicts that a .long and difficult discussion lies ahead of them. To fight the battle of the '/OUS for the second prize requires new weapons in addition to those already used. A new beginning has to be made, and this wili mean a new transition in the dialogue . Let us be on our guard in making this beginning, says Socrates, and we should ind eed pay attention to these words. Secretes suggests that everything tha t now exists in the world be distributed in a twofold, or rather in a threefold way. The results of this distribution are very different from each other. . W They are called by Soc~ates, indiscriminately I and unpreciselyt~ti~ or rev~, which I shall translate by the word "tribes," The first two have been mentioned before as a kind of Promethean gift: the ''limitless" (ro ~7it:,fo"1) and the "limit" (r~ The third is the mix ture of these two into one. literally, as we shall see in a moment: now Socrates adds: n/e°'S ). This is not to be taken let us be on our guard. And "But I cut a considerably ridiculous figure, I (230) think, when I attempt a separation into tribes and an enumeration." (230) Protarchus wonders why. needed besides." Socrates: "It seems to me, a fourth tribe is It turns out that Socrates means the cause of the commixture of those first two. And Protarchus, who is eager to supply even a fifth, namely the power of separation, is told in affable words that this fifth is not needed now, but that if it be needed later, he should excuse Socra tes for going after it. The mentioning of Protarchus' proposal and the way of handling it cast a doubt on the necessity of the �.£.~· fourth tribe, the The:r.e might be something strange and even ridiculous indeed about that. We should be on cur guard. ,,, ' Let us consider one of the first tu10 tribes, namely r:o The following English translations are all adequate: etffEleo'/. the limitless, the endless, the boundless, the unlimited, the infinite, the innumerable, And we must not forget the homonym the indefinite, the indeterminate . ( 17E) :"''foS , meaning the inexperienced one, upon which word Plato does not fail to pun. ... I As to the second tribe, co ffG(!«f, the "limit," it becomes almost immediately apparent that, although Socrates keeps using this term, he ,,also SUbstituteS for it the phrase "that Which has limit, II G~ov, that is to say, the "limited." Protarchus and the other young men as well as we are somewhat confused. gate how each of them~ 'C"O n€efl<.J Socrates-proposes to investi- the "limitless" and the "limited," are both "one and many"; for he contends that each one of them is split up and scat(24A) tered into many. again: He starts with the "limitless," warning Protarchus "Whet I ask you to consider is difficult and debatable." Hare are special cases of this tribe~ parts of its manyness: "hotter and colder," "quicker and slo111er, 11 "greater and smaller," "exceedingly o<l and slightly, 11 "excessive and lacking." In each of them there is "the more as well as the less" JCrt:c. constantly ' J,bt<>.>.ov ,.. ,, (t"o _ "ft " ~ 'J-C-'f:o~). and never stationary--in sharp contrast to what .§_~vancins is determined by a fixed number, by just "that much": s number advances, it cease¢ to exist. • the expression i-" Each of them is A , ~JI.\ o 11 i"G 1<"' \ ~ VJ if such a What captures our attention is r; r: o Y • This expression is meant to gather together the tribe of the "limitless" and to put upon it the (25A} seal of a single nature. It is used six times in the passage we are now considering and once more much later on. is omitted. ~ the particle -Cf.. This omission focuses our attention on the use of this particle in all the other cases. are all in the dual. The verbs related to this expression And Socrates summarizes pointedly: 11 by this �- 14(240) argument the hotter and its ,Qppostt_!! become together limitless. 11 The "limitles~' is a pair. The expression "the more as well as the lass, 11 as the seal of a single nature, seals a ,E~~U·..~Y..· And this duality remains completely indeterminate. The "limitless" is an indeterminate pairq But what abou,t the "limit," on the one hand, and the "limited," that "which has limit," on the other? Lat us take the "limited" first. It is, as Socrates quite clearly states, contrary to "the more as well as (25A/B) the less"; it is the egual, and egualiU, the double, and any number in firm relation to another number or a measure in firm (250/E) ~lation to ano- ther measure, that is, everything which "puts an end to the variability between the opposites and makes them proportionable and harmonious by the introduction of number." We understand that what Socrates means by this tribe of the "limited" is what we read in the 5~ Book of Euclid 1 s Elements. This book is in all probability either a perhaps somewhat condensed copy of an original f.l.rist. Met. XII, 8jl073 b 1"lff. P!oclus, in Eucl. Cornm. (Teubner) pp.67,2ff Arist. £]_st. I,9, 991a14ff. i\!ic. Ethe X,2,11'72 b 9ff. work of Eudoxus or imitates this work. Who is Eudoxus? He was born in Cnidus, on the shores of Asia Minor, came to Athens and stayed at Plato's Academy for a while. He was an astronomer, a mathematician, and a geographer; he firmly established the doctrine of ratios and proportions, including those of numerically incommensurable magnitudes; he tried to "mix" the E: (/ti. , as understood by Plato, with all the sensible things 9 and--what is most important to us--he declared plsastire to be the supreme 9,.'2.,0d• Philebus. But pleasure was not his goddess, as she is for Eudoxus, as Aristotle reports, "seamed to be a man of excep- tional temperance, and hence he was thought to uphold this view not because he was a lover of pleasure, but because it seemed to him that it was so in truth." Socrates, as we see in the dialogue, disagrees. The tribe of the "limited" then consists of ratios. The tribe of the �About Plato 's -15- (260) scattered n11mitles s, 11 of the ~,r ~f11€H eov1 ~ £Ql1film~. in .Hs inf5.ni ta manyness found its unity in the esal of "the more and its cppcsite, 1' that is, in "the more as well as the less." Th e tribe of the "limited," the manyness of determinate ratios, has not yet found its unity. (258) This unity was only postulated, was only, as Socrates says, "referred to." ;i / was indeed a direct "reference" to the "limit" itself ( titS wo And Socrates concludes: (260) There .., 11"r!i(!clf ) • "The limit did not contain a multitude nor did we feel a difficulty that it might not be £l..D2. by nature." It is at this point that we might turn to Aristotle's reports about Plato's unwritten words t o conf irm what we found in the dialogue and to win greater clarity. b 987. '2628 In the Plato: 5th chapter of the 1st book of the ~aphysi.£,~ Aristotle says of "it is peculiar ta him [.f.e. Plat_g7 to pos±t a duality instead of the single Limitless, and to make the Limitless consist of and the Small• 111 In the 3rd book of the Phys~cs ~ 1 the Great 111hsre Aristotle dis- cusses t he liJifil(!rn' "' at great length, we read in the 4th chapter again: 203a15 11 For Plato there are two Infinites, •the Great and t he Small.'" We see thus confirmed what we read in the Philebus, except that Aristotle, in his own way 1, usas the words "great 11 and "small" without their comparative (cf. 37C and) forms. He keeps using these words, in speaking about Plato , at many other places. But, what is more important, in Books XIII and XIV of the Metaehysic:s Aristotle mentions several times two he puts it, out of which, according to Pl ato, 11 11 elements, 11 as numbers" are derived. We have to understand that Aristotle has in mi nd "eidetic numbers , " assemblages of '~ 141 • <('»I C' These ttim sources are the "indeterminate dyad" I 'C/ (ff] ii'l.C1ftl'.n::o5 G1votS') and the "one" (i:q ~Y'). minate pair of the of the L imitl e s s~ P hil~ in the 11 We recognize the indeter- i ndeterminate dyad," the duality "the more as wel l as the less." But we see now that what was named the 1'limi t 11 in the Philebus can also be named "the One ." What Aristotle calls the "elements" can be called the ultimate sou:r:~ �-16- of everything, that which has the fi~ rank bot.h as be~ and ~CJ....£.,£Wers. That is what is meant by ~'~l'X>-7 ~ in common parlance as well as in most thoughtful speech. We should not assume, I think, that Plata h&.d a definitely fixed name for each of these iie:<{'M{. The terms }Pe Good, the One, the Precis~, th~..§..~~, tpe Li~it, and perhaps the Whole are all suited to one of the :Ce)(~:, depending on ' X'1/ , the cont.ext i.n which they are used. As to the names of the second tXf the "indeterminate Dyad," "the more as well as the less, 11 and the Other (which also implies a duality) seem all of them no less suitable. In the Philebus Socrates, in putting a seal on the tribe of the >/. Of..'TT(f;(t!_ov , makes its intrinsic character perfectly cleai. But the character of I' the 114f(;~S, the "limit , 11 remains obscured. as Now lat us take up the third and of the "Limit." tribe~ the "mixture" of the "Limitles s" What does "mixing" here mean? two :Z{X,6}(.~r the "Limitless~" the 11 5.ndsterminate dyad," and the "Limit," the "One," exert their power on each other. described as follows. It means that the Wha t happens then may be The "indeterminate dyad" duplicates the "One," that is to say, produces two entities , two E~J~ , duplicates each of # Nr these E 1,./''1 --we may also say "divides" each of these E tQ7 --and keeps Me~.XIII,7~ an duplicating-~we have to assume, up to a certain point. In Aristotle's reports the "indeterminate dyad" is explicitly characterized as a daub~ ling power" (dvoJTcn/s). I t is the ultimate source of definite manyness, 1082 a 15 and of "numbers," in the realm of the B, 1083b36 the earlier passage, when Socrates first introduced t he Promethean gift t:.f'57 as well as in Oll:r world. In of "infinitude" and of "limit" and urged that in every case a definite >I£ number of f:t o'1 had to be found (Bthe alphabet helping him to clarify this point), there was hardly a discernible hint that the "Limitless" with its doubl.ing power is responsible for the _mul tipl.i£lli of >tr th~ Etol:f You will remember that in this context the "limitless," the infinite, l!las ultimately dismiss ed. Not so in the world in which we live. What happens here is this: the "Limit," the "One," transforms the "indet erminate dyad 11 .into a £ill~.Fmj~ one, that is to say , Q �-1'1- About Plato's .P.hll.~ transforms the two constantly and indeterminately changing terms of ths dyad into two stationary and determinate ones and keeps doing this, illJ produce st in other wordst a mtJltituds~ of~· (3-S' DJ Socrates can call the manyness of ratios "the offspring of the limit." That's l1Jhy We understand now what confused Protarchua and us u.rhen Socrates sub- stituted "that which has limit," the "limited," for the 11 limit 11 itself. The "limited," the assemblage of ratios, is already a part of the mixture, of the third tribe. (26A} But it represents a mixtur e or rather mix- tures of a spacial kind, mathematicilpartnar ships that can give to parts of the world we live in a certain rightness 9 ~smoue the excess and indefiniteness, and pr oduce balance and right measure. Such mathematical partnerships engender, for example, health, establish the entire _genuine art of !I!Y~' bring about the temperate_.§eason~ and all the bounties of our world, beauty and strength of the body and all the beauties of the soul. (.2 ~ £) . And Socratest addressing Philebus directly and speaking about ' ~ that proper partnership (@t 8~ JC@(. '1"'1 Y~f'L) Of mathematl.cal ratios, has this to say~ "for this goddess, my beautiful Philebus, beholding the (268-C) wanton violence and universal wickedness which prevailed 9 since there was no limit of pleasures or cf excess in , order (VtJ,,t.GttS , "" ~ IC.«t t'"~5tS) them~ in which there is limito us; I say 1 on the contrary, she kept us sa.fs." (26C) established law and You say she exhausted Socrates addresses Phllebus 9 but we cannot help thinking of Eudoxus. Philebus remains completely silent. "How does this appear Socrates turns to Protarchus: to you Protarchus?" And Protarchus answers~ "It is very much how I feel, Socrates.'' Let us conclude: mixture. the common power of the two > I otef«~ determines the Sometimes the community of this power is lacking. Socrates turns now to the fourth tribe, the £!Use. You will remember that Socrates seemed somewhat reluctant to add this fourth to ths first three. And indeed, is there any need for H7 The common power of ths �About P1 at o 1 s .E.hi~1'?.l!!!. -18- "Limitless" and the "Limit" appeared as the of what it engendered in this mixture. E~use of the mixt..ure and Listen now to Socrates' words: (278/C) "Should I sound a false note if I called the fourth the £.OUse of the mixture and generation?" And listen to wha t Socrates one moment earlier says with regard to all the first three tribes: (278) "That which fabricates all these, the cause, we call the fourth, as it has been sufficiently shown to be distinct from the others." > That has not been shown at all! / How can ultimate sources, «f X""'' , be caused by something else? If that were so, the first two tribes, the "Limitless" and the "Limit," would not be what they are. The exploration of this fourth tribe, the "cause," is left e_endi11q, and Socrates makes a new transition which helps him to turn backwards. What was the purpose, he asks, of coming to the pcint they have reached? They were trying to find out whether the second prize belonged to pleasure or to thoughtfulness (<;etv1ns). They had posited, Socrates reminds Protarchus and us , that the mixed life was the victor. We can see now, he con t inues, to which tribe it belongs, namely to the third tr i be, formed by the mixture of all that is "limitless" and all that is (2. 7 J)} "bound by t he limit. 11 And now Socrates asks Philebus to which of the three tribes his life of ummixed pleasure ,belongs. this: have pleasure and Eai.rr a limit or are they among the things which admit "the mor e as well as the less"? (27E) Philebus' answer is: "Yes, among those which admi t the more; for pleasure would not be all the good, if it were not limi t less in multitude and in the (28A) The full question is replies: 'more~'" "nor would e_ain, Philebus, be all the evil. 11 Socrates d~yly This is how pain is introduced in t he discussion for the third time, and this time decisively. For Socrates adds he would grant Philebus that both, pleasure and pain, are in the tribe of the Limitless. only pleasure, .!!.Q1 pain . We note Philebus meant Socrates' addition is decisive. �-19- About Plato's Pleasure and pain are a limitless pair. E.blJl!E..l:!.~ One of the consequences of this 't finding ia that there are no ,,J~ of pleasu~e, in the strict sense o f this word. We remember that Socrates had intimated that the discussion would show in a clearer way why it would not be necessary to divide pleasure into its 6rt1. Socrates will use this term later on in dis- cussing pleasure, but it will not have to be taken in its strict sense. The next question Socrates asks Protarchus and Philebus is: tribe thoughtfulness, knowledge and (28A) (288) shall be assigned without "For I think that our risk is not a small one in finding or not finding the right answer to what is being asked now." Philabus: "You exalt your own god, Socrates, you do." Socrates: And you your goddess, my fi'.i:end. But the question calls for an answer, impiety, Socrates explains: all the sama. 11 Protarchus intervenes and urges Philebus to answer. Whereupon Philebus says: (288) vous to what my place?" This is the look back for a ".Qi!L.vou not, Protarchus, choose to reply in ~ time Philebus raises his voice. Let us moment~ At the beginning of our reading we learn that Protarchus will defend Philebus' thesis of pleasure, because Philebus himself, as Protarchus says, "has grown tired" (the Greek word is ~J.71£[eVf&<.6, a pun on the word ~ff~<fov). Philebus has an opportunity to reg~et that he spoke up again and calls upon his own goddess to witness that h~ does regret. When the "one and many" question comes up, Protarchus remarks: "It is perhaps best for the inquirer not to disturb Philebus ( 15C) in his sweet repose." And now he will be silent all the time, even [tacit re- when pleasure, his goddess, is thoroughly discussed. What is he doing ference t o all this time? Just listenicg? the prov er b: A little later PtJ l<lV(:;l"I l<oC !j~l>' 6~ lltf.µ.oovJ Protarchus has some difficulty in answering Socrates' last question, namely to what tribe knowledge and voGs should be assigned, and asks Socrates to answer this question himself . Socrates is willing. He (28C) declares : 11 \i.lhat you enjoin me to do is not difficult," and he repeats: "It is easy." (28C) Let us be ~n our guard. All wise men agree, and thereby really exalt themselves, says Socrates, that and earth. Socrates adds: \lovs is king of heaven "Perhaps they are right. 11 �About Plato 1 s E,hilebJ:!.S -20·- What follows is indeed an easy 9 but not too convincing "cosmological" account \!Jhich ends with the statement that the four tribes which was called (30E) again, "of all." answer." (30E) "~aUJ!.~ And Socrates adds: Protarchue: veru,.S belongs to that of of all. n Notice, please ~ "nowi; you have at last our "Yes, and a very sufficient one; and yet you answered without my noticing it." Socrates: "Ves, Pratarchuss for sometimes £!.ayins provides rest from serious pursuit. ir We understand: the "cosmological" account, which makes the voG$ the cause of all the other tribes, was a playful account. is the "divine vov; " We are not sure whether this Yovt mentioned before. And let us not forget that, within the confines of human life, the best voGs could obtain was the second prize. Socrates concludes this entire discussion of the four tribes by point,.. ing to ~ovs and to pleasure. He does not mention anything pertaining (31A) to "limit" and to the "mixture." Let us r&nernber, he says, "that vo-;;s was akin to cause and belonged roughly speaking (<rk~J~v) to this tribe and that pleasure was itself limitless and belonged to the tribe which, in and by itself, ~not and never will ha~ either beginning or middle or end." Wa must add that this holds also for pain. As we have seen, the dialogue , too, has neither a beginning nor an end, and for that matter, no middle. The graph of a Platonic dialogue usually-not always--looks like this: But the graph of the Philebus looks like this : --- �-21 ... The dialogue itself, taken as a drama, in wtdch we, the readers or listeners, are involved, seems to resemble pleasure and pain. it does that, it must be pleasurable and painful. If We will have to But we need not wait to register the most important wait and see ••• ~ result of the preceding discussion. All the pleasures and pains, small or great, which pervade our lives, reflect in their duality an ultimate source, one of the ~eXD(.,t , namely the "indeterminate dyad." It is thus that some of our most familiar and common experiences are tied to one of the highest points human reflection can reach. Socrates now abandons this high A new transition is made. been considered so far. and turns to a much lower one. l~vel Only about a third of the dialogue has I shall be able to proceed much faster from The next task is to see, says Socrates, where each of them, that is, Yo~j and pleasure, can be found and by means of what affection both (318) come into being, whenever they come into bein~. Note, please, that ,. the vovf mentioned here is said to come into being and cannot, therefore, be understood as the ~ternal ,... divine vovt . Socrates takes pleasure first, and immediately adds that it is impossible to examine pleasure sufficiently apart from pain. Socratesv contention is that pain and pleasure emerge in the combined tribe, the one, we remember, where the "limitless" and the "limit" join together and form a mathematical partnership conducive to balance and right measure. (310) When this balance is broken in us, living beings, "a disruption of nature and a generation of pain also take place at the same time." ''If, on the other hand, balance is being restored and is returning to its own nature, pleasure is generated." The process of destruction is pain, and the process of restoration is pleasure. When we are being emptied, we are becoming hungry and pained; when we are filling up again through eating, we are pleased. And the same can be said of thirst. It is shown later that it is �-22 ... !!£.i the body that hungers oI· thirsts or has any sL1ch the body cannot, therefore, be pained or pleased. belong to the .!£!:ll, and to the soul only. affectlon, that Pleasure and pain But sometimes, or rather often enough, as in the case of hunger and thirst, the p9dy is involved. Whenever this is the case, we face ontkind of pleasure and pain. Another kind of pleasure and pain does not involve the body at all. It arises within the soul itself as the sweet and cheering .b_oee of pleasant things to come and as the fearful and woeful expectati.Q!l of painful things to come. Both, the pleasant and the painful expectations originate within the soul in memory. Socrates proceeds to give a circumstantial description of this origin by passing from perception to memory, to forgetfulness, to recollection, and finally to desire. But he ands this passage by reverting to pleasure and pain volve the body. which in- He points to a man who is empty and suffers pain, but who, because of his memory, hopes to be filled again and enjoys (368) this hope. "At such a time, then, a man, or any other living being, has both pain and joy at once." If, however, an empty man is without hope of being filled, a twofold feeling of pain arises in him. stress is on the duality of pleasure and pain. The The possibility of a twofold pain and--although this is not mentioned--of a twofold pleasure emphasizes the duality even more. Let us not forget its ultim- ate sourqa. Looked at in this passage is also a life in which there is no feeling of pleasure or pain at all, but only thoughtfulness and VOVf. Such a life had been considered much earlier in the dialogue and had been rejected as totally undesirabia, lacking self-sufficiency and, there(338) fore, goodness. Now Socrates calls it "the most divine life." tarchus chimes in: Pro- "Certainly it is not likely that gods feel either joy or its opposite." And Socrates agrees: for either is unseemly for them." "No, it is very unlikely; Socrates adds that they may consider .... this point later on, if it would help the argument; they might give yous �credit for it in contending for the second prize. We shall be watching . A new transition takes placaa (39E40C) What follows can bs subdivided into three parts, and the title that can be given to all of them is "On false pleasures. " This is what happens in .E~t't 'l.,n.e.: Protarchus is unwilling to agree that pleasures and pains could be false; he accepts the possibility of false opinions, but rejects the possibility of false fears, false expectations, and false pleasures; a lengthy discussion follows which culminates in the assertion that a just, pious and good man, 11 a 11 fr i end of the gods, 11 has "true pleasures," while an "unjust and thoroughly bad man" can only haus "fals e pleasures," which imitate the "true pleasures" to the point of r i dicule; and the same can be said of pains. This, now, is what happens in £.§_rt two: we are reminded that pleasure and pain are a limitless pair tied to "the more as well as the less"; any one who feels pleasure in any way always really feels pleasure; but these pleasures may be felt as present pleasures and also as beJ ~!.l pleasures to in the future; the latter ones may be false because they may not come into being as expected, not as great and intense as expected; and when, in our feelings, we are trying to compare pleasures with pleasures, or pains with pains, or pleasures ~!th pains, we may reach entirely fals! results, because of the limitless and indeterminate character of both, pleasure and pain. The thircLear't of this passage does not concern false pleasures directly, but r ather pleasures falsely understood or falsely judged. The theme of pleasure and pain is a common topic in Plat o's own tims, widely discussed by outstanding men. One of the opinions about pleasure, re- jected by Socrates, is that freedom from pain is identified with pleasure. For some men this opinion amounts to the firm denial of the existence of pleasures altogether. For them that what Philebus (44C-D) and his friends call pleasures are merely escapes from pain. men are men 11 of harsh judgments." These Socrates does not mention any names, but it is highly probable that Antisthenea is one of these men. �Antisl:.henea is ii:'epLtted to have said: "should I ever meet Aphrodite,. I would strangle h::1:r.· w.ith my own ha nds. 11 I have condensed this passage of the dialogue to the utmost. But you understand that it challenges the conviction of Philebus radicallyo Lat us look at him again. listening? He has not said a word. We know , he had grown tired. Is ha re ally Has not his sweet repose mentioned by Protarchus a long time ago transformed itself .into sound sleep? And ~Elfil!t sound, dreamless sleep, l!Je should observe 9 excludes any feeling of pleasure and pain, brings about, in other words, a condition of the 11 most divine life, n ye t a .condition not compatible with Philebus' own aspirations. Yes, there he lies, the beautiful Philebus, with closed eyes and closed ears, while Socrates continues the inquiry, imposed upon him by Philebua, Protarchus, and the other young msn. A subtle transition is brought to pass inasmuch as Socrates takes those men "of harsh judgments" with whom he disagrees as alli es. He is going to describe more accurately what pleasure means to these men, who oppose it or deny its existence. Ws have already seen that pain and j oy can be felt at the same time. The point is now emphasized: pain and pleasure do not only constitute an indeterminate pair, but they also~ with each other. This is again shown by Socrates in a tripartite way. ~mixtures of pleasure and pain a:re those in which both pleasure and pain, involve the body, as, for example, 46A) }.tchi.D..9. and ~stchir:)£,, which Prcta~chus tends to consider a "mixed 47C) evil." ~mixtures are those in which the body and the soul con~ tribute the opposite elements~ "each adding pain or pleasure to the other's pleasure and pain," as, for sxample--we have heard that before-a man suffers from thirstt is pained by his bodily emptiness, but rejoices in his hope to be filled, a hope entertained only by his soul. The third kind of mixture is the mast important; it is the one in which the soul and only the soul is i nvolved. Socrates gives as sx- amplea of pains belonging to this third kind: anger 9 fear, longing, �About Plato's mourning, love, jealousy, envy; and he asks: (47E) them full of ineffable pleasures?" Eh!1-.2..~ "shall we not find He then refars--in....,EDe SJfillte~ only--to anger and to mournings and longings in order to show the mixture Of pain arid of pleasure in them. Pratarchus f ully agrees. Socrates' next question is: "And you remember, too, how people, (48A) at tra~dies, enjoy the spectacle and at the same time weee,.?" "Yes, certainly," says Protarchus. Whereupon Socrates asks: "And the condition of our souls at comedies--do you know that there, too, (48A) there is a mixture of pain and pleasure?" Protarchus' answer is: "I do not quite understand." Socrates confirms that it is not eas~ to understand such a condition under such cfrcumatancsa, and Protarchus, on hie part, confirms that it is not easy for him. It is not easy for us either. This is the short beginning of the discussion about the third kind of (508) mixture af pleasure and pain 9 which involves only the soul. And now, surprisingly, Socrates launches into a Jengthy explanation of what happens to spectators at comedies. It takes no less than four pages, and ends with Socrates' contention that pain is mixed with pleasure-not only for spectators in the theater, where tragedies and comedies are performed--but also "in all the tragedy and comedy of life." Today, we are prone to call any horrible or simply sad event a "tragedy" and a funny one a "comedy." But that was not done in ancient timeso The expression "tragedy and comedy of life" in the dialogue is highly unusual and even paradoxical. It is almost unique; a somewhat similar phrase referring to tragedy, ll£i to comedy, can be found only in Plato's ~· Why is this expression used in the Philebus? Let us hsar what Socrates sayse Ha takes up .§!.nvi first. Envy is a pain cf the soul, but we also see an envious man rejoicing in tha evils that befall those close to him. Thus envy is both pain and pleasure. ridiculous. Socrates than takes up the The ridiculous is in the main the consequence of a dis- �position in the human soul which contradi cts the famous inscription at D~lphi. A ridiculous man is a man who does not know himself. folly of not knowing oneself can have thr ee aspects: being~ than one Thi s 1) the conceit of is; 2) the conceit of bsing more .~utiful than one is; 3) the conceit of being more virtuous than one is, especially .!!!J.ser than one is ( JoJoC'tn:P{rx). most nurnerou~. This third kind of conceit. is the Now, wa tend to laugh at men t hus conceited. cases muet be distingui shed here. But t wo Those whc are laughed at may be strong and able to r evenge themselves, and a r e then p owe rful~ and hateful; far folly i n the powerful is hateful and bass. terrible, Or they are weak and unable to r evenge themselves, and then they are truly ridiculous. When we l augh at the follies of such men, who may be our friends, we feel pleasure. But to feel pleasure at the follies of our f riends is what envy brings about, s i nce it is envy that makes us rejoice in the evils that befall these our f riends, and envy i s painf ul . Therefore, when we laugh at what is ridiculous i n our friends, we .!l!!ii pleasure and pain. It is not quite clear how all this explains what happens at comedies, although Protarchue appears to be satisfied . Socrates adds that all that was said by him so far concerned only envy, mourning, and anger (he omits 101.1ging,, which was also mentioned by him in that one sentence he uttered before passing on to tragedies and comedies). And now , Socrates declares, he need not go fuxther and Protarchus ought t o accept the asser tion that there are plenty of mixtures of pain and of pleasure. But now something extraordinary happens that s heds more light on the t heme of comedy . You will remember tha t the young man, who surround Socrates, extracted from him the promise not to go home before bringing the discussion about pleas ure and thoughtf ulness to a satisfactory end. And you will also remember that Protarchus, later on, remi nded Socrates of this �-27... promise and assured him that not one of the young men would let him go before the end of the discussion was reached. Socrate~ (500) says now: midnight come? let me off." words? "Tell me then: Listen to what will you let me off, or will you let I think only a few words are needed to induce you to How strange! Why on earth does Socrates utter these Is this the Socrates, who is known for his never abating eager- ness to discuss things? Has he grown tired like Philebus? Or is it that envy has entered not only the ~o ~of , but also the stage, the "comedy of life" presented in the dialogue? Incredible as it might (cf. Apol"" seem, Socrates appears to be envious seeing Philebus asleep, "divinely" .£'lY. 40C-E) asleep, without pleasure and pain. Does that not mean that Socrates is .e_ained by this envy and yet also pleased by the ridiculous aspect of Philebus' sleep, which manifests the latter's "conceit of wisdom," the Jof oC"<:J<p[ot of friend Philebus? But what about ~' who read or hear the words of the dialogue and are the spectators of this "comedy of life"? Well, we are puzzled and £leased by realizing that Socrates of all people is envious at this moment, and we are also Qained by witnessing what happens to him. We might refuse to accept that this is what is going on at this moment, but this refusal would only mean that we expect to be pained and pleased, it we accepted it. Yes, the dialogue is pleasurable and painful deed >1 (tPy't), in addi- tion to dealing with pleasure and pain in speech ()I.OJ'::')• And is there any need to mention the pain and the pleasure one feels in reading, or listening to, the dialogue in all its deliberately complex and inordinate convolution? We understand now, I think, why the title of the dialogue is Philebus. Socrates proceeds, of course. He takes up now--and this is a new transition--the pure pleasures--that is, pleasures unmixed with pain. Socrates lists five kinds of such pleasures, four of them conveyed to us by our (lSflsPs, ~ involving that which cannot be sensed. The firet four kinds of pure pleasure have their source in beautiful figures, in beautiful colors, in clear sounds and in many odors. The beautiful figures are !l£i beautiful living beings or paintings, but-- �-28- (51C) "says the argument 0 --a straight line drawn with the help of a ruler, a circular line drawn with the help of a compass, plane figures drawn with the help of these same tools, and solid figures constructed with (53A-B) the help of suitable instruments. The beautiful co~ are pure colors, in which there is no trace of any other color, are those that sand forth a single pure tone . Clear §.2~ The pleasures which these figures, colors, and sounds generate are pure pleasures, unmixed with pain. As to the pleasures of smell, they are, as Socrates playfully says, "lemdivine." The last kind of pure pleasure-and this is deeply serious--is that which has its source in the known or the knowable, accessible to human beings without hunger for learn(52A) ing and without pangs of such hunger. What Socrates means is .£9.!:!,- le~s 9 the dssi:re to know, as we feel it in the pursuit of knowledge. This pleasure of contemplation is felt by exceedingly few. templatioo (8€1.Jf(rs,), which is !lE.i preceded by The transition now made leads to a passage that again has three (53C) parts, of which again the third is the most important. The first part extends in soma way the realm of pure pleasures by the statement that what characterizes such pleasures is due measure. The second part makes us understand that the pure pleasures are, because of their purity, also ~ pleasures. In the third--the longest--part Socrates refutes 11 certain ingenious paople" while accepting one of their premises. These "ingenious people" are reduced a little later to~ man, and t here is hardly any doubt that this man is Aristippus, His prsmiss 9 which Socrates accepts, is that pleasure consists in a erocess o.f._~enerati9.!}_ and has no stable bei!J.£. What is rejected by Socrates is that such a process in itself is a good, To refute this assertion Socrates proposes to consider the relation that the process of .£2!!!i...!29. into being (J~Yl,ts) has to .E.&o.a (oJoc'Or). The question is: which one of the two is for the sake of the other? Protarchus re-phrases the question as follows: do ships exist for the sake of �Abcnit Plato 1 s PhilE!,bJ;!.!! shipbuilding or is shipbuilding for the sake of ships? Protarchus knows the answer to this question, of course, but Socrates gives the answer in an all-comprising form: (54C) for the sake of some ~ for the sake of being." "every inst.ance of _generation is or other, and ~ generation Now, the being for the sake of which the process of generation takes place is "of the order of the good," while the process of generation itself is !!21 of that order. Therefore, says Socrates, we must be grateful to him who pointed out that there is only a generation, but no being of pleasure. He makes a l aughing- stock of all those who find their highest end in pleasure and know that pleasure is nothing but a process of generation. highest end is not of the order of the good. (SSA) For their Protarchus concludes: "It is a great absurdity, as it appears, Socrates, to tell us that pleasure is a good." ... There is a new transition, in which courage, self-restraint and vov$ are mentioned and which begins to move the dialogue upwards. is now to consider vovs The task and knowledge carefully and to find out what is by nature filirest in them. We expect that their truest parts will be joined with the truest parts of pleasure in the desired mixed life. Two kinds of knowledge are distinguished. One is necessary to produce things, the other serves education and nurture . the "know how" of the producing arts a division is to be made. Some of The productive knowledge, is taken up first, and here again th~se arts are acquired by practice and toil, aided by guessing, and lack precision. They do not use sufficiently the arts of counting, measuring, and weighing. This holds, Socrates says , for music, as it is commonly practiced, for medicine, agriculture, piloting, and generalship. But in the arts of building, shipbuilding, and housebuilding, for example, there is much more precision, because measuring and the use of ingenious instruments play a much greater role in them . It is at this point that Socrates divides the arts of counting and of measuring (not, however, that of weighing) into two kinds. Some counting refers to visible and tangible units, which are all unequal; but there is also counting of units �P.bou.t Plato's that do not differ at all from each other. Ph!J.E~~ This kind of counting is the basis of the true art of numbering, of true "arithmetic." The art of measuring may also refer either to visible and tangible things or to entities that cannot be sensed. To measure, and to deal with, the latter entities means to be engaged in "geometry," not for the purpose of production and trade, but for the purpose of knowing. And this holds also for the careful study of ratios and proportions. These true arts of numbering and measuring serve education and nur- We eee that there is a kind of knowledge purer than another, as one pleasure is Qurer than another. This purity of knowledge brings abou t much greater clarity and precision and much more truth. ture. But there is, beyond that pure mathematical knowledge, the power of dialectic. It deals with Being, True being, with that which always immutablY. is. Protarchus remembers at this point the claim of Gorgias that the art of persuasion, the rhetorical art, surpasses all other arts. Socrates replies that he was not thinking of the art that sur- passes all others by being the "greatest," the "best," and the "most useful" to men; he was thinking of the art or the knowledge which is most concerned about clearne~, .e..recision, and thg most true, however little and of little use it might be. Socrates asks Protarchus to look neither at the usefulness nor at the reputation of the various sciences, but to consider whether there is a power in our souls which is in love with Truth and does everything for the sake of Truth. Would this power possess thoughtfulness (~eoiHJCi'<.f) and greatest purity? vovs in the Protarchus concedes that this must be so. To be in love with Truth does not mean to possess it or to contemplate it. It means to pursue it, to try to find it, indefatigably, unre- mittingly; to pursue it means to submit to the power of discourse, a power that is able to discover in the spoken or silent words that which make speaking and thinking ultimately possible, namely the unchange- able and, thereby, ~ beings. But, ae Socrates points out, the many �·~3 1"" existing arts end the men engaged in them do not submit to the power of discourse, but are satisfied with their opinions. If a man sees fit to investigate nature, he spends his life in studying this world of ours--that is to say, tries to find out how it came into being, how By doing t hat, that man toils to discover transient productions of the present, the futur e and the past, not what unchangeably always is . And Socr ates asks: 11 How can we gain anything gable about things which have [lO s t ability whatsoever?" The argument compels us thus to see that the stable, pure, and true, can only be found i n what is eternally the same without change or mixture or , Socrates surprisingly adds, "in what i s most akin ta it." He may mean the moving , but never changing celestial bodies. it is acted upon and how it acts itself. (598) (59C) This passage which deals with t he peated reference to vcu f most. ~ and This reference is the pure s~ knowledge ends with the re- 4' ft~ v'!llLS , ttihich have to be honored ~ transition in the dialogue to the passage of t he dialogue. This last passage is about t he most fulness and pleasure are mixed. desi~able life , in which thought- Socr ates undertakes now to make t his mixture with the help of Protarchus . We expected and still expect tha t the .eure plaasu:i:·ss and the QUrest kno1JJledge wi.ll be joined in this mixture. Before the mixing begins , Socrates reminds Protarchus and us of what had been said before. Philsbus had claimed that pleasure was the true goal of every living being and that these two wor ds, "good" and "pleasant, 11 mean the same thing. calirned that 11 Socratsst on the other hand, gaod" and "pleasant" mean d.i.ffersnt t hings and that the share of thoughtfulness in the good is greater than pleasure's. They had agreed , Socrates continues, that any living being , in whom t he �About Plato's £.hilebus good is present always, altogether, and in all ways, has no further need of anything, but is perfectly self-s ufficient; but that neither a lifa of pleasure unmixed with thoughtfulness nor a thoughtful life unmixed with pleasure was a desirable life. Directly related to the task of making the mixture is the t as k of winning a clear understanding of the good in the well mixed l ife, .£!:. (61A) at least an outline of it, so as to be better able to find out J?.e. what in the well mixed life the second prize should be assigned. remember that Socrates had raised the question before. We At that time the possible recipients of the s econd prize were va~s and pleasure. Note that in this last passage of the dialogue vovs has not been mentioned so far. This is now what Socrates eays jovially and playfully just before he begins to make the mixture: "Lat us make t he mixture, Protarchus, (518/C) with a proper prayer to the gods, Dionysus or Hephaestus, or whoever ha be who presides over the mixing." Dionysus leads on revellers and presides over orgies; he stands here for pleasure. is known for his thoughtful and sober craftsmanship. tinues: (6 1C) Hephaestus Socrates con- "We are like wine pourers, and beside us are fountains-- that of pleasure may be likened to a fount of honey, and the sober, winelesa fount of thoughtfulness to one of pure, health-giving water of which we must do our best to mix as well as possible." The first question is: should Socrates and Protarchus mix sure with all thoughtfulness? be safe. ill plea- Socrates observes that this would not It would bs better to mix first that pleasure which was more truly pleasure with that knowledge which wa.a m9st true and .J2!9Ci~. Protarchus agrees. But Socrates is not satisfied. ~ let ua assume , he says, a man who is thought ful about justice itself·-that is, about the ~!/os of justice, and is guided in his reasoning about �everything that. t n .:ly_ :ts by his app:t ehenslon of the intE1lligible ~ by his VOEtV , (it ia the fil'st t.ime that passage of the dialogue). vovs is mentioned in this last If this man is fully cognizant of the mathematical circle and the all-embr acing celestial sphere, but is ignorant of our human sphere and J:iJ:!..man circles, w.ill this man have sufficient knowledge? No, says Protarchus, it would be ritii~ulous "Do you mean," Socrates asks, "that the unstable and impure art of the untrue rule and circle is to be put with the other arts into the mixture? '' Yes, says Protarchus, that is necessary, if any man is ever ta find his way home. Socrates and Protarchus go farther. They put music, which they said a while ago was full of guesswork and lacked purity, and all the deficient kinds of knowledge mingling with the pure into the mixture. for a man to be concerned only with divine knowledge. (628) Then Socrates turns to the pleasures. Here again the pure and true pleasures are not the only ones to be put into the mixture. For the first and only time in the dialogue Socrates mentions "necessary plea(62E) sures," by which he means pleasures connected with the satisfaction of vital needs~ arises: and adds thsmto the pure ones. And the further question is it not advantageous and harmless to let all pleasures be a part of the mixture, just as it was harmless and adv antageous to let ~ the arts and all knowledge be such a part? Whereupon Socrates says: "there is no use in asking us, Protarchus; we must ask the 53 ( A/B) pleasures themselves and the different kinds of thoughtfulness about one another." (638) That's what Socrates does. He asks first the pleasures: "would you choose to dwell with the whole of thoughtfulness or with none at all?" And Socrates lets them answer that for any tribe to be soli- tary and unalloyed is neither possible nor profitable; ''we think the best to live with is the knowledge of all other things and, so far as (638/C) is possible, the perfect knowledge of ourselves." it is Socrates whom we hear speaking. Let us not forget, It is highly doubtful whether the pleasures can speak--and can have any knowledge of themselves. �And now Socrates turns to thoughtfulness and Vovs.(!t is the second time that vo~s ie mentioned in this last passage of the dialogue). Socrates asks then whether they want the greatest and most intense pleasures to dwell with them in addition to the true and pure pleasures. And Socrates replies for them--that is, for thoughtfulness and that the true and pure pleasures are almost their own~ Yous , and also those which are united to health and self-restraint and all those which are handmaids of virtue; they should be added to the mixture; as to the pleasures which madden the souls of men, which are the companions of folly and of all the other vices , it would be senseless to mix them with the Yo vs . This is the third time that voCs is mentioned in the passage, while thoughtfulness (~e~v,~cs), which was also addressed by Socrates, is left out. ... vaus (64A) When Socrates has finished replying in the name of both ' and 4tt<>t17(l'£$, he says to Protarchus: this reply which the vo~s has now made for itself and memory and right opinion is thoughtful and sensible?" so." Which vo~s "Shall we not say that is this vo~j ? And Protarchus says: "Very much Ia it t he "divine voGs " that Soc- rates contrasted wit h his 6wn in his reply to Philebus a long time ago? No, it is Socrates who was speaking guided by his own It is !JE.i the vo:is vov$. that the "easy" cosmological account found to be "the cause of all" and that the sagas, in exalting themselves, declare to be "king of heaven and earth." It is not the fourth tribe of the Promethean gift, which Socrates introduced, fearing to appear ridiculous by doing that . i~ure Soc:r.ates' own vo vs is responsible for the kind of mix- he makes to produce the life which combines thoughtfulness and pleasure , is the cause of this l ife. It is neither the cause of the commixture of the "limitless" and of the "limit, 11 nor the cause of these first two tribes of the Promethean gift. What does the original introduction of the voCr as the "cause of all" and the subsequent somewhat veiled rejection of this vovS mean? I �-35- think it means a subtle mocking of Plato's great pupil Aristotle~ Aristotle's thoughts must certainly have been familiar to Plato in (Cods)< Mar·cianus) his lata years. A passage in an ancient manuscript ~ that informs us about Aristotle's life, hints at lively controversies between Plato .... and Aristotle. Plato appears to have nicknamed Ar.istotle o" vovs and to have once said, when Aristotle was not present at a meeting: "The vo~s is absent; dullness reigns in the lecture room." know that the investigation of the different meanings of (~~~~~ ) and of the divine vous works. We do ~ plays a decisive role in Aristotle's What the dialogue intimates is that vo;J,J is above all a .b.!:!- man posssssi onf and that Socrates is the embodiment of this vo~s o Socrates compl etes the mi><ture by pointing to the necessity that trutJJ. must be a part of it, and then asks what is the most precious in it and the £.~ief cau~ for this mixed l ife to be most lovable. The answer is: due measure and JE.9.£.0rtion which bring a.b out beauty and excellence. body is ignorant of this. We should more properly~ No- howe\/er , consider these three 9 beau~~ truth~ due measure , as the components of the goodWe sea , first: vo~s ness of the mixture. pleasure; secondly: is more akin to t r uth than not hing could be found mor e immoderate than plea- sure and nothing is more in harmony with due measure t han voCs and v oCs has a greater share in beauty than knowledge ; and thirdly : pleasure . And now, finally , Socrates gives a list of the bsst human possessions fiE.tl something like Measurep Due in their proper order. Measure~ Propriety, and like ever ything which must be considered of the same order. ~cQ!J.fllJ!_ comes what is well proportioned, beautiful, has been completed and i s suffi ciant 9 and all that belongs to that very family. (668) Socrates continues: insist on yov~ "As to the thit.9.- -this is my prophesy--if you I' and <Pe a ..; '1 n~ , you will not wander far from the truth . " I s vavs relegated to the third place? No, it is elevated to the �-36- proper rank, if you consider the role the t.r!fili played in the entire Foutth.'l;.v come the different kinds of knowledge, the arts, dialogue. the true opinions; and f:lfthll, the painless pure pleasures of the soul, some of which accompany and some of llihich--as we ~CL~ have ssen-- accompany £2..rce_g~ (observe that knowledge was not mentioned before among the pure pleasures, presumably because the . gurs4ll of knowledge involves the desi~ in which pain and pleasure are mixed)o to know, involves There is no sixth place, says He reminds us that neither Socrates , quoting Orpheus. ~ G(><.J$ , voCs nor plea- sure is the good itself , since both are devoid of self-sufficiency . But within the mixed life , which is the victor , vous has now been given the second prize , while pleasure--as Socrates' own voCf had predicted a long time ago--is farther behind than the third place . Note that this holds even for pure pleasure and that the satisfaction of vital needs is not mentioned at all . Pleasure is fifth . We should be. aware that, according to the tradition 9 the people called "Pytha- goreans" associated the goddess Aphrodite Lilith the number five. The list given by Socrates is strangely unprecise and inordinate . It is indeed only an The >I rJ.rf'(:-1..[?oll , outliD~ of the good in the most desirable life. the "limitless , " the "indeterminate," reigns, though not supremely , in the dialogue . I shall not koep you until midnight. a discussion ••• Good night! But there will be � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. 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Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 36 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource About Plato's Philebus Description An account of the resource Typescript of a lecture delivered May 20, 1971, by Jacob Klein as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Klein, Jacob, 1899-1978 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1971-05-20 Rights Information about rights held in and over the resource The Greenfield Library holds the literary rights to Jacob Klein's work. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Plato. Philebus Socrates Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Klein 1971-05-20 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3e04866a39f2d793f9d0cb2bccf6ea24.pdf ff90d4fa870513a86015aeb3686c89ed PDF Text Text * Plato' s Ion This lecture is, as you know, about Plato's dialogue entitled !gn. My main purpose is to show how, I think, a Platonic dialogue ought to be read. The lecture will have two parts. The first will present to you what happens in the dialogues in the second part I shall try to describe the wider frame into which what happens in the dialogue fits. Socrates meets Ion in A.thens. We are inclined to think that Socrates is known to us, to some extent at least, but we might be mistaken. As to Ion, his home is Ephesus, an Ionian city on the shores of Asia Minor. He is well known as • rhapsode. He tells Socrates that ' he has just arrived from Epidaurus, where he attended - as a rhapsode the festival in honor of Asclepius, the healing god. What is a rh&psode? A rhapsode (literally1 a stitcher of verses) is a man who, at appropriate occasions, recites, or better, declaims poetry majestically and touchingly. Socrates wonders whether the Epidaurians honor the healing god with a contest of rhapsodes also, and Ion confirms this, adding that everything else that belongs to the art over which the Muses preside is involved. We suspect that Socrates wonders what relatinn the declaiming of poetry has to healing. Socrates - a.rd we learn that Ion won the first prize in that rhapsodic contest, and Socrates urges him to achieve the same result in Athens at the Panathenaean festival celebrated in honor of' Athena, the goddess not only of war, but also - among other things - of health. Ion confidently expects this to happen. Socrates begins his challenge. 5308 He says1 "I have been often, yes, jealous of you rhapsodes, Ion, because of your art", The English word / .. art", which I have just used, translates the Greek word itXV'J • I ·i mplied in Ion!.s use of the word µ,avu'lf<-1 * It was • the art over which the Muses A lecture given by Jacob Klein et St. John's College, Annapolis, Maryland, October 1, 1972 �-2- preside. Today, we mean by "art" something highly admired and respected, attributed to "creativity" or to "genius" or, at least, to talent, but also something that is taught to children in school. A similar ambiguity characterizes the word I ·r:~.~V? , as we shall see in a mOlllent, wt what is much more emphasized in it than in the English word "art" is laiowledge, the skill, the "laiow-how••, inv.o lved in any making, producing, and behaving that men engage in. In continuing his speech Socrates uses ./ the word 1:~ Y.V'7 for the second time, right away. sources ot his jealousy• He exposes the the r{'>;'V~ of the rhapsode, Socrates says, teaohes him how to adorn his body so that he should look as beautiful as possible, and it also imposes upon the rh&psode the necessity of passing all his time with the works of many good poets and especially with those of Homer, the best and divinest poet of all of them, so that he would know Hom.er' s thought tull well and not only his words. · For, as Socrates suggests, there couldn't be a good rhapsode, if he did not understand what the poet says1 the rhapsode should be an expounder of the poet's thought to those who listen to him1 and it is impossible to be a good expounder. if one does not know~ the poet .says. It is all this that makes Socrates jealous. Ion agrees with Socrates. This matter of expounding, says Ion, is certainly the most laborious part of his artr and he thinks:·;that he can speak about Homer better and provide more and better thoughts about H0111er than anybody else. 5JOD "Good news, Iont" exclaims Socrates. He understands Ion's words to mean that Ion will not grudge hiDl an exhibition of this power. And Ion stresses that it is indeed worth while hearing how well he has adornell Hom.er, so much so, that he deserves to be crowned with a golden crown by the lovers of Homer. In mentioning his "adorning•• of Homer, Ion uses the very word Socrates used with reference to the rhapsode's body. �-3- It turns out that Socrates is not yet ready to listen to Ion's exhibition. Instead he begins to question Ion, a.nd this questioning leads to most comical and, at the same time, most serious results. The first question is whether Ion is so marvellously skillful about Homer only or also about other poets. Homer only, and that is sufficient. Ion's reply is• about Ion agrees that there are things about which Homer and Hesiod, for example, both say the samei in such cases, Ion asserts, he would of course expound equally well both Homer's and Hesiod's words. But what happens, Socrates inquires, if the two poets do not agree, as, for example, about the "art of divination''? Who then would expound better what the two poets say, Ion or one of the ~ood seers? Ion's answer iss one of the seers. We have to note that the first and onlr example chosen by Socrates to illustrate possible disagreement among the two poets, n.amely the "art rl:<l,)7 of divination". that is, the / / called µdVilk1J, shows clearly the ,, r . ambiguity of the word r~ XI/~ • Does the seer, the_ ftri.VllS , possess •ny knowledge about his seeing, prophesying, divining? divination at his disposal? Is the "know-how" of Would he be a !!!!!!: if it were? The next point of Socrates is that Homer and all the other eoets spoke about the s111Y1e things, about war, about the mutual tntercourse of men, about the gods in their intercourse with e~oh other and with men, about the heavens and Hades, about the origin of gods and heroes. Socrates does not say whether the poets agreed or disagreed in speaking about these things. It is Ion who makes the point that the other poets did not treat these things the way Homer did. He asserts that they did it in a far worse way. We remember that Socrates, too, called Homer the .b est and divinest of all the poets. But now Socrates turns to Ion's �-4- ability to distinguish between go~ and bad ways of speaking about If the talk is abou.t numbers, who will be able to distin- something. guish between the good and the bad speakers? The answer is, Ion has to agree, a man who possesses the art of numbering, the ''arithmetical art" I ) .JI .I the TG,~t/17 «flrlf-7Tll('l, that is to say, the "know-how" of counting and or handling numbers. And if the talk is .about wholesome food, the man who will be able to distinguish between the good and the bad speakers is a doctor, that is a man who possesses the art of healing (the / ) 'ltX.TflK~ ) • i{>(Y17 In . summing up, Socrates can now state that, whenever many people talk about the same thing, one and the same man will know who speaks well and who speaks badly. We have to surmise that Socrates means that this man possesses the appropriate knowledge, the appropriate Ti'XV'? • And Socrates concludes that, since Homer and the other poets speak about the same thi~gs and Ion knows who among all of these poets speaks well and who speaks in a worse way, he must be marvellously skillful And knowledgeable about all these poets, that is, cf. we understand, must have the suitable 5388 be called the rhapsodic art. -r/xv 7 1 which in this case ought to Socrates, we rema:mber, had. spoken of this .I rexl/7 at the beginning of the conversation. Ion cannot help accepting Socrates' conclusion and is thereby led , X ,~.\to wonder why he ''simply" drops into & doze when he hears some body disHJ.,.· pun on cuss poets other than Homer and wakes up and pays close attention and off~ &1txvws has plenty to say himself onl_y when Homer is mentioned. Socrates claims 532C to know the answer. "This is not difficult to guess", he says; and he states explicitly that Ion is clearly unable to speak on Homer ~ / ' ., . / art and knowledge (-r~xv';J KcxL e1TldT'7fJ-2 ) , for if he were able to do it with art, that is knowingly, he would be able to speak about fil the other poets as well. We have indeed to suppose, Socrates says, that �-s/ the whole in question here is the art of poetry ( TTol'}Hk"'] ) , and to speak about it knowingly means to .!m2! it as a whole, that is, to know what all the poets said and meant. Socrates asks Ion whether this is so. All that Ion has to say in answer to this rather puzzling question 532C is "Yes", Socrates is not certain whether Ion understands his point, / to wit, that whatever the art, the Te'X.V) , may be, once it is given as a whole, the way to look at its parts is always the same. Socrates will expound this, therefore, at some length by giving quite a few 532D examples. But before doing that he asks Iona "are you in need of hearing from me what I mean?" And Ion replies that he isa c~rtainly ••for I enjoy listening to you sages". Whereupon Socrates remarks 1 "surely it is you rhapsodes and actors, and the men whose poems you chant, who are sager whereas I speak nothing but the plain truth, as a sim:ple layman might". And he adds that what he means is indeed a trivial commonplace, not arrived at by rules of art, rut within reach or everyone. Here are the examples. There is the whole art of painting. It is - impossible to find a man capable of deelaring which paintings of one .'• painter are good or bad and totally incapable of judging the works any other painter. ~f The sa..'!lle holds of the art of seul.:eture, of flute-playing, of harp-playing, of singing to the harp, and of the art of rhapsody. With these examples Socrates changes his point somewhat 1 the skillful and knowledgeable speaker is not only able to distinguish between the good and the bad artists but also between the good and the bad works of any one of those artists. Could there be a man, for instance, who would be able to talk with understanding about a number of rhapsodes but would be unable to say what Ion of Ephesus does .!tl1 and what he does badly? Ion is com.palled to accept Socrates' points but. this makes the �-6- experience he has of himself completely incomprehensible to himt he excels all men in speaking on Homer, everybody is in agreement about that (let us not forget1 he just won the first pr1£e 1n Epidaurus), but he cannot speak well on the other poets. How comel It is up to Socrates, Ion says, to see what that means. Socrates retorts that he a lengthy speech. ~ ~ see what it means and launches into he says and the way he says it make this SJ>'9ech the central event in the drama which the dialogue presents. Socrates first repeats what he had said before about Ion's ability to speak well on HOll!ler and Homer onlyt this ability is not due to a knowledge that Ion possesses. addition to that statement1 to any But Socrates now supplies a positive this ability of Ion stems from a "divine power11 1 and Socrates provides a vivid image work. r/x_y·7 , or this power and of its It is like the power in the "magnetic'' stone, so called, namely "magnetic," by Euripides, the poet. This power not only makes the stone attract iron rings but also infuses itself into these rings so that they can attract other rings and thus form sometimes a long chain of iron rings suspended one from another1 the power in all of th~m stems from that one 0 magnetic" stone. - The "magnetic" power helps us to under"" stand the power of the Muses which makes some men spellbound and spreads through th8Jll to other men so as to hold them all in a chain. It is thus that all good Eoets indite all their beautiful epic or lyrical poems not because they are guided by a T~\/'7 , by some knowledge, but because they are spellbound and possessed by a Muse, just as the Corybantian worshippers and the b&cehants are frantic and possessed and not in their senses. The poets tell us, they do, that (I quote) 5J4B "they bring us songs from honeyed fountains, culling them out of the �-7- gardens and dells of the Muses - like the bees, and winging the air as these do. And what they tell is true 0 • I keep quoting& "for a poet is a light and winged and sacred thing, and is unable ever to indite, to be a poet, until he is spellbound and out of his senses, and his wits are no longer in him". - Socrates sums upa poets compose and utter so many and so beautiful things about hhe deeds of men - as Ion does about Homer - 5J4C / / not by art (by T~X\/7 ) but by a 1'divine allotment 11 ( / fJt:irf JLOlfrt) 1 it is thus that eaoh poet is able to compose well only that kind of poetry to which the verse. 9.U!'!, ~ has stirred him, but is not good 1.t any other kind of Indeed, if the poets knew by rules of art how to speak well on thing, they would know how to speak on !!!• .A.t this point Socrates' speech grows in intensity and straightforwardness. I quotes "That is why the god takes away the wits or these men and uses them as his ministers, just as he does with soothsayers and godly seers, in order that we who J4C-D hear them may know that it when they are out or is~ they who utter these priceless words, tbeir wits, but that it is the god himself' who speaks and addresses us through them 0 • And to confirm this, Socrates · finally cites the case of a most mediocre poet, who had.never composed a single poem that deserved any mention at all and then produced a hymn which is 1n everyone•s mouth, a song that ts - as this man says 5340 himself - "simply.. 11 sornetbi.ng found by the Muses'•. The god apparently intended him to be a sign that beautiful poems are not human or the work of men, but divine and the work of gods, and that the poets are merely the expounders of the gods, according as each is possessed by one of 53.5A them. And Socrates asksa "or do you not think that I speak the truth, Ion?'! 5J.5A 11 By Zeus 0 , Ion exclaims, "I do". And he explains• 11 You do touch �-amy soul with your words, Socrates, and it does seem to me that the good poets expound to us what comes from the gods". Whereupon Socrates adds with Ion's approval - that the rhapsodes expound the poets' words and are thus expounders of expounders. Let us reflect on what has happened. We do remember that, just a while ago, Socrates called himself a "simple layman" who utters nothing but the plain truth. We might have Socrates' dissembling ways. ~led Yet we do assume that Socrates speaks the But is his long speech a truthful speech? How can he truth. that beautiful poems are the work of gods? claim hearing this, thinking of or the poets is a true clailll? How aan he ~ ~ that this It is certainly not something that could be characterized as plain truth. Is not his speech, which reaches ppetic heights and touches not only Ion's soul, but also .2!!!: souls, dictated by a Muse? himself? Or rather, isn't Socrates playing. the ~~~e Indeed, Let us have a closer look at Socrates' speeoh. Ion's rhapsodic art is mentioned at the beginning of the speech, once more briefly in the middle of the speech, and is then taken up again only at the final exchange of quesV.1.ons and answers between Socrates and Ion.. Socrates puts at the top of the ladd~r tne divine power, the Muse or the gods one rung below - the poet, the good poets two rungs below - the rhapsodes three rungs below - the audience, the people who listen to the rhapsode, all of them spellbound. the poets, the good poets. The bulk of the speech deals with But these poets are grouped together with the soothsayers And seers (the fA1X V16(.S), whose non-existent If: x.V 7 / / was mentioned earlier as the one Homer and Hesiod allegedly disagreed about. In composing their poems, the speech asserts, the poets are out �-9- of their senses, and so are the rhapsodes when they declaim those poems. And this is what Ion, spellbound and possessed by the Muse, that is, by .· Socrates, wholeheartedly accepts. It is hardly possible not to be amused by the double ohange which has occurred in the dialogue, by that of the Muse into the usimple-minded" Socrates and by that of Socrates into the "m.agnetio" Muse. Socrates now proceeds to check whether what he described in his speech, and was agreed to by Ion. actually occurs When Ion deolaims Homer's verses. Is Ion, Socrates asks. in his senses or is he carried out of him.self when he declaims verses which move his audiences does not his soul, possessed by a god, find herself among the very things he describe~? And Ion reports how his eyes are filled with tears when he relates • tale of woe, and how his hair throbs when he speaks of horrors. st~nds on end and his heart Ion agrees that at such moments he is out of his senses1 as Socrates puts it, Ion weees although not robbed of his precious attire ard his golden crowns and he is panic-stricken in the presence of more than twenty thousand friendly people, none of whom is stripping or injuring him. Does Ion know, Soorates then -~quires, that the rhapsodes make the spectators 1.n their audience feel the vary si;me way. He knows it very well, Ion replies. Let me quote a "Ji'or I have to pay the closest attention to thems since, if I set them crying, I shall 535E laup;h myself because of the money I take, but if !_hey laugh, l MJ"Self shall cry because of the money I lose"• We sees the spell has been brokens Ion now asserts that he is ,!l21 out of his senses when he declaims and weeps and acts as if panic-strioken1 neither the Socratean Muse nor any other Muse possesses him. The contrast between Ion's previous assertion and the words he now uses is as great as it is comical. That does not mean that Ion has ohanged.1 it means that Ion has now �-10- revealed what kind or man he as rhapsode truly is. Socrates' ques- tioning and the Muse Socrates was playing have . brought this about. The point we have reached lies at the very middle of the dialogue. Socrates can now abandon the guise of the Muse. We see him indeed repeat what he had said before in his lengthy speech, bit what he says now is much shorter and not "poetic" at &11. He describes the chain reaching from the god or the Muse down to the ~udience, but he now adds to the rings mentioned before other rings attached obliguely to the chains they represent choral dancers and masters and under-masters of the dance. It is indeed not straightforwardness but obliguity that characterizes the new speech. Socrates puns on the term "is possessed" / 5)6B ( 1<~1e'.~t;TOl'l ) and equates it, term "is held" ( ;/ D(f1fX.l ) • in view of the image of the rings, with the Most of the rhapsodes are possessed and held by Homer, as Ion 1s. And the main point is again that Ion says what he 536C says not by art or knowledge ( o~ Ti~V!J . / / o{JJ efTlrS"r'')/i';J ) but by "divine > /\. '- allotment and possessic;>n" ( OeL'{ /.lOlflf t<Cll f(JXTDKWX~ ), Ion is not moved now by Socrates' speech, On the contrary, he does not believe that Socrates could convince him that he, Ion, is possessed and mad when he praises Homer. Ref.ring him speak about Homer, Socrates would not believe that himself. But Socrates again postpones listening to Ion's exhibition, He begins questioning Ion again. Can Ion speak well .about things in Homer of which Ion happens not to have any knowledge? A.bout the art of chariot-driving, for example? It is the charioteer and nobody else who will know best whether Homer is right or not when he speaks about this art, and Ion has to agree. Ion bannot but assent again to Soor,tea• statement that the ability to know about one definite kind or work has been assigned to 537C (and Socrates inserts in a rather stran@e way1 !!!?!:! of the arts assigned "by the god")• �-11- What we know by the art of piloting we cannot know by the art or healing, what we know by the art of hea.ling we cannot know by the art of carpantry, and so on. - Socrates him.self begins quoting from the Iliad and the Od:vsse_!. He does it four times, three times inaccurately and only once accurately. Ion has to agree that it is not for the rhapsode to discern whether Homer speaks correctly or not, bit tor the doctor in the first case, for the fisherman in the second case, for the seer in the (We should not forget, third and fourth cases. seer's 11 art" is not a / T~"X..tf~ by the way, that the at all.) Socrates then invites Ion to pick out passages from Homer, the rightness or wrongness of which rhapsOde alone should be able to discern. he do? - th.at this holds of th~ Ion claims - what else could ill. passages. Socrates reminqs him of the passages they just went through and which the rhapsode was incompetent to judge. imply. Ion cannot help excluding these passages and the arts they Pressed by Socrates to tell what arts the rhapsode will be competent to judge, Ion assigns to the rhapsode the vast knowledge ot things which it is fitting for a .!!!!n to say, and of those which it is fitting for a woman to say, and again of those for a slave, and of those for a freeman, and of those for him who has to obey, and of those for him who is in command. But it turns out, as Ion has to admit, that the .pilot will know better than the rhapsode what the captain of a stormtossed vessel should say and that the doctor will know better than the rhapsode what he who takes care of a sick man ought to say. If a slave is a cowherd, it is not the rhapsode who will know better what t .o say . about cattle tending. And if a woman is a spinning-wo!!!!rh it is ~ the rhapsode who will know better what to say about the working of wool. But what about a man who is a general exhorting hi....! !!!!!!? What .man should say, Ion immediately declares, the rhapsode ~ a !!lll know. And �-12 ... when Socrates asks him whether he is knowledgeable about generalship as a general or as a rhapsode, we hear Ion state that he does not perceive any difference here. He explicitly says that the rhapsodic art and the art of generalship are .2!'!! art, not two. It follows that anyone who is a good rhapsode is also a good general, but Ion cannot admit that any- one who is a good general is also a good rhapsod.e. He probably assumes - and rightly so - that some generals are not good at exhorting their men. Since Ion considers himself the best rhapsode in Greece, be is also, in his own eyes, the best general in Greece, and Ion adds that he learned to be that from Homer. For a short while the highly amusing question is debated why the Athenians have not chosen Ion to be their general. Socrates then reproaches Ion for not telling in what his knowledge of Homer consists and tor finally escaping in the guise of a general so as to avoid displaying his wisdom. concerning Homer. If Ion is an artist, that is. a man who knows, and deceives Socrates by not telling him -what he knows, he is wicked. If Ion is not a.n artist - · bi.1t speaks f'u.lly and finely about Homer by divine allotment, possessed by Homer, and without any knowledge, he is not doing anything wrong. the choioe1 542A to be dishonest or to be divine. Here then is Ion (I quote)a "the difference is great, SocratesJ for it is far 11cbler to be called divine". And Socrates closes the dialogue by assigning this nobler title to Iona he is to be known as a divine &nd not an artful, that is knowing, praiser of Homer. You realize, I am sure, the utterly comic oharaoter of the . dialogue and the disparagement of what in this dialogue Socrates calls / the 8£lrt . j-Lt/i: fc< 1 the "divine allotment". But you also realize that the mocking of the rhapsode is meant to cast doubt, above all, on the poets, whose works the rhapsodes declaim. And this i~ a serious and �-13- difficult matter, to Which I shall devote the second part of this lecture, In Plato's Ph&edrus we hear Socrates describe the 244Af/. gr~atest blessings as derived from these four kinds of rr1&dness s the prophetic, the ca'!'" In this connection the expression thartic, the poetic, and the eretic. 0 divineallotment" .is used again. The third kind of madness, the poetic, comes about when one is possessed by the Muses. I quotet "he who with- out the madness of the Muses comes to the doors of poetry, confident ) / 245! that he will be a good poet by art (EK T€XY'7S' ), meets with no suooeH, and the poetry of the sane man vanishes into nothingness before that of the madmen". D~es that mean that the Socrates of the Phaedrua is serious about "divine allotment"? The answer to this queUton depenis . , on our understandin~ of "madness'' (mania, in Greek1 µ.,rxV l fX.) as this word is used in the Phaedrus. · It is first mentioned in. the description of the first kind of madne.s s, the prophetic one. The men· of old who invented names, we read in the text, thought that madness .was neither shameful nor disgraceful. 244C I quotes "otherwise they would not have con- nected the very worl. "mania" with the noblest of' arts, that which fore'!'" . . . tells the future, 'qr calling it the manic art ( ~Vti<1) • No, they gave this name thinking that "mania", when it comes by divine allotment, is a noble thing, rut nowadays people call it the mantie art tastelessly inserting a Socrates is dissembling& <piXIJTl/(4), ! into the word, 'mantic' instead of' 'uni.a'". the so-called mantic art is, to begin with, not I an art, not a T<fXV?-1 , and ·it is not the alleged insertion of the letter T into the word "manic" which is to be oondem.neds it is the soothsayers, the seers themselves, who - on the whole, I repeat, on the whole • are contemptible and ridiculous, as Plato often enough implies or even ·explicitly states in his dialogues. to these see"rs is an em.pty fraud. The "divine allotment" dispensed But there are exceptions, and �-14He~ Socrates is one of them. prophesy sometimes. Right here, in the Phaedrus, about to begin his recantation, his palinode about divine madness to def'end the lover, he says1 243:: "I-am, yes, a seer (a pa."vur> •. not a very good one, but - as poor writers might say - it is just sufficient f'or what I need".t,t Socrates is again dissembling, ot course& his pro- phetic power is clairvoyaneer it can be attributed to "divine allotment,~' but it is ~madness. In that same palinode of the Phaedrus, Socrates, summarizing what he said before about the erotic kind of madness, describes the lover as one who, when he sees the beautitul here, on earth, remembers the ~ beauty, feels his wings growing and would like to fly away, but cannotr like a bird he 249D-E1 ,, v ~Tt0<:'1 €Xll , "'S' ftol.V~f g~zes upward and neglects .the things below1 and thus, Socrates says, this fourth ldrd of madness is imputed to the lover. That is to· say1 lu1.K£(~EVDS looks like madness because loving means. we the state a true lover is in are usually insufficiently ·aware of what Can this .be said also of the state a good poet You remember what Socrates says in the .2.!!! definite kind of ~ 12!1• is in? the ability to know about has been assigned to each of the arts, and I mentioned that Socrates explicitly and rather strangely inserts that this assignment is made ''by the words? The answer ise god."~" Why does Socrates insert these he inserts them to hint at the wide range of meanin{l'.s in the expression "divine allotment • " This expression might be used farcically as in the ease of the rhapsode Ion, it might be . . I applied w1 th seriousness to the knowledge inherent in any T! )(V,and ,, w1 th even deeper seriousness' alhhough &mbiguously' to the work of l of love. The question we face is1 elJ.f• in what sense is it applied tg a work of poetr:y? In what sense is a good poet •1m.ad 0 ? Let me be bold, very bold, and try to answer that question by speaking about Homer's Iliad, thus running the risk of becoming a rhapsodic expourd.er, �-15- Disregarding the more or less superficial division into books and even allowing for all kinds of tampering with, and dialocations1 ot, the original song, there is no denying that the decisive events are crowded into the last third of the Iliad. significance certainly do occur• In the first half events of great the quarrel between Agamemnon and Achilles which leads to Achilles' withdrawing from the fights the death and the wounding of many warriorsa the Diomedean terrorJ the wounding or two gods: the encounter of Diomedes and Glaucuss the peaceful scenes in Troys the unsuccessful. embassy to Achillesr inoonelusive duels among men and wonderfully treacherous actions on the part or the gods. All these events contribute in varying degrees to the unfolding of the plot. (For there!! a plot in the Iliad.) In the main, however, the battle is swaying back and forth all the time until finally the Trojans reach the ships of the Achaeans. During all . that time Achilles sits in his tent, sulking, and only occasionally watching the fight. The pivotai event, the death of Patroclus, which changes, which reverses everything, occurs very late in the poem.. It is as if the poem took an exceedingly long breath to reach that point and afterwards rushed with breathtaking speed to its end. This is the more remarkable since the entire period of time the poem encompasses is one of 49 days and Patroolus• death occurs on the 26th day, that is, very nearly in the middle of that period. There are two events - among many others - which I have not mentioned at all. Yet it is ' these two events that seem to be the two foci from which all light dispersed througqout the poem stems, " The first takes place when Tbetis, :Uhilles• mother, goes up to Zeus to ask for his hel p on behalf of her son, reminding Zeus of the help he once received from her. She wants Zeus to turn the scales of �-16- the war, to let the Trojans have the upper hand until finally, in the hour of the Achaeans' greatest ee pe~il, Achilles, and only Achilles, might able to save them from certain defeat, lead them to victory, and thus regain lli honor, which he allegedly lost through Agamemnon's action. It I,511- is then said1 "But Zeus, the cloud-·gatherer, said nothing at all to her 512 I •nd sat in silence :for a long while ( &7V)". An awful silencel Thetis repeats her plea. At last, Zeus consents and nods, a sign of an irrevocable decision. Olympus shakes. Thetis departs, apparently satisfied that she has accomplished her mission. XIII II, Has she? The second. event occurs attar Patroclus• death, while the battle 165...229 for Patroclus' body rages before the ships between Hector and the Aiantes and while Thetis is on her way to get new arms for her son from Hephaestus. Hera sends Iris to Achilles to urge him to intervene in the struggle for Patroclus' body. Since Achilles has no arms at this juncture, he is asked by Iris to do nothing but to show himself to the Trojans, to frighten them by his mere appearance. Achilles, "dear 203 to Zeus", obeys and does more than what Hera through Iris asked him to do. Pallas Athene, who is nearby, does her share: she casts the tas- seled aegis around his shoulders and she sets a crown in hhe guise of a golden cloud about his head, and from it issues a blazing flame. Thus he appears - alone, separated from the other Achaeans - in the sight of the foe, a flaming torch. But not only does he appear, he shouts, three times, a terrible shout, clearly heard - and":from afar Pallas 217-18 Athene uttered her voice". Trojans. Unspeakable confusion and terror seizes the Patroclus• body is saved. What kind of shout is this. Is it one of triumph? Or threat? Is it an ordinary war cry, raised toa very high pitch? It is certainly not �-17(V,859,86J) like the bellowing of the wounded Ares. The verb used to describe ) , that shout has a range of meanings. One of them is "crying out of ttJ(Xi.> (XVIII,228) grief~' Iris? Why does Achilles shout now, though not urged to do so by Certainly, to frighten the Trojans, to make tham desist from Patroclus' body. But can this shouting fail to express the un- speakable pain that fills his heart, the pain which had just brought his mother to him from the depth of the sea? rible sight to beholdt Here indeed is a ter- a man raised to his highest glory by Pallas Athene, wearing the aegis, crowned by names, truly god-like - and this same man crushed by grief, miserable in his awareness of having himself brought the immensity of this grief upon himself. DIII,222 apotheosis of Achilles is the seal of his doom. The And it is his voice, his brazen voice, his terrible shouting, which brings terror to the foe, that expresses his misery and his doom. Pallas Athene's voice seems but a weak echo of that of Achilles or is even completely drowned out by the latter's intensity. But are not these two events, the long silence of Zeus and the shouting of Achilles, related? Does not Achilles' shout sonorously echo Zeus' silence? not guess now why Zeus retilained silent for & Can we long while? Surely, he had to take account. of the susceptibilities of his wife, as any husband would - a~ in his marital relations Zeus is no exception.-.. but is it only Hera whom he was silently thinking about? Must he not have been concerned about the whimsical nature of Achilles' plight and Thetis' plea? And, on the other hand, how could he have refused to satisfy Thetis in whose debt he was? Is it not right then and ther~ that Zeus decided, in wisdom and sadness, irrevocably too, to accede �-18to Thetis' demand, to give honor and ~lory to Achilles, but to do that in a manner which neither Thetis nor Achilles expected? Patroclus should be ~ He decided that and - what is more- that his beloved son, Sa!l?edon, should be slain by Patroclus to balance the loss Achilles will suffer by the loss he, Zeus, himself will suffer. There will be a moment when Zeus will hesitate about Sarpedon's death, but Hera will persuade him to let Sarpedon perish. While the tide of the battle is t~ce, VIII,4761 Y:-1,64-7 being reversed, Patroclus' approaching death is announced by Zeus XI ,604, the steps which lead to it are carefully pointed out. Achilles will 790-804 XVIII, 79-82 get what he wants, but at the price of the greatest loss--the loss of his beloved friend, of his other self. In the hour of his triumph he will be the most miserable of men. The coincidence of triumph and misery characterizes a situation as tragic, in the strict sense of this much abused word. XVIII,328 Achilles grasps Zeus' intent. "Not all the thoughts of men does Zeus fttlfill" 1 as Homer had said before, commenting on Achilles' prayer xvr,250 He says him.selfs befo~e the slaying of Patroclus1 "One thing the father granted him, the other he denied.~ 11, Zeus denied him the safe return of Patroclus while granting him glory. Achilles' suffering at the moment of his triumph is Achilles' own. matbhad by anything on Olympus. It cannot be It is as much the prerogative mortal as it is the attribute of a hero. of a This is one of the reasons-- perhaps ih! reason---why we are deeply moved while reading, or listening to, the Iliad. And this means that we are, at the same time, pleased and pained beyond words. We were asting in what sense is the good poet .,mad,t as Plato makes Socrates claim. in the Phaedrus. Was Homer "mad" when he indi;{tad the Iliad? Does not the highly articulated sequence of events in the Iliad depend on the poet's familiarity with human frailty and human �-10- strength and on his masterly skill in presenting them, which skill is but an expression of the knowledge or the rules of art, of the poetic I T6X,V'7 , he possesses? But should not. on the other hand, the uniqueness of what is presented to us be understood as or ~ontaneous:;z .:e.,roduce~ som.ethin~ ~ by the poet, beyond anything he might. otherI tQ.se know, and, therefore, as the result indeed of a peculiar "madness"? It is difficult to deny, I think, that both, sane sobriety and mad exuberance, mark the work of the good poet. This duality, merging into oneness, is hard. to grasp. It makes Socrates speak of "divine allotment" in a serious and yet again ambiguous way. And what I said appli.es, of course, not only to the Iliad, but to all kinds of poetic works. We 22 understand that without the knowledge inherent in the poetic rt.~v1 • without serious thought, the poetic "madness" becomes ridiculous, be the madman a rhapsode like Ion or a man who claims, who not knowing what poetry requires. !_~nt,! to.be a poet, Hence the never ceasing flow of so-called poetry and the pretentious, "rhapsodic" way of speaking· about "art", · prevailing at almost all times and especially today. It might be useful to remind ourselves at this point of the way Dante, the poet, spoke about poetry. In his Latin treatise D! vul_gari eloguentia (in English• pn vernaculat,.,11.oguen.$?!) Dante asserts that true poetry must rest on these three pillars• alertness of mind (strenuitas ingenii), steadfastness in the practice of the art (assiduitas artis) and fam1.11arity with the sciences (hs.bitus soientiarum) • Only poetry thus endowed and equipped can serve as nourishment to the human soul. And I quote t "Let therefore those who, innocent of art and know- ledge, and trusting to genius alone, rush forwp.~ upon the highest sub- jects, which must be sung in the highest style, be confounded in their folly and let them refrain from such presumption". �-20- There is another aspect of poetry, all-important to Plato, I have not touched on so far. The deeply serious background of the !2!1 can- not be sufficiently gauged, if we do not consider the role epic and tragic poetry plays in the education and nurture of the young. Homer's and Hesiod's verses, well-known aQi quoted again and again, must have had a . deep impact on the~ of the young, not only in Plato's time, Plato's concern is the nature of this impact and its relation to our understanding of what is truly noble and unmistakably true. That's why Plato lets Socrates censure the poets wittingly and harshly, e~pecially in the second, third, and tenth book of the Republic. What is appropriate to the gods in their intercourse with each other and with men, what should be ~aised and blame<;l in the actions of men, how of speeches ought to be done I the narration of events and the reporting all this beoomes part and pa1..cel of the criticism of poetic lore.-No less important to Plato is the "mixture" of pleasure experience in coping ~th this "mixture" implies. am pa.in which we tragic poetry. I invite you to consider what Plato• s .fh.:iJ:2bu.s might. be of some help. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. 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Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Plato's Ion Description An account of the resource Typescript of a lecture delivered October 1, 1972, by Jacob Klein as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Klein, Jacob, 1899-1978 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1972-10-01 Rights Information about rights held in and over the resource The Greenfield Library holds the literary rights to Jacob Klein's work. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Plato. Ion Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Klein 1972-10-01 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d1d5066e472bcf4ffa738d7bf42f9e6e.pdf 2b8d88f6bffe58c931ccb9b2a581c399 PDF Text Text February 23, 1973 Jacob JC.lain SPEEOl 1 US S'l'RBRG'l'R AND iTS 11BAKNESSES �-1- To undertake to •peak about speech means to anbark upon an end.leas Yet there are strict limits that I have~ observe and to·be task. aware of: limits of time, of redundancy, of attentiveness on your part. I shall have to focus your attention on what people moatly concerned about speech have said. 'rhe•e were t:he people whom we c&ll.: f'l,:,..tf.••• the "lovers of wiSdom" amonq the Greeks. But.I shall also have to-appeal to an ·underatandinq of what usually happens to speech, to an understancUng which those people do not se• to have had. I shall be as brief as possible, and I hope you wil.l not mind my careful.-- nay-, my pedantic use of English and Greek words. !S!!. of what (Parenthetical rmarka I am goinq to aay I have mid -------- before in lectures and in print, but·not all of it.) Let me beqin by quoting from Plato 1 B di&l.ogue entitled'Phaado. Thia dialogue pretends to de.acribe what happened durinq the very lut day of Socrates. Attentive reading show• that the content of the dialogue· is mythical, but that the mythical frame.allows ua to :became· aware of what Plato understood to be Socratu 1 unique and evuvhelming At a crucial point of the dialogue (95 E ff.) Socrates~ ~t. after ailently looking back into himself for quite a· while; reaches - in apeakillCJ far back into his own youth. He wanted very much, he reports, to find out, with z:egard to any sinqle thing or occurrence, what was responsible for its coming into being, its passing away; its being the way it waa1 . . - .. · but he could not find any satiafactory anawra. Nor could he learn anything from anybody else, not even· from the great Anaxagoras. ·.He bad to abandon the.way in which questions like: these were dealt with in the various ~ersions of the "inquiry into nature• (71fC c , c~r•tt•). ,ur•"'s Be decided to aabark upon a different journey, a "second journey", which means, he decided to take to the oars, since the wind bad failed. Thia is the praaentation he makes of hi• new endeavor. �-2By looking directly at whatever presents itself in our familiar world, at things ~d their properties, at hl;JDl&n affairs and actions, we run the risk ofbeinq, blinded, aa people do when they observe the sun durinq an eclipse, if they do not.look at its image on some watery surface. '!'hat may well have .happened to those investigators of nature. 'l'o avoid being blinded, Socrates thought he had to "have recourse to spoken words" (Els co::,.s ~.;>"us 1t•o•11r1t'.,)· and "see in them the truth of whatever is" (99 E). In the dialogue entitled Philebus, Plato again makes Socrates refer to men engaged in the study of nature (59 A-C): these men want to under- stand how this world of ours came into being,. how it is acted upon and how it acts itself, that is to say, they are trying to di~cover transient productions of the present, the future and the always is. <o% "o:i /L111.>.t,,~61tl i.5vt1CJ-L'S - 57 B), in exchanqinq questions and answers wit.h oneself and with. others. power what unchangeably To discover the immutable it is necessary to rely on the power of discourse the past,~ The power of discourse is inherent·in human speech, this ma:cvel, let me say, this greatest marvel perhaps under the sun. " The Greek noun >.~rus and the Greek verbAfx~1." have a vast range of meanings. They may refer to reckoning, accountinq, measuring, relating, qatherinq, picking.up (let us not forget the English words "col.!!£!" and "•e.!!EE.", derived from >.EyEtv). But, above all, they refer to !IJ?!akinq, discoursinq, arquinq, discussinq, reasoning. That's how we have to understand Artstotle's statement <Politics 1,2, 1253 a 10): , , )oro"··• . .uoYov ,, {J II «v twTof l~H - ~ rw"' f':''-'"' , "man alone amonq livinq beings possesses speech", and that implies: to understand the spoken word, to man alone possesses the ability und~rstand articulated speech. �-3- We mean by speech - eveeybody meaila by it - a sequence of sounds uttered· by somebody in such a way-as to be understandable to others. The verb "to understand" refers primarily, thouqh not uniquely, to speech.· saying". Hea~inq somebody speak, ·we may says "I understand.what you are We may, in fact, miaunderstand, but even misunderstanding involves understanding. speak? But ~do we understand in hearing somebody Not the sounds in themselves, the audible low and hiqh pitched noises issuing from somebody's mouth (or some machine, for that matter). We ·.!!!!.!'., these noises, but hearinq is not understandinq. · That is why we do not understand speech in a foreign tongue. In a manner 'Which, itself, is hardly or not at all widerstandable, the sounds carry 1itith them - or embodf. or represent - somethinq.else, makes us understand, ~enever we understand. p~ecisely that which This source and target of our understanding consists of units to which single wards correspond as well as of combinations of units to which sequences of words correspond. The speaker and the hearer share - or, at least, intend to •hare the understandinq of those units and of ·those combinations of units. The speaker transposes what he means into·souridinq words variably intoned, and the hearer.who understands reverses that process in reachinq back to the intended meaning. The intended meaning is what the Greeks ~ , being a. verbal· adjective of call.ad ro' yo17roy(vd.,rov "to receive the intelligible"). there are two kinds: Amonq " vo~'"' which means the intelligible units, the . ,,,. 1i10.,~•, Eiome are intelligible by themselves, some help us to receive those first ones, help us to understand what is.being said. Speech and understanding are inseparable • .AC:j-of means inseparably both speech and that which can be and is being understood .!!!_ speech. It is �-4- in !!!!!! and, to repeat, only throuqh !!!!. that conspicuously. >.:ros manife~ts itself Neither birds nor porpoises nor seals haye Ao'tl"', though. they are able to "communicate" with each other and even with human beings. We all remanber, I think, a phrase that Homer. uses so often when describing b\Dan speech, the phrase "wi~qed words" ·Whence this imaqe? t f•~« 11'rfp0~tl~ ) • In most cases the phrase occurs when a personaqe, a qod or a man, addresses another single personage, a qod or a man. Occasionally it is also used when someone speaks to a group or a of people. words". er~ Minstrels in Homer are never said to utter or sing "winqed Now, words are not called "winged" to indicate their aoaring or .lofty quality. The .imilge seems rather to imply that words, Aft.er escaping "the fence of the teeth", as Homer puts·it, are guided swiftly, and therefore surely, to.their destination, the ears and the soul and the·unc!erstandinCj of the addressee. crowd of men than a-single man. It is more difficult to reach a Exertions of a special kind are then required. What is speech "about"? About everythinq man is familiar with - the sky and the earth, the rivers and the sea, the living beings around him, on land, in water, in the air, the things he himself builds and produces, as well as the tools and appurtenances that his arts·and skills _require to produce those thinqs, and furthennore, the knowle~ge that quides his arts and skills, not only to satisfy his ~st elementary needs, but also to establish customs and institutions in from generation to generation, in happiness or ~hich mis~ry, his life flows in friendship or f!nlllity, in praise or blame, and to which customs and institutions he is attached· beyond his most pressing wants. and his und:eratanding are mostly about. That is what his speech �-sWhat we say, however circuitously or confusedly or loosely, is said in words and sentences, each of which conveys immediate meaning. 'Ap 1,,5 The cannot help moving in the medium of the immediately understandable. But words and sentences can also be involuntarily or deliberately ambiguous. We can play on words. Plato's dialogues, for example, are replete with puns •. However, ambiguities and puns are only possible, because words and sentences carry with them several distinct meanings . . which, separately, are clearly understood. obscure. To be sure, speech can be But it can be obscure only because the clarity of BOllle of its parts impinges, or seems to impinge, on the clarity of others. Speech, then, presents .to the understanding of the listener what the speaker him•elf understands. It presents to the listener nothing , but combinations ofvo 1 r«, of intelligibles. In doing that, however, speech speaks about, all the things and all the properties of things that around us, all the abound we find ourselves. ~pecial circumstances and situations in which The question arises: do thevo,r..;, the intelligibles, presented to us in speech, have their foundation in themselves, or do they stem from the things and circumstances spoken about? human $peech . tra~slate Does not the language, the r>i;;tr1111t, of- the things th•selves? . . Let me turn for a moment to the way things and events around us have been and are being referred·to. In Galileo's words: of Nature is written in mathematical characters". 0 The science contained in the great~ ,.The book Descartes said: of the world ••• ". Harvey said: "The book of Nature 1.iea open before us and can be easily consulted". The ph~ase "book of Natureu is a metaphor used lonq before the seven- teenth century, but why was this particular metaphor ever chosen? �-6- rs it n6t because Nat11%'.e is understood a$ something that can be read like a book, provided w. know how to read it? imply a language that is Nature's own? But ~foes not that indeed Francis Bacon was of the opinion. that Nature is subtly secretive, full of riddles, Sphinx-like. secrets can be revealed, riddles can be solved in words. don't we, in solving· the "riddles of nature". of all that exists around us ~s But We persist, In ancient times the order taken much more-directly as a language, a lanquage not heard and not written, yet visible, and i f not visible, one to be guessed at. Human speech seems indeed to translate that vi_sible ()r invisibie language of. things into the audible language of words~ And just as the sounds of human speech can be trac~ down to their ultimate canponents to which the letters of the alphabet correspond, things_ around us can be decomposed into their first rudiments - the "elements" - the original letters of the language of things, as.it were. Our speech, even our unguarded colloquial way of speaking, may reveal to the attentive listener the hidden articulations of the language of things. Aristotle, no less than Plato, was constantly ·following up casually spoken words. It seems that Heraclitus, the "obscure", used the word "logos" in reference to the language of things. from the fragments in question~ First: Let me quote "Of the Logos, which is as I describe it, men always pr0ve to be uncomprehending, both before they have heard it and when once they have heard it. For although all things bappen acco·rding to this Logos, men are like .people of .!!2. experience, even when they experience such sayings and def;ds as I explain, when rdistinguish each thing according to its nature and declare how it iSJ but all the other men fail to notice what they do after they �-7- wake up, just as they iorqet what they do when asleep". Then this: "therefore it is necessary to follow.what is common; but althouqh the Loqos is common, the many live as thouqh they had Then this: their~ thouqhts". "Listeninq not to me, but to the Loqos, it is 'tfise to aqree that all things are one". And finally, to supplement the last fragment: "Out of all things ;.. one, and out of one - all thinqs 11 • The Pres0cratic Philosophers, 1957, pp. 187-188 1 191.) (Kirk and Raven, The Loqos makes us understand, if we follow Heraclitus, what the things themselves are saying, brightly and darkly, in tune and out of tune. Speaking and understandinq what ie being said involves thinking, involves what the Greeks called lu1voco... Let us hear what Plato has to say about thB relation of speakinq to thinking. In t)le dialoque entitled The Sophist, in which Plato makes the Stranqer from Elea. converse with the young mathematician Theaetetus, the Stranger remarks (263 E): 11 • • • thought(lu~vo~OL') and speech (.A6p>l) are the same, only that the former - that is,1,:vo,o. ~. which is. a silent inner conversation of the soul with itself, has been given the special name of thought". Thinking, -as Plato understands it, is not tied to what the moderns mean by the "stream of consciousness". It can be imagined as a·discontinuous, not always regular, stepping forward, and stepping aside, and stepping backward and forw~d again, what. speech, too, usually does. to note1 that for Plato, and for Plato and speech is ~a complete one~ ~·· It is necessary this identity of thou9ht facing the highest, all-comprehending intelliqi,.bles, thought is not able to transpose itself into suitable l«:>rds. In the seventh letter attributed to Plato we read the phrase �... a- '· "the weakness ·of spoken words" (ro A T't.JY ii >.ol..," :J, i 343 A 1) , and .the itl(ifJfVES - dialoc;iUe entitled The Sophist.itself. shows this wealtness rather clearly, aa we shall see in a IDOll\ent. ·-Moreover, -.peech and thinking can both deceive ua; diaccinnect.our steps, an!.'l·thus distor-t and falsify the truth of things. -·The firework of the sophists, for example, - and there are always sophists around - ·make things and relat.ions of thinqs assume a most-unexpected, dazzlinq,-and.puzzl,.ing aspect: not t6 'be what they are. things suddenly appear But who isdoinq the iying, if it be lying, the sophists.or the thinqs themselves? A critique of speech and of thinking, a critical inquisition into speaking, thinking and arquing has to be undertaken - as it was undertaken by men. as diverse as Parmenides, Prodicus, Plato, Aria·totle. The res'l;llt of· this critique can...be stated as follows: to speak doe_s not always mean to make thi~qs (' ~ appear in. their true light. ) Por Aristotle only one kin(J of speech, o >.v1a$ 011r~•«t1r c , . t(Of , the declar- atoi-Y and revealinq speech; and the thinking which belongs to it, translate and present the lanquageof thi:nqs •. To be able to use this kind of speech requires a discipline, the discipline of the >.~ 1 aj. _ Everywhere in Aristotle's work, one senses-, .to 1;:he annoyance of SOll\e and to the delight of others1 the effectiveness of that discipline, the effectiveness of what!!: ·call ·{and the author hilaself does Aristotl-e. (Cf. on Interp-reta1;:ion s, ~call) the "logic" of 17 a 81 4, .17. a 21 ~, 17 a 251 Posterior· Analytics ··I 2, 7 2. a 11.) Given th• ever-present possibility of declaratory and revealing speech, Aristotle need not, and does· not, set limits to the power of tlte logos. For Plato, however, as spoken words cannot transcend. I have mentioned, there are limits that This becomes quite clear in the dialogue �_,_ •ntitllld SEliZlil• !n it 8ocrat•• til'•t invents fantaatically funny "ety- 110lo9ie•" ot word•, etJ11Qlo9ie1 of proper •• ot taaiU.p d••Lgn•tion• vtven to th•n Qontriv11 ratllar ~layfully n••• of hero•• and god• ••well th• W•Y• men behave and think. (422 I ff.) to de1cribe the letters and ' •Yllf.b.i•1 o:f anv wocd •• providing an "illitation•, a IA"f"'11A-"" (423 Af•••• Thi• a 11 11 Socrates , , B1 430 437 -'J of th• very beinw (o..in•) of what i9 1uppoaed to be "imitated". ta:f,.t,.t~on 11 i• •1•o 1aid by ·Socratea - said more accurately - to be 4i1cla•au:•", • 11 rw•lation 11 , a F4J.""}"• (425 A,B, 433 B,D, 435 A,B) of the rtnally the ••••rtion i• made that even "revealing" thil\I in qu••t:t.on. wofd' •Y nll be int•rPl'•tlld •• not foatering our underata.6Un9. - One has ----- to agree, ·••Y• Socrat••• that thing• which are can be learned and aougr.t for 11 111ucih better th:r:ou~h th•••elv•• thiU\ throUIJh names" (439 B). anly po11:lbl• ii what trulz !!. 11 not 8ubjact to change, aa Heraclitus alaill1, but i1 .!.p}!t!l;?il' what it ii.. th• Reraclitean1 ~ And that is Whether thia is 110 or whether what uny other• aay i• true, iB a q1,1eation difficult to 4eci4•, but "no aa.n ot •en•• can help himaelf and his own 110ul on ·nu•• 11 f440 C) • •PP~ relying The power of th• apoken word is thus a limited one, acaordi119 tQ Plato, Which tu.l •• they by •ke• hi1 dialoguaa as troublellOIDe and as wonder- to be. Let •• try to •how yau thia by referring to.. a,nd quoting frcm, the d14l.ogu.e entitl.ed 'lb! Sofh.i•t~ Thi• dialogue is the central piece of a trilogy, naely the trilogy of the dialogue• entitled Theaei:etua, The Sophist, and 'l'h! Bt!f:t••u. The converaationa and events whi.ch are presented in these ra.t.111•1 ax-e 1uppoa.S to talte place at the very ti.Jlle the suit against Socrates ha• it• beglnninq - aa you can read at the ve:ry end of the first piece of the triloCJY. We find in the aecond and the third di.aloque, namely in The Sophist �-10- (d1.dte;~?•S) and in The State8111An, an abundance of so-called "divisions" which, in The Sophist, are supposed to be the means to establish what a "sophist" .!.!.• Opposed to the "divisions" are the "collections" (~vv#l..r1.Jt•d>, and let me quote what, in the dialoque entitled Phaedrus, Socrates has to say a.bout these "divisions" and "collections" to that lovable younq man, Phaedrus: "Now I myself, Phaedrus, am a lover of these divisions and collections as aids to speech and I thought~ and if think any other man is able to see things that can naturally be collected into one and divided into many, him I follow after and walk in his fon~steps as if he were a qod (this is a playful and ambiguous r¢'f~~pce to. a I line in the fifth book of the Odxssey}. And whether the name I give to those who can do this is right or wrong, god knows, but them hitherto dialecticians" (Phaedrus 266 B-C). I have called Now, the first five "divisions" in the dialogue entitled The soph1st cio not reach their goal, except in one very peculiar case. I said, ~a "sophist" is. from Elea performs these The goal is to est ablish, as In this dialogue a nameless Stranger dialectic~! exercises wit:h the help of young Theaetetus, whose looks resemble those of Socrates (Theaetetus 143 E). Of Theaetetus we also know , from the dialogue that bears his name as well as from other sources, that he was a powerful mathematician, especially interested in incolllllensurable magnitudes and multitudes. Books X and XIII of Euclid's Elements are based, in part at least, on his work. In the dialogue entitled The Sophist young Theaetetus is shown to distinguish and to count well, so well, indeed, that he he1ps us to understand what the Eleatic Stranger, alone, by himself, could not make us understand. Let us see. �-11- There are·five "diviaiona11 in the beginning.of the dialogue, meant to catch the 11 sophiat 11 • After they have been made they are counted up by the Stranger and Thaaetetus inthefollowing way: "Stranger: First, if I was found not mi•taken, he (that is, the ·11 sophiat 11] illll to be a paid hunter after the younq and wealthy. 'l'heaetetus: Strangers. Secondly a aort of merchant in articles of the soul. Theaetetua: Vary much so. Stranqar: Yes. knowl~ for And thirdly, did he not turn up as retailer (IC-W,.Aot) of these same articles of knowledge? Yes, and fourthly we found he was a aeller of his own Theaetetus: ' production!'J , (tft1SQ'Ml,1),. . ·Strangers I have to interrupt this quoting You r•ember well" (231 D). to check whether Theaetetus .!!!?.!!. remember well •. By qoing back, we see that the ·stranqer had previously summarized (224 D-E) the third diviaion in these.111110rds: . "And that part of acquisitive art which proceed• bt exchange and by ea.le in , ~ , ways (l/1""'•rtt111a) aa mere retail trade (lt11...A11tn) or as the. sale of one's own production fllk••11l11e:v), ·so lonq as it belongs to. the fam.ily of merchandisinq in knowledqe, that part you will apparently always call sophistry". Theaetetus had then answered: "Necesaarily so, for I have to follow the argument, the , A•r•I". Theaetetua reimembers well: he remembers that retail trade and ~the sale of one'• own 2roduction ., , had been mentioned, but he forgot, !!_e_f!?_ri.ot, the word ¥••r•t"•{in ~.ways), and this makes him add to the third description a new one, which he calls the fourth. !2!;hr· his rememberinq !!!!!, his forqettinq have remarkable consequences. In the counting up of the "divisions" the fourth becomes the fifth, and the fifth, which is the one that reaches its qoal, namely the correct de•cription of the work perforaed �-12- by a quasi-aophiat, naaely by Socrates himself, - this fifth "division" becallea the ailtth. six is the first "perfect" Let ua not fox-qets nwlber, and only a •perfect" number is fit to be applied to Socrates' work. But, moreover, the foqetfulness of Theaetetus compels us to " pay special attention to th• word which he forqot, to the word.o,,..fart:(lt..1>-, ) or more exactly to the wordlpcfw (both) and to its cognates. We become aware that this word ;is used-over and over aqain in the dialoque. Here is just one example. remarks at one point Speakinq of the "sophist", the Stranger (226 A): "Do you see the truth of the statement that this beast ia many-sided and, as the saying is, not to be cauqht with one hand? Theaetetusz Then we must catch him with.botii • The aiqnificance of this word "both" becomes fully apparefrt: when the Stranger and Theaetetus focus their attention and "Rest" (~'r.;flJ). I shall quote You say that Change and Rest are Theaetetus: "Change" again (250 A-C): entir~ly , (Kuh15<S) "Stranqer: opposed to each other? How could I say anything else? say that both and each of than equally Stranqer: on !!!..• Stranger: And yet you Theaetetus: Yes, I do. And in admittinq that they are, are you saying that both and each of them are chanq"ing? ·Theaetetus: No, nol Stranger: Then, perhaps, by sayinq that both a.re, you mean they are bQth at rest? 'fheaet•tus: How could I? Stranger: Then you put before you Being (r~ ~) aa a third1 as aomethinq beside these, inasmuch as you think Rest and Change are embraced by it1 and since you· comprehend and observe that these comnme with Being, are you saying that they both ·Tbeaetetwu ~? We truly happen to divine that Being is something third, when we say that Change and Rest~· Stranqer: Then Beinq is not �~13- .~·Chge Theaetetus1 and ·~.together, so i.t ••••· but llOIUlthi.ng else, ·&fferent frcm thm. Accordinq to its own nature, th.en, Strangers Being is neither at rest !!2!. changinq. G"~t-cfc:vl "• value. Theaetetua a M-hm Un Greek a The laat atat•ent of, the Stranger cannot be taken at face And.Theaetetu• imalediately afteEWards recognizes that it is totally ilftposaibl• for Being to he neither at rest nor changinq. The root of the difficulty, of the perplexity in which we, who listen to this conversation, ·find ourselvea is that, in the case of Being, Change and Reat, our human speech, tha l.l1os, i• failinq. It im failing , v when it triea to speak about auch greatest "looks" fi'~l''rw. ~il'7--254C2-3), that , 18, such all•CQll.Prehending vo•7t«. . Being and Rast ((rcG'tf) appear to be three # fro ov >, , Change ("'""'''s > Ef/'1, three "invisible looks", e , «, while in truth Change an,d Rest are "each one" ('l<"tlfo'I e:v> and "both :I! I rl two". (it#•or:t1tl/. 01.1u). "' Both together they constitute Being (ro" DV). Thia means that, accoriing to Plato, Beinq must· be understood as the eidetic Two. The eidetic Two ia not a mathanatical number of tm in- divisible and undistinguishable monads, among infinitely many INCh mathematical. twos. Nor is it two visible, divisible and unequal things, two houses or two d09a or two apples, for example. The eidetic Two is a unique dyad of two .unique E~'J?, of two "invisible look•", namely of Change and Rest. And ju•t •• they both together, and only ~ together, are the ,1'[of, the "look", the "invisible look" Being, llO the Stranger from Elea and Theaetetua can only both toqether deal with the question of Being. to Theaetetus (239 C): That's why the Stranqer says at one point "let us bid farewell. to you and to me". He means that neither he alone nor Theaetetus alone can acCCJmpliah the taak, �-14- but that they can do it only both t:ogether. .. , ' But this they can do "not ;, with complete clarity" (~"I tfllltf':J q"«+?"'''f - 254 C 6), because they are speakinq about it. · It is thus t:Mt a weakness of speech is revealed· in the dialogue entitled ·The sophist. · ·sut this dialogue alao shows why there ~ be falsehood uttered in speech, Why speech can state what is There iS r however I to likelihood. a wide ~ true. Bp8Cti'ulll Of the !!!!_-~1 ranqing from falsehood Thia is the background of the dialogue entitled Timaeus, IUJd I would like to qiote a passage from this dialoque to make you experience the playful and saddeninq ambiguity of this passaqe. It deals with the human mouth.· It claims that it. was .fashipned "for ends both necetiaary and most good"; ·"as an entrance with a view to what is· necessary and as an outlet with a view to what is most good". quoting (75 i>-B) r I keep For all that enters in and supplies food to the 11 body is,neceaaa.ryrwhile the stream.of speech·which flows out and ministers to thoughtf ulnesa is of all atreams the most beautiful and moat good". Can we forget how much &Vil, how much falsehood, how much tri"fling, ·how much nonsense a<lso flow& out? must be added.I No, we cannot.· But this in all those cases I just mentioned speech does not minister to thoughtfulness, to , . <;eov'1'°'S. Let me now turn to a character of speech to which the ancients .ppu:ently did pay only, llC~ attention. A ·moat r.arkable sim;i.larity .obtains between words, apoken words of' live speech, and money, - money, that is1 available in coins and bills. · Both are precious, both circulate freely, coins and bills from hand to hancl, words frcim mouth to mouth. The imprints on cains and bills are .qraduall.y erased, effaced, r.uhbed �-15- off, just as the meanings of words aean to become fuzzy, blurred and empty with the pa.1taa9e of time. as there is in money. There is even counterfeiting in lan9'U8.9'e Human speech can and does deteriorate to an extent which renders it obnoxio~s, makes it unable to reach anyone, deprives it totally of wings. It was Edmund Husserl who·, in modern ·times, pointed to this inevitable deterioration of hulllari speech~ According to him the signifying power of a word has, by its· very nature, the tendency to lose its revealing character. The more we become accustomed to wrds, the less we perceive their original and precise significance: f~cial a· kind of super- and vague· understanding is the necessary result of the increasing familiarity wi-th spoken -.and written - words;. ni.ficance is· still Yet that original sig- there, in every word, somehow at the bottom of our speakinq and our ~forqotten", u~erstancling, meaning conveyed by our speech might be. mt still however vague the The original "evidence" has .faded away, but has· not disappeared completely. It need not be "awakened" even, it underlies our mutual understanding in a "sedimented" form. "Sedimentation is always somehow forgetfulness" (Die Frage nach dem Ursprung der Geometrie ala intentional-historisches Problem, first published by Eugen Fink in "Revue internationale de philosophie", I, 2, 1939, p.212). And this kind of forgetfulness accqmpanies, of necessity. according to Husserl, the deve1·op:nent and growth of any science. (The text about the "origin of geometry". ·appears also - in a· slightly changed form - as the 3rd Appendix to Walter Biemel's edition of the Crisis of European Sciences and Transcendental Phenomenology HUsserliana, Vol. VI, 1962 - and as the 6th Appendix to David Carr's �-16- Northwe•t~n tranalation of the •erisia" - Univeraity·Preas, 1970. The sentence "sedimentation is always somehow forqetfulness 11 is omitted in Bi...l's and Carr's versiQns. I. assume, however, that this sentence is based. on Husserl's own vo.rds, uttered in conversations with Fink.) .To be sure, the evidence .can be "reactivated0 oriq~nal , and indeed is.reactivated at definite· tim... ·Thia interlacement.of the original significance and of its "sedimentation" constitutes, we read in HUsserl's late.work, th• true charactei- of •history" (Ibid., p. 220). From that poJ,nt of view there is onJ.y· 2!!!_1egitimate fopa of history: tha history of hwlan thought. from Philosophy. History, inthia understanding, cannot be separated Husserl's own philosophy, aa it deyelo~ in its latest phase (1935-1937), is ·a· most raarkable att•pt to restore the integrity of knowledge, of lt;,,trr11''1' threatened· by the all-pervading tendency of "sedimentation". ·It has remained an attaapt. But it may help us,. in any,event, to understand the character of·speech, the character of ~e spoken word. .It may help us to cautious in our speaking and listening. When we hear --or read ... words ·intended to convey opinions about tlµngs, about ~ they are and !!2!, they are, it is amazing to observe their almost. total dependence .on the Latin rendering of crucial Greek, and·especia1ly Aristotelean, terms used in searching or reve&ling speech or,_ as.we say, in •philosophical" discourse. The adoption of this Latin rendering by modern western lanquages usually involve• a radical chanl]e and certainly a "sedimentation" of the very meaning of the tenis in question. We hear a qr~t deal about pollution today - the pollution of air, water, and land, which burdens our lives. . about the pollu~ion But.we hear rarely of our language, which burdens our understanding. �-17- OQr daily. language, not to mention the •elevated" ianguage of inquiry and exposition, ia pemeated and pol;l.uted by diatorted.teriu in paeudoLatin or even paeudo~reek onea all the tilllea quiae. Don't we use words like-the following "actual", "dynamic", •potentialities"·, •matter", "aubatance", "theory", "inform•tion", "energy", "category", "l09ical", "formal", "abstract"? w~t we ilow strange and how discouraging-I mean by thaaa words? I we know could. extend this list quite a bit, but I should like to add only theae six terms1 "conc•pt~", Do "idea1•,· 11 aaaence", "reality", "individual", and_ - horribile dictu -. "mind•.- This tendency of. "-.dimentation" of human apeech finds, it i9 true, its counterpart in the tendency to reactivate its oriq;Lnal aignificance. Beyond that, i~ may happen that huinan speech reachaa level• previoualy not experienced at alls they may increaae its viqor, lift its signifying power to new heighta, elevate it truly. Responsible for thia are moatly - and rarely enough, to be sure - written words. New words or new combinations of worda can be "coined", as we so aptly and. significantly say. At deciaive points in his dialoques Plato resorts to this kind of coininga in the dialogue entitled The Republic, for example, but. mollt. not.ably in the dialogue entitled The Statesman. (We are aware, of course, that Plato's dialogues-, althouqh presenting lively sp0ken words, are the result of uniquely careful inditing and writing.) Story-writer• engage - aometim.ea - in this kind of inventive writing, as Joyce and Faulkner did. The moat illlportant cases. of newly articulated written speech, however, are found in declaratory work•·which intend to convey knowledge, derived froa questioning that is profound and deeply Hrioua. Such 'WOrka are those o~ Aristotle, of He<Jel who raises Ariatotle to new levels, and of Heidegger who opposes Aristotle radically. �-1a'1'heir peculiar way of apeakinq aheda new light on thinga, on their zoota, their relations, their very being •. We :have to notes none of t.he8e author• have written work• that are eaaily translatable, - and thia cannot he otherwise. Let me be fair to people of the Latin tongue· and, by way of conclusion quote Virgil, the poet. In a letter: to a friend Virgil says that he giv• birth to verses in the manner of bears and according to their custom (parere •• veraua modo a·tque ritu ursino) , that is to say, that be pz'Oduces his verses the way the mother bear handles her newly born cubaa shape. . .aiduoualy and peraiatently llhe licks th• into their proper Such aniduoua work, perfozaed on the written word and undertaken to·uaure the right articulation of a compoaad whole, can anci does reatore and preserve the integrity of human speech. It is thus that the written word repays i ta eterna·l debt to the spoken word. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 18 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Speech: Its Strength and Its Weaknesses Description An account of the resource Typescript of a lecture delivered on February 23, 1973, by Jacob Klein as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Klein, Jacob, 1899-1978 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1973-02-23 Rights Information about rights held in and over the resource The Greenfield Library holds the literary rights to Jacob Klein's work. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Oral interpretation Language and languages Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Klein 1973-02-23 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7847" title="Audio recording">Audio recording</a> Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/351f0e340ba3dcd776aa4c292949d048.mp3 5ea5f0ff9e985c15c81163096561ff00 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:05:58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philosophy as an Aid to Invention and Creativity Description An account of the resource Audio recording of a lecture given by Dave Shafer on March 27, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The philosopher Edmund Husserl (1859-1938) was the founder of phenomenology, a field that led eventually to Sartre’s existentialism, among other offshoots. Phenomenology is a systematic way of investigating certain aspects of human experience. Psychologist Clark Moustakas (1902-1987) refined some of these techniques and developed transcendental phenomenology, mainly for therapeutic use. The goal is to have everything perceived freshly, as if for the first time. That means approaching an experience while devoid of prejudices, and any prior assumptions. As Husserl put it – “to go back to the things themselves” without ourselves, our personalities, and our history getting in the way of us having direct unmediated experiences. A quite unintended use of this idea turns out to be a very powerful way to approach problem solving in any field and to be more inventive and creative. We will show some examples of this in my own field of hi-tech optical system designs, which has led me to have over 200 patents so far, but mostly some every-day non-technical use will be demonstrated. The key is always to identify and question assumptions you have made." Creator An entity primarily responsible for making the resource Shafer, Dave Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2024-03-27 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Phenomenology Invention Creativity Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_ShaferD_Philosophy_as_an_Aid_to_Invention_and_Creativity_2024-03-27 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/82479d77493d92d664483eb72c13151e.pdf bb111a5bf80a58dd6ea120ff69a446e9 PDF Text Text S!JOHN'S College ANNAPOLIS • SANTA FE Charter and Polity of the Colle ge ANNAPOLIS, MARYLAND ~ SANTA FE, NEW MEXICO Amended and Restated October 2011 Founded as King William' s School, 1696 Chartered as St. John's College, 1784 �Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents of St. John's College. HISTORY St. John's College was founded in I 696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. A Polity for the College was first suggested at a faculty meeting in 1943 by the Dean. A faculty committee was elected and drafted a Polity, which was then promulgated by the President. In April 1949 the Faculty elected a committee to revise the Polity. The resulting document was approved by the Faculty on April 9, 1950, and was adopted by the Board of Visitors and Governors on July 8, 1950. Subsequent quinquennial reviews were made by elected faculty committees, and desired amendments were recommended by the Faculty to the Board of Visitors and Governors. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970; February 18, 1972;0ctober25, 1975;January24, 1976;November6, 1982;July21, 1984;April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; July 18, 1992; April 17, 1993; April 22, 1995; April 19, 1996; April 24, 1999, and November 6, 1999; January 27, 2001, April 26, 2003; April 24, 2004; January 27, 2006; April 22, 2006; April 25, 2009; April 24, 2010, and October 29, 2011. II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than sixty nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of and by the same name they shall have perpetual succession. �ST. JOHN'S COLLEGE VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men fo r the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, viceprincipal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal , or in the case of his death or absence, the vice-principal , and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid �before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and be hoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. Polity of St. John's College Preamble Education is the making of men and women out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of their students to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of humanity in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues, and the moral foundations on which men and women may conduct their lives. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College. Article I XVIII. That the College may establish and operate one or more branches in one or more states of the United States. THE COLLEGE (1) St. John's College is by its Charter a legal entity, carrying on its functions from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and viceprincipal of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." �(a) The "principal" shall be the Presidents. When 'President' is used in this Polity it shall mean: (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; who have been designated as honorary members of the Alumni Association of St. John's College shall be called Alumni. All who have ever been Alumni shall continue to be. (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (I) There shall be no discrimination at St. John's College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, on the basis of race, religion, age, sex, national origin, color, disability and/or handicap, sexual orientation, or other characteristic protected by any applicable federal, state or local law. (iii) with respect to actions under Article [I (12)(b) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii), either President. Article II VISITORS AND GOVERNORS (b) The "vice-principal" shall be the Dean who is serving as the Chair of the Instruction Committee. (c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor Emeritus. Tutors who have completed their tenure appointments shall be Tutors Emeriti. (e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereinafter called Associates, as provided in Article VIII. (g) The "one learned body or faculty," composed of the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title the Faculty of St. John's College. (h) All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called the Faculty of the Graduate Institute. (j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when the class with which they matriculated has graduated, orb) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute after the one in which they last enrolled. All (l) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John ' s College' s educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. (2) Members. The Board of Visitors and Governors shall consist of not more than thirty four members, comprising the Presidents, the Deans, the Governors of Maryland and New Mexico, and the President of the St. John' s College Alumni Association, ex officio, twentyseven members, of whom not more than twenty-four shall be elected by the entire Board, and of whom not more than three shall be elected by the Alumni of the College, all in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, Visitors Emeriti may be elected to the Board who may attend all meetings of the Board, with voice in deliberation, but without vote. Retired members of the Board who have served six (6) terms on the Board as members in good standing may be designated as Honorary Board Members upon election by the Board. Honorary Board Members will receive minutes of the Plenary Sessions of the Board, may, as a guest, attend the Plenary Sessions of all regular meetings of the Board, and may be asked to assist on Board Committees. (3) Elections by the Board. At each annual meeting, the Board shall elect a class of members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term upon the conclusion of the meeting of their election. The procedure for nomination and election shall be as follows: There shall be a Trustee and Governance Committee of the Board appointed by the Chair. The Chair and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Trustee and Governance Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, including each position as an officer of the Board. Additional nominations may be made in writing, addressed to the Chair, signed by at least �five members of the Board, prior to the date above provided for the report of the Trustee and Governance Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on nominations at annual meetings may be by ballot, each member present to vote on said nominations. In case the balloting results in a tie for one or more positions, the Board shall determine the procedure to resolve the tie. No nominee for member or officer of the Board shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting. Jf there should be fewer than eight members in any class prior to the end of the term for such class, any vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. (4) Elections by the Alumni . The voice of alumni being of particular value to the Board, each year one of the college' s alumni shall be elected to membership for a term of three years, in such manner that there shall be three members of the Board elected by the alumni, consisting of three classes of one member each. Outgoing members so elected shall continue to serve until their successors' term of office begins. Such elections shall be conducted in accordance with the By-laws of the Alumni Association of St. John ' s College. A representative of the Alumni Association Board shall consult w ith the Chair of the Trustee and Governance Committee of the Board of Visitors and Governors concerning the Association's nominees and shall advise the Trustee and Governance Committee of its nominees in advance of the Board of Visitors and Governors' mid-year meeting so that the organizations ' respective nominations can reasonably be coordinated. In the event that for any reason there should be fewer than one member so elected in any class prior to the end of the term of that class, the vacancy may be filled by the Alumni Association of St. John ' s College. Newly elected alumni shall begin their terms immediately following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the Students on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (7) Graduate Institute Director Representation at Board Meetings. Each Director of the Graduate Institute may attend all regular sessions of the Board on such Director' s campus, with voice in deliberation, but without vote. (8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the Students of the Graduate Institute on each campus to attend all regular sessions of the Board on such student's campus, with voice in deliberation, but without vote. (9) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send two representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (10) Reelection. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term . Notwithstanding the foregoing, in extraordinary circumstances, the Trustee and Governance Committee may recommend the reelection of the Chair of the Board fo r up to two additional consecutive terms. (11 ) Meetings of the Board. (a) The Board shall hold at least three regular meetings annually, at least one of which shall be held on each campus. The last meeting of the academic year shall be called the annual meeting. The time and place of regular meetings shall be determined by the Chair, in consultation with the President, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chair, the Executive Committee, or any nine members of the Board, not less than seven days after the dispatch of written, faxed, or e-mail notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. (d) One third of the members of the Board shall constitute a quorum for the transaction of business. (e) The Board in regular session is open to elected and ex officio members, to Visitors Emeriti, to Honorary Board Members as guests, to Associates and others invited by the President, and to official representatives of the Faculty, Students, Graduate Institute, and Staff. Attendance at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restriction. The Chair of the Board, in consultation with the Presidents, shall determine whether any meeting or portion of a meeting shall be in regular, executive, or public session. �(12) Officers of the Board. At each annual meeting the Board shall elect a Chair, Vice-Chair, and Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. auditors, unattended by employees of the College. The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. The Committee shall report to the Board annually on its review of the audit, shall bring to the attention of the Board any matters related thereto requiring Board action, and shall have such other responsibilities as the Chair of the Board shall determine. The Treasurers shall serve as non-voting Staff to the committee. (13) Committees of the Board. (a) Executive Committee. The Chair, Vice-Chair, Secretary, Presidents, Deans, Chairs of the Finance, Advancement, Visiting, and Trustee and Governance Committees, and two other members chosen annually by the Board at the annual meeting shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delegated to some other committee, person, or persons. Eight members of the Executive Committee present at a meeting shall constitute a quorum for the transaction of business. The Executive Committee shall determine the compensation of the Vice Presidents and Treasurers. The Executive Committee shall recommend to the Board the compensation of the Presidents and shall also recommend annually to the Board the Chair of the Management Committee. (b) Presidential Search Committee. There shall be a Presidential Search Committee to recommend the appointment of a President as provided in Article IV(2). (c) Trustee and Governance Committee. There shall be a Trustee and Governance Committee which shall be responsible for the nomination, orientation, and assessment of members of the Board as provided in Article ll(3), and shall have such other responsibilities as the Chair of the Board shall charge. (g) Polity Review Committee. There shall be a Polity Review Committee appointed by the Chair every fifth year. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairs of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the adoption of the report by the Faculty. (h) Advancement Committee. There shall be an Advancement Committee which shall be responsible for the oversight of the College's fundraising, communications, and alumni relations functions, and shall have such other responsibilities as the Chair of the Board shall determine. The Vice Presidents for College Advancement shall be members of the Committee, ex officio. (i) Other Committees. The Chair may appoint such other standing or special committees of the Board as the Chair deems desirable or which the Board may request. (j) Former members of the Board and Visitors Emeriti may be appointed by and at the discretion of the Chair to serve on committees. (d) Visiting Committee. There shall be a Visiting Committee, which shall meet at least once annually with the Instruction Committee on one of the campuses. The Visiting Committee shall discuss the Statement of Educational Policy and Program of the Chair of the Instruction Committee and become acquainted with the aims of the College and how they are being realized, and shall have such other responsibilities as the Chair of the Board shall charge. The Deans shall be members of the Committee, ex officio. (e) Finance Committee. There shall be a Finance Committee which shall be responsible for recommending to the Board the annual budgets, policies for the expenditures from endowments, major capital expenditures, and policies for the investment of College assets. It shall be responsible for the oversight of the College's financial matters, physical plant and compensation policies for faculty and staff, and shall have such other responsibilities as the Chair of the Board shall charge. The Presidents, Treasurers, and Chair of the Board shall sit on the Committee, ex officio. (f) Audit Committee. There shall be an Audit Committee, including a Chair, appointed by the Chair of the Board. The Committee shall be responsible for the review in detail of the annual report of the independent auditors and the discussion of audit findings with the (k) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (I) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Trustee and Governance, and Executive Committees, but without vote. (m)Whenever a Capital Campaign is in progress, its Chair shall be an ex-officio voting member of the Finance and Executive Committees. (14) Execution of Contracts, Transfer of Securities, Etc. All contracts of $50,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chair, or a Vice-Chair, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. �(3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply. ( 15) Signing of checks, drafts, etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (14) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. (16) The College shall indemnify, to the full extent permitted by law, any current or former member of the Board or officer of the College or any person who, while a member of the Board or an officer of the College, may have served at the College's request as a director, officer, partner or trustee of another entity, against any judgments, penalties, fines, settlements and reasonable expenses actually and necessarily incurred by him or her in connection with the defense of any action, suit or proceeding to which he or she is made a party by reason of being or having been such member of the Board or officer of the College. Article III THE FACULTY The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates "powers and authorities" for the "instruction, discipline, and government" of the College. Article IV THE FACULTY: THE PRESIDENT (1) There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the President's campus, and the President, in turn, may delegate such authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, on matters of common concern. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors appointed by the Chair of the Board, at least one of whom is an alumnus the ' Deans, and one Tutor having tenure from each campus elected by the Faculty on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty and the Instruction Committee. (4) The President and persons to whom the President delegates authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. (5) There shall be a Financial Committee on each campus consisting of the President as Chair, the Dean and Treasurer of the campus, and other members the President may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. (6) The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of the President's duties for which no provision is made under Article IX. (7) If in the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. Article V THE FACULTY: THE CHAIR OF THE INSTRUCTION COMMITTEE AND THE DEANS (1) The Chair of the Instruction Committee. (a) There is delegated to the Chair of the Instruction Committee responsibility and authority for the organization of the program of instruction in the liberal arts that is followed by the Tutors and the Students. (b) The Deans shall serve alternately, for a term of one year, as Chair of the Instruction Committee. (c) Each year the Chair of the Instruction Committee shall, after consultation with the Instruction Committee on the Chair's campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The Presidents shall present the Statement, together �with an account of the Faculty discussion of it, and their responses to it, as a report to the Board of Visitors and Governors for its consideration. (d) Should the Chair of the Instruction Committee•or the Chair of the Board of Visitors and Governors deem it appropriate, the Chair of the Instruction Committee shall report to the Board on instructional matters, and shall respond to such questions as the Board, through its Chair, may ask. (2) The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the program of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greatest possible attainment of aims of the program. Each Dean shall be the Chair of the Instruction Committee on such Dean's campus. In carrying out the Dean's duties, each Dean shall consult regularly with the President and with the Instruction Committee and the other appropriate Faculty committees on that campus. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the recommendation of the President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors having tenure. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accord with Article VI(3). If non-tenured, the appointee shall acquire tenure upon becoming Dean, in which case the provisions of Article VI(3)(a) regarding reappointment schedules shall not apply. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. (f) During the absence of either Dean from the campus a Tutor with tenure named by the Dean shall act for the Dean. (g) The Dean on each campus shall appoint such committees as may be necessary for the carrying out of the Dean's duties for which no other provision is made. Article VI TlIE FACULTY: TlIE TUTORS (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (2) The Tutors shall have authority to recommend to the Visitors and Governors candidates for degrees of their respective campuses. (3) Appointment and Reappointment of Tutors. Tutors shall be appointed by the Visitors and Governors upon recommendation of the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. (a) The schedule of regular appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach: (i)(A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappointments shall be for one year. Second and third reappointments shall be for two and three years respectively. (i)(B) New Tutors shall be appointed for two years unless they are appointed at midyear, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond retirement. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meetings. (iii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above �notwithstanding. In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and instruction Committee on that campus. (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering nontenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. (c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his or her regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3)(a)(iv) prevail. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, subject to the provisions of (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionate! y. (e) Visiting Tutors may be appointed for a term or a year. (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether reappointment will be recommended to the Board of Visitors and Governors. A Tutor who is reappointed shall be notified by the President by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether the appointment will be recommended to the Board of Visitors and Governors. A Tutor who is appointed shall be notified by the President by July 31st of that same preceding year. (5) A Tutor may apply to the instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor's appointment may be terminated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perform teaching duties in a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before making such a recommendation, the President shall advise the Tutor affected, and the Tutor shall have the right to be heard by the Instruction Committee or, at the Tutor' s option, by another committee to be designated by the President for this purpose. (b) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the President that in the interest of instruction a Tutor be temporarily relieved of duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It is understood that Tutors on such leave will not undertake full-time remunerative employment elsewhere and will return to the College. (a) Eligibility for sabbatical leave shall be upon the following conditions: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, to be taken upon completion of the equivalent of seven full years of service to the College since the original appointment, or the equivalent of six full years of service since any previous sabbatical leave. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. ln no case shall a Tutor be paid more than the Tutor's regular salary. (iii) Upon completion of sabbatical leave, a Tutor is expected to return to the College for at least two more years. (b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-sixth of the number of Tutors at that campus having tenure and not on full-time leave under the provisions of section (8) below, the President shall so notify the Board of �Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. (c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; (ii) Those whose service has been continuous throughout those years; (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon the application not later than January 1st. (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in Faculty meetings and all other College exercises. Article VII THE FACULTY: THE VICE-PRESIDENTS FOR COLLEGE ADVANCEMENT AND THE TREASURERS (I) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relations, and alumni relations on their respective campuses. (2) The Vice-President for College Advancement on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (3) The Treasurers shall have charge, on their respective campuses, under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and property transactions, and to receive and disburse funds , subject to the provisions of this Polity and other directions and arrangements pursuant thereto. (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article Vl(3)(d). Article VIII THE FACULTY: THE ASSOCIATES (I) Associate members of the Faculty on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. On each campus, the President shall have ultimate executive authority over the Associates. (2) Associates may be appointed Tutors under the provisions of Article Vl(3)(d). (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College. (4) The Associates' Councils may establish such committees as they deem appropriate. �Article IX (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. THE FACULTY: FACULTY COMMITTEES (1) College-wide Committees (a) The Instruction Committee (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus. (i) The Instruction Committee shares with its Chairs responsibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The Presidents shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campus the members of the Instruction Committee and the Dean as Chair constitute the Instruction Committee of the College on that campus. The President sits ex officio with the lnstruction Committee on each campus. (c) The Director of Student Activities and the Director of Athletics. The Director of Student Activities and the Director of Athletics, as the case may be, shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (ii) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified freshmen. (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. (f) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administration of financial aid programs. (g) The Directors of Career Services. The Directors of Career Services shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (iii) If for any reason a member of the Instruction Committee is unable to serve for a part of his or her term, another Tutor shall be chosen to serve for that part of the term. For this purpose the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (h) The Director of College Information Technology Services. The Director of College Information Technology Services shall be responsible to both Presidents for the development and management of information services college-wide. (iv) If the Instruction Committee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new Deans and after seeking the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpired terms. (i) The Directors of Laboratories. The Directors of Laboratories shall be responsible to the Dean, in consultation with the Laboratory archons, for training and directing the student laboratory assistants, designing experiments for the laboratory program, and purchasing and maintaining laboratory equipment. (b) The Tutors' Compensation Committee (i) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, and the chair shall annually alternate �between campuses. The Committee shall advise the President concerning Tutors' compensation and related matters; it shall make annual reviews of the College's statement of Tutors' salaries and other compensation of Tutors and report to the Tutors and the President recommendations consequent upon the review. (ii) Members of the Committee shall be elected annually on each campus for terms of three years in such a manner that the term of one member on each campus terminates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (2) Campus-specific Committees (a) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually except in every third year, when one member shall be chosen. The President, the Dean, one of the Assistant Deans, and the Treasurer on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (b) The Library Committees. The President on each campus, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of the Committee, and the Librarian shall serve as Chair. It shall be the duty of the Library Committees to assist the Librarians in making the Libraries serve the ends of the College and its program; it shall be their duty to advise the Librarians in regard to Library policy and acquisitions. (c) The Information Technology Committees. The Dean on each campus shall appoint three Tutors to serve as an Information Technology Committee, one of whom shall serve as Chair. Each Tutor shall serve a three-year term. The Dean, the Director of College Information Technology Services, and the Librarian shall be ex officio members. lt shall be the duty of the Information Technology Committees to advise the Director of College Information Technology Services in regard to the needs of the College and its Program. (d) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (e) The Fellowship Committees. On each campus there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (f) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. Article X THE FACULTY: FACULTY PROCEDURE (1) Procedure for Instructional Proposals. (a) (i) Any proposal concerning matters of instruction that may affect the College as a whole shall originate with the Dean and the Instruction Committee on either campus. A decision as to whether a proposal is college-wide or campus-specific shall be made by the Deans and Instruction Committee of the College. They shall make this decision after notifying the Faculty on both campuses and inviting their comment. Written statements of college-wide instructional proposals shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chair of the Instruction Committee, either in person or through the other Dean. If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specified therefore. If, after full discussion, a Tutor objects to the proposal and holds to the objection, the proposal shall be submitted to vote of the Tutors at special Faculty meetings called by the Presidents within a month. Any objections that have been made and held to and submitted in writing shall be transmitted immediately in writing to the whole faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the whole Faculty. If, after discussion, any objection has been made and held to, the Presidents, in calling special Faculty meetings, shall report the statement of the Chair of the Instruction and the Dean on the other campus as to whether it be a matter of confidence; and in submitting the proposal to vote, the Chair of the Instruction Committee and the Dean on the other campus shall, at the special Faculty meetings, repeat their statement as to whether it be a matter of confidence. The vote may then be taken and tallied by the Presidents in such a fashion that the Tutors shall have recorded their decision acting as a whole. If the proposal be one that the Chair of the Instruction Committee and the other Dean have declared a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. If it be passed by majority vote, it shall become effective as of the date specified therefore. For the �confidence procedure a quorum shall consist of three-fourths of all resident Tutors on each campus. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. (ii) Any instructional proposal that has been deemed campus-specific shall be subject to the procedure set forth above, except that, if an objection is made and held to on either campus, voting shall proceed only on the campus were the proposal is intended to be put into effect. Any objections that have been made and held to and submitted in writing on the other campus shall be transmitted immediately to the voting Faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the voting Faculty. If the confidence procedure is invoked, it shall be only by the Dean on the voting campus, and it shall affect the Dean and the Instruction Committee only on that campus. (e) Only Tutors may vote on instructional matters. All Faculty members may vote on all other matters not specifically restricted in the Polity. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in the judgment of the President such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks ' during which time the Deans and the Instruction Committee shall continue in office. (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article V (2)(b ). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Committee on that campus shall consider any recommendation concerning instruction and shall report to the Faculty within one year their proposal concerning it. They shall decide whether their proposal is a college-wide or campus-specific proposal , and the procedure of Article X(l) shall apply. (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December and January only one regular meeting need be called. The President or, in his absence, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to preside. (b) Special meetings of the Faculty may be called upon due notice by the President alone or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days notice, except in cases of emergency. (3) The Secretary of the Faculty. At the last regular meeting of an academic year, the Faculty on each campus shall elect one of its members, then in at least his or her third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circulate reports of Faculty committees. Article XI THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS-IN-RESIDENCE The Scholars-in-Residence and the Artists-in-Residence shall be appointed from time to time by the Board of Visitors and Governors on the recommendation of the President after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall reside. Article XII THE STUDENTS (1) The primary responsibilities of the Students are to study and to make themselves as competent as possible in all parts of the St. John's Program. Their advice and service shall be sought by the Faculty in such matters and in such ways as may best serve the general welfare of the College. (2) The Students of St. John's College shall constitute the Student Polity of St. John's College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis or Santa Fe may establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the Students and whatever government of the Students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: (a) the management of funds available to the Student Polity; (b) the sanctioning of all student clubs, organizations, and activities, and their regulation, if necessary; �(c) the representation of the Students of St. John's College to the community outside the College; (d) the establishment and maintenance of formal channels of communication between the Students and the Faculty; and (e) any other duties agreed upon by the Students and the Dean. Article XIII THE GRADUATE INSTITUTE (l) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chair of the Instruction Committee, for the organization and supervision on the Director' s campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole the Director shall, in consultation with the other Director, be responsible to the Chair of the Instruction Committee. Concerning matters limited to one campus, the Director on that campus shall be responsible to the Dean on that campus. (b) The Directors shall be appointed for terms of four years from among the Tutors by the Board of Visitors and Governors on the recommendation of the President, after consultation with the Deans and a special committee consisting of five members, three from the campus on which the new Director will serve, and two from the other campus, selected from among themselves by the Tutors having tenure. The Directors shall be Tutors of the Graduate Institute. (c) Every three years, on an alternating basis, one of the Directors shall write a Statement of Educational Policy and Program for the Graduate Institute. The Director who writes the Statement, after consulting with the Committee for the Graduate Institute on his or her campus, and with the other Director, shall submit the Statement to the Instruction Committee for discussion at its joint meeting. (2) The Faculty Teaching in the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors for appointment in the summer session of the Graduate Institute. (b) During the summer term the Tutors teaching in the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (3) Committees for the Graduate Institute. (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (b) Each Committee shall consist of three Tutors who have experience in the Institute in addition to the Director, who shall serve as Chair. ' (c) Members of each Committee shall be appointed by the Director with the concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. (4) Proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate _Institute, and shall be submitted to the Dean on the originating campus for handlmg m accordance with Article X(l)(a)(i). Article XIV THE ALUMNI (1) Alumni shall be life-Iong members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (2) The Alumni Association is the formal means by which Alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors Alumni share in the direction of that life. ln these and other ways, Alumni shall be given the opportumty to serve the College. (3) The College shall cooperate with the Alumni Association to enable Alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates m appropnate employment, and advising students concerning careers and adm1ss10n to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Article XV THE STAFF (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulatrons. �Article XVII (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. COMPLIANCE WITH LAW No provision of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. Article XVIII (3) The Staff Council may establish such committees as it deems appropriate. Article XVI AMENDMENTS AND REVIEW (1) Amendments to this Polity may be proposed by a majority of the Polity Review Committee, or by a petition submitted by not fewer than ten percent of the members of the Board, or by the Faculty as provided for in section (2) and (3) below. Written notice of a proposed amendment must be provided to the Board and to the Faculty not less than 30 days prior to the date of the Board meeting at which the amendment is to be considered. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the time of that meeting. This Polity may be amended by a twothirds vote of those members voting at any regular or special meeting of the Board, provided that the votes of no fewer than one-third of the members of the entire Board eligible to vote are in favor of such amendment. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval of any proposed amendments. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. MANAGEMENT COMMITTEE There shall be a Management Committee for the college composed of the Presidents and Deans of both campuses. The Chair of the Management Committee will report to and be appointed annually by the Board of Visitors and Governors. With the advice of the Committee and in a collegial manner, the Chair shall exercise executive authority over the College as a whole with respect to: ( 1) college-wide strategic planning, including defining the processes for strategic thinking, leading conversations regarding strategic decisions, and presentation of and planning for the strategic goals of the college and their accomplishment; (2) college-wide advancement, including capital campaigns, external relations and publications, common college-wide donor information and databases, oversight and 1mplementat1on of ongoing development initiatives, and oversight of alumni relations efforts, including the work of the Alumni Relations directors and that portion of the work of Career Services directors pertaining to alumni; (3) budgeting and resource planning, including approval of campus-specific budgets, preparation of college-wide budgets, oversight and implementation of a college-wide information management system, and oversight and implementation of consistent accounting, audit, and financial reporting processes; (4) approval and monitoring of admissions and financial aid policies for both campuses; and (5) such other matters as may be assigned to the Chair from time to time. The Management Committee shall not have executive authority over instructional matters assigned to the Instruction Committee and its Chair under Articles V and IX(l) of the Polity. �ARTICLE XIX TRANSITION SCHEDULE The reduction in size contemplated by the October 2011 amendments to the Polity is intended to take place over a period of time. No member is to have his or her term shortened by virtue of this change, which will be accomplished through the normal expiration of members' current terms. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 32 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 2011 Description An account of the resource Charter and Polity of the College, amended and restated October 2011. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2011-10 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_2011_ac Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/79cc78b755f0534f5346b8373d1b202c.pdf 7c70420c850139287ba7a07f79577ad9 PDF Text Text S!JOHN'S College ANNAPOLIS • SANTA FE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND (\\,, SANTA FE, NEW MEXICO Amended and Restated as of April 2006 FOUNDED AS KING WILLIAM'S SCHOOL, CHARTERED AS ST. JOHN'S COLLEGE, 1696 1784 �Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents ofSt. John's College. HISTORY St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for freeschools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. Toe Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. A Polity for the College was first suggested at a faculty meeting in 1943 by the Dean. A faculty committee was elected and drafted a Polity, which was then promulgated by the President. In April 1949 the Faculty elected a committee to revise the Polity. The resulting document was approved by the Faculty on April 9, 1950, and was adopted by the Board of Visitors and Governors on July 8, 1950. Subsequent quinquennial reviews were made by elected faculty committees, and desired amendments were recommended by the Faculty to the Board of Visitors and Governors. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970; February 18, 1972; October 25, 1975; January 24, 1976; November 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; July 18, 1992; April 17, 1993; April 22, 1995; April 19, 1996; April 24, 1999, and November 6, 1999; January 27, 2001, April 26, 2003; April 24, 2004; January 27, 2006; and April 22, 2006. 1 �CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties oflife, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary oflearning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary oflearning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice ofa Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than forty-nine nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors_and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to 2 make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the viceprincipal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be 3 �sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIlI. That the College may establish and operate one or more branches in one or more states of the United States. In the Polity as hereinafter set forth the nouns "alumnus" and "alumni" and "man" and "men," either alone or in compounds such as "chairman" and "chairmen," and the pronouns "he," "him," and "his," are to be taken as referring to persons whether male or female. Polity of St. John's College Preamble Education is the making ofmen and women out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of their students to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of humanity in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues, and the moral foundations on which men and women may conduct their lives. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College. Article I THE COLLEGE (1) St. John's College is by its Charter a legal entity, carrying on its functions from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and vice-principal of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of'The Principal, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." (a) The "principal" shall be the Presidents. When 'President' is used in this Polity it shall mean: (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; 4 5 �(iii) with respect to actions under Article II (12)(b) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii), either President. (b) The "vice-principal" shall be the Dean who is serving as the Chair of the Instruction Committee. ( c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor Emeritus. Tutors who have completed their tenure appointments shall be Tutors Emeriti. (e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereinafter called Associates, who shall be on either campus, as the offices may be deemed necessary, the Registrar, the Librarian, the Director of Athletics, the Director of Student Activities, the Director of Admissions, the Director of Alumni Activities, the Director of Financial Aid, and the Director of Career Services. (g) The "one learned body or faculty," composed of the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title the Faculty of St. John's College. (h) All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called the Faculty of the Graduate Institute. j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when the class with which they matriculated has graduated, or b) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute after the one in which they last enrolled. All who have been designated as honorary members of the Alumni Association of St. John's College shall be called Alumni. All who have ever been Alumni shall continue to be. (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (1) There shall be no discrimination at St. John's College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, on the basis of race, religion, age, sex, national origin, color, disability and/or handicap, sexual orientation, or other characteristic protected by any applicable federal, state or local law. Article II VISITORS AND GOVERNORS (1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John's College's educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. (2) Members. The Board of Visitors and Governors shall consist of not more than sixty members, comprising the Presidents, the Deans, the Governors of Maryland and New Mexico, ex officio, and fifty-four members, 6 of whom forty-five shall be elected by the entire Board and nine shall be elected by the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, Visitors Emeriti may be elected to the Board who may attend all meetings of the Board, with voice in deliberation, but without vote. Retired members of the Board who have served six (6) terms on the Board as members in good standing shall be designated as Honorary Board Members upon election by the Board. Honorary Board Members will receive minutes of the Plenary Sessions of the Board, may, as a guest, attend the Plenary Sessions of all regular meetings of the Board, and may be asked to assist on Board Committees. (3) Elections by the Board. At each annual meeting, the Board shall elect a class ofno more than fifteen members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term at the meeting next following their election. The procedure for nomination and election shall be as follows : There shall be a Nominating Committee of seven members of the Board appointed by the Chair. The Chair and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, including each position as an officer of the Board. Additional nominations may be made in writing, addressed to the Chair, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on nominations at annual meetings may be by ballot, each member present to vote for fifteen of the said nominees. In case the balloting results in a tie for one or more positions, the Board shall determine the procedure to resolve the tie. No nominee for member or officer of the Board shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting. If there should be fewer than fifteen members in any class prior to the end of the term for such class, any vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. (4) Elections by the Alumni. Each year in the spring, three alumni shall be elected to membership for a term of three years, in such manner that there shall be nine members of the Board elected by the alumni, consisting of three classes of three members each. Outgoing members so elected shall continue to serve until their successors are elected. Such elections shall be conducted in accordance with the By-laws of the Alumni Association of St. John's College. In the event that for any reason there should be fewer than three members so elected in any class prior to the end of the term of that class, the vacancy shall be filled by the Alumni Association of St. John's College. Newly elected alumni shall begin their term at the meeting next following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the Students on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (7) Graduate Institute Director Representation at Board Meetings. Each Director of the Graduate Institute may attend all regular sessions of the Board on such Director's campus, with voice in deliberation, but without vote. 7 �for the transaction of business. The Executive Committee shall determine the compensation of the Vice Presidents and Treasurers, upon receiving the recommendations of the Compensation Review Committee. The Executive Committee shall recommend to the Board the compensation of the Presidents, upon receiving the recommendations of the Compensation Review Committee. (8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the Students of the Graduate Institute on each campus to attend all regular sessions of the Board on such student's campus, with voice in deliberation, but without vote. (9) Alumni Association Representation at Board Meetings. The President of the Alumni Association shall be invited to attend all regular sessions of the Board, with voice in deliberation, but without vote. b) (10) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send two representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (c) Nominating Committee. There shall be a nominating Committee for membership of the Board and for officers of the Board as provided in Article ll(3). (11) Reelection. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term. Notwithstanding the foregoing, in extraordinary circumstances, the Nominating Committee may recommend the reelection of the Chair of the Board for up to two additional consecutive terms. (12) Meetings of the Board. (a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe. The spring meeting shall be called the annual meeting. The time and place of regular meetings shall be determined by the Chair, in consultation with the President, and notice ofregular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chair, the Executive Committee, or any ten members of the Board, not less than seven days after the dispatch of written, faxed, or e-mail notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. (d) One third of the members of the Board shall constitute a quorum for the transaction of business. (e) The Board in regular session is open to elected and ex officio members, to Visitors Emeriti, to Honorary Board Members as guests, to Associates invited by the President, and to official representatives of the Faculty, Students, Graduate Institute, Alumni Association and Staff. Attendance at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restriction. The Chair of the Board, in consultation with the President, shall determine whether any meeting or portion of a meeting shall be in regular, executive, or public session. (13) Officers of the Board. At each annual meeting the Board shall elect a Chair, two Vice-Chairs, and a Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. (14) Committees ofthe Board. (a) Executive Committee. Toe Chair, the Vice-Chairs, the Secretary, the Presidents, the Deans, and four other members chosen annually by the Board at the annual meeting shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delegated to some other committee, person, or persons. Seven members of the Executive Committee present at a meeting shall constitute a quorum 8 Presidential Search Committee. There shall be a Presidential Search Committee to recommend the appointment of a President as provided in Article IV(2). (d) Visiting Committee. There shall be a Visiting Committee, including a Chair, appointed by the Chair of the Board. The Visiting Committee shall meet at least once annually with the Instruction Committee on each campus. The Visiting Committee shall discuss the Statement of Educational Policy and Program of the Chair of the Instruction Committee and become acquainted with the aims of the College and how they are being realized. (e) Finance Committee. There shall be a Finance Committee consisting of the Chair, the Presidents, and the Treasurers of the College, ex officio, and such additional members as may be appointed by the Chair of the Board. The Chair of the Board shall appoint one of the members to be the Chair of the Committee. The Finance Committee shall have the following powers and duties: (i) The Finance Committee shall, after consultation with the Investment Committee, make recommendations to the Board concerning the appropriate policies for annual or periodic expenditures from each of the college's endowments. (ii) The Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. (iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. (f) Audit Committee. There shall be an Audit Committee, including a Chair, appointed by the Chair of the Board. The Treasurers shall serve as non-voting Staff to the committee. (i) The Committee shall review in detail the annual report of the independent auditors and discuss audit findings with the auditors, unattended by employees of the College. (ii) The Committee shall meet with representatives of the independent auditors to the next audit to discuss scope and procedures and any other matters requiring special attention. (iii) The Committee shall discuss with College personnel any corrective action required as a result of the audit report. (iv) The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. (v) The Committee shall report to the Board annually on its review of the audit and shall bring to the attention of the Board any matters related thereto requiring Board action. (g) Compensation Review Committee. There shall be a Compensation Review Committee, including a Chair, appointed by the Chair of the Board. 9 �(i) The Committee shall recommend to the Board policies for direct and indirect compensation of Tutors, Associate members of the Faculty, other Faculty members, and Staff at the College. It shall annually review the compensation policies and performance with respect to them and report the findings of this review to the Board. (ii) The Committee shall recommend to the Executive Committee the compensation of the Presidents, Vice-Presidents for College Advancement, and Treasurers of the College (iii) In matters of policy and compensation, the Committee shall consult with the Presidents and the Chair of the Finance Committee. (h) Polity Review Committee. There shall be a Polity Review Committee appointed by the Chair every fifth year. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairs of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the adoption of the report by the Faculty. (i) Investment Committee. There shall be an Investment Committee consisting of at least one member of the Finance Committee (appointed by the Chair of the Board), the Treasurers of the college, ex officio, and such additional members as may be appointed by the Chair. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Investment Committee shall have the following powers and duties: (i) The Investment Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by the Chair of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (ii) The Committee shall advise the Finance Committee on the question of the appropriate endowment spending policies for the College, and shall consult with the Finance Committee on any matter that it judges may affect the financial condition of the College that may need action by the Finance Committee. (j) (k) Buildings and Grounds Committee. There shall be a Buildings and Grounds Committee appointed by the Chair of the Board. The Committee shall meet with the Treasurers on each campus and review issues and plans relating to the maintenance and development of the campuses. Two members shall be named, by the Chair of the Board, to serve as Chairs of the subcommittees for each campus, with one to be designated as Chair of the full Committee. Development Committee. There shall be a Development Committee consisting of the Vice Presidents for College Advancement, ex officio, and such additional members as may be appointed by the Chair of the Board, who shall appoint one member to be Chair of the Committee. The Development Committee shall have the following powers and duties: i. ii. iii. iv. The Committee shall review all policies and programs for fund- raising on each campus and report on same. The Committee shall advise the Board with respect to the need for capital campaigns or other special fund-raising projects. The Committee shall be responsible for seeking contributions to the Annual Campaigns from each Board Member. At the discretion of the Chair of the Board, the Committee may be suspended during the pendency of a capital campaign. 10 (1) Alumni Relations Committee. There shall be an Alumni Relations Committee consisting of the President of the Alumni Association, the Vice Presidents for College Advancement, ex officio, and such additional members as may be appointed by the Chair of the Board. The Chair of the Board shall appoint one of the Alumni-elected Board members to serve as Chair of the Committee. The Committee shall review all policies and programs for alumni and report on same. (m) Other Committees. The Chair may appoint such other standing or special committees of the Board as the Chair deems desirable or which the Board may request. (n) Former members of the Board and Visitors Emeriti may be appointed by and at the discretion of the Chair to serve on committees. (o) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (p) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Nominating and Executive Committees, but without vote. (q) Whenever a Capital Campaign is in progress, its Chair shall be an ex-officio voting member of the Finance and Executive Committees. (15) Execution of Contracts, Transfer of Securities, Etc. All contracts of $50,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chair, or a Vice-Chair, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. ( 16) Signing of checks, drafts, etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (15) hereof, but may also be signed by such persons, and in such manner, as th_e Board may from time to time direct by appropriate resolution. (17) The College shall indemnify, to the full extent permitted by law, any current or former member of the Board or officer of the College or any person who, while a member of the Board or an officer of the College, may have served at the College's request as a director, officer, partner or trustee of another entity, against any judgments, penalties, fines, settlements and reasonable expenses actually and necessanly incurred by him or her in connection with the defense of any action, suit or proceeding to which he or she is made a party by reason of being or having been such member of the Board or officer of the College. Article m THE FACULTY The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates "powers and authorities" for the "instruction, discipline, and government" of the College. 11 �(b) The Deans shall serve alternately, for a term of one year, as Chair of the Instruction Committee. Article IV THE FACULTY: THE PRESIDENT ...-- I • (1) There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the President's campus, and the President, in tum, may delegate such authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, on matters of common concern. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors appointed by the Chair of the Board, at least one of whom is an alumnus, the Deans, and one Tutor having tenure from each campus elected by the Faculty on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty and the Instruction Committee. (3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply. (4) The President and persons to whom the President delegates authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. (5) There shall be a Financial Committee on each campus consisting of the President as Chair, the Dean and Treasurer of the campus, and other members the President may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. (6) The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of the duties of the President or other duties for which no provision is made under Article IX. (7) Ifin the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. (c) Each year the Chair of the Instruction Committee shall, after consultation with the Instruction Committee on the Chair's campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The President shall present the Statement, together with an account of the Faculty discussion of it and the President's response to it, as a report to the Board of Visitors and Governors for its consideration. (d) The Chair of the Instruction Committee shall, as such chair or the Chair of the Board of Visitors and Governors may deem appropriate, report to the Board on instructional matters, and shall respond to such questions as the Board, through its Chair, may ask. (2) The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the program of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greatest possible attainment of aims of the program. Each Dean shall be the Chair of the Instruction Committee on such Dean's campus. In carrying out his duties, each Dean shall consult regularly with the President and with the Instruction Committee and the other appropriate Faculty committees on that campus. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the recommendation of the President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors having tenure. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accord with Article VI(3). If non-tenured, the appointee shall acquire tenure upon becoming Dean, in which case the provisions of Article VI(3)(a) regarding reappointment schedules shall not apply. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. (f) During the absence of either Dean from the campus a Tutor with tenure named by the Dean shall act for the Dean. (g) The Dean on each campus shall appoint such committees as may be necessary for the carrying out of duties of the Dean and duties for which no other provision is made. Article VI THE FACULTY: THE TUTORS Article V THE FACULTY: THE CHAIR OF THE INSTRUCTION COMMITTEE AND THE DEANS (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (2) The Tutors shall have authority to recommend to the Visitors and Governors candidates for degrees of their respective campuses. (1) The Chair of the Instruction Committee. (a) There is delegated to the Chair of the Instruction Committee responsibility and authority for the organization of the program of instruction in the liberal arts that is followed by the Tutors and the Students. 12 (3) Appointment and Reappointment of Tutors. Tutors shall be appointed by the Visitors and Governors upon recommendation of the President in accordance with the recommendation of the Dean and the Instruction 13 �Committee on that campus where the Tutors so appointed shall teach. (a) The schedule ofregular appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach: (i)(A) (i)(B) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappointments shall be for one year. Second and third reappointments shall be for two and three years respectively. New Tutors shall be appointed for two years unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond retirement. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meetings. (iii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. • (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above notwithstanding . In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and Instruction Committee on that campus. (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering non-tenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. ( c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his or her regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3) (a)(iv) prevail. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, subject to the provisions of (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (e) Visiting Tutors may be appointed for a term or a year. (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether reappointment will be recommended to the Board of Visitors and Governors. If the Tutoris reappointed, the President shall notify him or her by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether the . appointment will be recommended to the Board of Visitors and Gove_mors. If the Tutor 1s appomted, the President shall notify him or her by July 31st of that same precedmg year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor' s appointment may be terminated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perform teaching duties in a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before the President makes such a recommendation, he or she shall advise the Tutor affected, and the Tutor shall have the right to be heard by the Instruction Committee or, at the Tutor's option, by another committee to be designated by the President for this purpose. (b) Either Dean with the approval of the Instruction Committee on the campus concerned, may recommend 'to the President that in the interest of instruction a Tutor be temporarily relieved of duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It 1s understood that Tutors on such leave will not undertake full-time remunerative employment elsewhere and will return to the College. (a) Eligibility for sabbatical leave shall be upon the following conditions: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, to be taken upon completion of the equivalent of seven full years of service to the College since his or her original appointment, or the equivalent of six full years of service since any previous sabbatical leave. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than the Tutor's regular salary. (iii) Upon completion of sabbatical leave, a Tutor is expected to return to the College for at least two more years. 14 15 �(b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-sixth of the number of Tutors at that campus having tenure and not on full-time leave under the provisions of section (8) below, the President shall so notify the Board of Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. ( c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; (ii) Those whose service has been continuous throughout those years; (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon the application not later than January 1st. Article VII THE FACULTY: THE VICE-PRESIDENTS FOR COLLEGE ADVANCEMENT AND THE TREASURERS (1) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relations, and alumni relations on their respective campuses. (2) Tue Vice-President for College Advancement on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (3) The Treasurers shall have charge, on their respective campuses, under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and property transactions, and to receive and disburse funds, subject to the provisions of this Polity and other directions and arrangements pursuant thereto. (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the . recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article VI(3)(d). Article VIlI (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in Faculty meetings and all other College exercises. THE FACULTY: THE ASSOCIATES (1) Associate members of the Faculty on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. The President shall have ultimate executive authority over the Associates. (2) Associates may be appointed Tutors under the provisions of Article VI (3)(d). (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College, (4) The Associates' Council may establish such committees as it deems appropriate. (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the acadermc records and schedules of students. (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus. 16 17 �( c) The Directors of Student Activities and the Directors of Athletics. The Directors of Student Activities and the Directors of Athletics shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified freshmen. (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. (t) The Directors ofFinancial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administration of financial aid programs. (g) The Directors of Career Services. The Directors of Career Services shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (h) The Director of College Information Technology Services. The Director of College Information Technology Services shall be responsible to both Presidents for the development and management of information services college-wide. (i) Persons designated Associates under the provisions of Article 1(3)(f) or of Article VII(3)(k) ofthis Polity as amended through April 20, 1985, whose offices are not specifically named in this Article, shall continue to be Associates until the expiration of their appointments to those offices. Article IX THE FACULTY: FACULTY COMMITTEES (1) The Instruction Committee (a) The Instruction Committee shares with its Chairs responsibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The Presidents shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campus the members of the Instruction Committee and the Dean as Chair constitute the Instruction Committee of the College on that campus. The President sits ex officio with the Instruction Committee on each campus. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (c) If for any reason a member of the Instruction Committee is unable to serve for a part of his or her term, another Tutor shall be chosen to serve for that part of the term. For this purpose the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. 18 (d) If the Instruction Committee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new Deans and after seeking the advice of the other Tutors shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpired terms. (2) The Tutors' Compensation Committee (a) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, and the chair shall annually alternate between campuses. The Committee shall advise the President concerning Tutors' compensation and related matters; it shall make annual reviews of the College's statement of Tutors' salaries and other compensation of Tutors and report to the Tutors and the President recommendations consequent upon the review. (b) Members of the Committee shall be elected annually on each campus for terms of three years in such a manner that the term of one member on each campus terminates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (3) The Library Committees. The President, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the L1branan shall themselves be ex officio members of the Committee, and the Librarian shall serve as Chair. It shall be the duty of the Library Committees to assist the Librarians in making the Libraries serve the ends of the College and its program; it shall be their duty to advise the Librarians in regard to Library policy and acquisitions. The Managers of the Bookstores may be invited to sit with the Committees. (4) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually except in every third year, when one member shall be chosen. The President, the Dean, one of the Assistant Deans, and the Treasurer on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (5) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (6) The Fellowship Committees. On each campus there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (7) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. Article X THE FACULTY: FACULTY PROCEDUR E (1) Procedure for Instructional Proposals. (a) (i) Any proposal concerning matters of instruction that may affect the College as a whole shall originate with the Dean and the Instruction Committee on either campus. A decision as to 19 �whether a proposal is college-wide or campus-specific shall be made by the Deans and Instruction Committee of the College. They shall make this decision after notifying the Faculty on both campuses and inviting their comment. Written statements of college-wide instructional proposals shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chair of the Instruction Committee, either in person or through the other Dean. If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specified therefore. If, after full discussion, a Tutor objects to the proposal and holds to the objection, the proposal shall be submitted to vote of the Tutors at special Faculty meetings called by the Presidents within a month. Any objections that have been made and held to and submitted in writing shall be transmitted immediately in writing to the whole faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the whole Faculty. If, after discussion, any objection has been made and held to, the Presidents, in calling special Faculty meetings, shall report the statement of the Chair of the Instruction and the Dean on the other campus as to whether it be a matter of confidence; and in submitting the proposal to vote, the Chair of the Instruction Committee and the Dean on the other campus shall, at the special Faculty meetings, repeat their statement as to whether it be a matter of confidence. The vote may then be taken and tallied by the Presidents in such a fashion that the Tutors shall have recorded their decision acting as a whole. If the proposal be one that the Chair of the Instruction Committee and the other Dean have declared a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. If it be passed by majority vote, it shall become effective as of the date specified therefore. For the confidence procedure a quorum shall consist of three-fourths of all resident Tutors on each campus. (ii) Any instructional proposal that has been deemed campus-specific shall be subject to the procedure set forth above, except that, if an objection is made and held to on either campus, voting shall proceed only on the campus were the proposal is intended to be put into effect. Any objections that have been made and held to and submitted in writing on the other campus shall be transmitted immediately to the voting Faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the voting Faculty. If the confidence procedure is invoked, it shall be only by the Dean on the voting campus, and it shall affect the Dean and the Instruction Committee only on that campus. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in the judgment of the President such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Deans and the Instruction Committee shall continue in office. (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article V (2)(b). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Committee on that campus shall consider any recommendation concerning instruction and shall report to the Faculty within one year their proposal concerning it. They shall decide whether their proposal is a college-wide or campus-specific proposal, and the procedure of Article X(l) shall apply. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December and January only one regular meetmg need be called. The President or, in his absence, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to preside. (b) Special meetings of the Faculty may be called upon due notice by the President alone or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. (e) Only Tutors may vote on instructional matters. All Faculty members may vote on all other matters not specifically restricted in the Polity. (3) The Secretary of the Faculty. At the last regular meeting of an academic year the Faculty on each campus shall elect one of its members, then in at least his or her third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circulate reports of Faculty committees. Article XI THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS-IN-RESIDENCE The Scholars-in-Residence and the Artists-in-Residence shall be appointed from time to time by the Board of Visitors and Governors on the recommendation of the President after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall reside. Article XII THE STUDENTS (1) The primary responsibilities of the Students are to study and to make themselves as competent as possible in all parts of the St. John's Program. Their advice and service shall be sought by the Faculty in such matters and in such ways as may best serve the general welfare of the College. (2) The Students of St. John's College shall constitute the Student Polity of St. John's College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis or Santa Fe may establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the Students and whatever government of the Students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: (a) the management of funds available to the Student Polity; (b) the sanctioning of all student clubs, organizations, and activities, and their regulation, if necessary; (c) the representation of the Students of St. John's College to the community outside the College; (d) the establishment and maintenance of formal channels of communication between the Students and the Faculty; and (2) Faculty Meetings. 20 21 �(e) any other duties agreed upon by the Students and the Dean. Article XIV Article XIlI THE GRADUATE INSTITUTE THEALUMNI (1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chair of the Instruction Committee, for the organization and supervision on his or her campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole the Director shall, in consultation with the other Director, be responsible to the Chair of the Instruction Committee. Concerning matters limited to the Director's campus he or she shall be responsible to the Dean on that campus. (b) The Directors shall be appointed for terms of four years from among the Tutors by the Board of Visitors and Governors on the recommendation of the President, after consultation with the Deans and a special committee consisting of four members, two from each campus, selected from among themselves by the Tutors having tenure. The Directors shall be Tutors of the Graduate Institute. (c) Every three years, after consultation with the other Director and the Committee for the Graduate Institute on such Director's campus, one of the Directors shall submit a Statement of Educational Policy and Program for the Graduate Institute to the Instruction Committee for discussion at its joint meeting. The Director may, thereafter, revise the Statement and the Statement then shall be submitted to the Faculty as a whole for discussion. (2) The Faculty of the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors of the Graduate Institute for summer appointment to teach in the Graduate Institute for one session. (2) The Alumni Association is the formal means by which Alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, Alumni share in the direction of that life. In these and other ways, Alumni shall be given the opportunity to serve the College. (3) The College shall cooperate with the Alumni Association to enable Alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Article XV THE STAFF (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. (3) The Staff Council may establish such committees as it deems appropriate. (b) During the summer term the Tutors of the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (3) Committees for the Graduate Institute. Article XVI AMENDMENTS AND REVIEW (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (c) Members of each Committee shall be appointed by the Director with the concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. (1) Amendments to this Polity may be proposed by a majority of the Polity Review Committee, or by a petition submitted by not fewer than ten percent of the members of the Board, or by the Faculty as provided for in section (2) and (3) below. Written notice of a proposed amendment must be provided to the Board and to the Faculty not less than 30 days prior to the date of the Board meeting at which the amendment is to be considered. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the time of that meeting. This Polity may be amended by a twothirds vote of those members voting at any regular or special meeting of the Board, provided that the votes ofno fewer than one-third of the members of the entire Board eligible to vote are in favor of such amendment. (4) Proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute, and shall be submitted to the Dean on the originating campus for handling in accordance with Article X(l)(a)(i). (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chair. 22 23 �Fe. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval of any proposed amendments. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. Article XVII COMPLIANCE WITH LAW No provision of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. Article XVIII MANAGEMENT COMMITTEE There shall be a Management Committee for the college composed of the Presidents and Deans of both campuses. The Chair of the Management Committee will report to and be appointed annually by the Board of Visitors and Governors. With the advice of the Committee, and in a collegial manner, the Chair shall exercise executive authority over the College as a whole with respect to: (1) college-wide strategic planning, including defining the processes for strategic thinking, leading conversations regarding strategic decisions, and presentation of and planning for the strategic goals of the college and their accomplishment; (2) college-wide advancement, including capital campaigns, external relations and publications, common college-wide donor information and databases, oversight and implementation of ongoing development initiatives, and oversight of alumni relations efforts, including the work of the Alumni Relations directors and that portion of the work of Career Services directors pertaining to alumni; (3) budgeting and resource planning, including approval of campus-specific budgets, preparation of college-wide budgets, oversight and implementation of a college-wide information management system, and oversight and implementation of consistent accounting, audit, and financial reporting processes; (4) approval and monitoring of admissions and financial aid policies for both campuses; and (5) such other matters as may be assigned to the Chair from time to time. The Management Committee shall not have executive authority over instructional matters assigned to the Instruction Committee and its Chair under Articles V and IX(l) of the Polity. 24 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 25 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 2006 Description An account of the resource Charter and Polity of the College, amended and restated April 2006. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2006-04 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_2006_ac Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a07206d7674d0a659b9d5cba73b1bbaf.mp4 b4087987691c40aa114bd196d3308567 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:07:10 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource On Parts and Wholes in Living Things: Harvey, Descartes, and the Heartbeat Description An account of the resource Video recording of a lecture delivered on August 25, 2023, by Suzy Paalman as part of the Formal Lecture Series. Ms. Paalman describes her lecture: "William Harvey and René Descartes famously disagreed in their accounts of what the heart is doing as it gives its characteristic beat. Both authors recognize that the heart alternates between squeezing and opening up. Harvey posits that the beat occurs as the heart squeezes closed while Descartes believes the beat happens as the heart opens up. Both have access to similar observations. How is it that they come to opposite conclusions? I’ll discuss how their differing views of how to think about living things likely play a role in this disagreement. I'll examine what we have learned since their time about how the heart beats. Finally, given what we’ve learned, I'll ask the question: What can we say about the nature of living things?" Ms. Paalman's lecture is the first formal lecture of the academic year. Previously referred to as the Dean's Lecture, this lecture is now called the Christopher B. Nelson Lecture. Creator An entity primarily responsible for making the resource Paalman, Susan R. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2023-09-25 Rights Information about rights held in and over the resource Permission has been given to make this available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Heart beat Descartes, René, 1596-1650 Harvey, William, 1578-1657 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Paalman_Susan_2023-08-25_ac Christopher B. Nelson Lecture Deans Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c3e6a7bbb9255c371202a702448fb48f.mp3 ec289b819046893bf146fcf4f143b196 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:56:38 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Frederick Douglass on Force and Persuasion Description An account of the resource Audio recording of a lecture delivered on November 21, 1997, by Steven Crockett as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Crockett, Steven Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1997-11-21 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make typescript copies of my lecture available for circulation and archival preservation at the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Douglass, Frederick, 1818-1895 Lincoln, Abraham, 1809-1865 Oratory Antislavery movements Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Crocket_Steven_1997-11-21_ac Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d1838e14bb6445246e0086bd6436c397.pdf 2d810bad947307597eb0e31960333780 PDF Text Text K N OW T H YSE LF A Presidential Conversation on the State of the College �K N OW T H YSE LF What is the state of St. John’s College in 2024? This “report,” done in characteristically contrarian St. John’s style, is really a conversation and attempts to answer that question with honesty and complexity. To do so, one must frst look back to the year 2016, when the college faced an existential fnancial crisis. President Roosevelt had just been appointed to the collegewide presidency and together with the Board of Visitors and Governors, the college launched the $300 million Freeing Minds campaign alongside a signifcant reduction in tuition. Now, eight years later, President Roosevelt will soon retire and President Demleitner will assume the collegewide presidency. To help the college community understand the last eight years, the two presidents sat down in conversation to discuss how the college has changed during this time, how it has remained the same, what challenges and opportunities lie ahead— and how the college’s alumni, donors, and friends can contribute to the continuing vitality of St. John’s. 2 �K N OW T H YSE LF NORA DEMLEITNER: Mark, when you began your presidency in 2016, the college was in fnancial turmoil. One of the frst publications I read when I came to St. John’s was the 2017 report on the state of the college. When I compare the St. John’s of then to the St. John’s of today, I’m struck by how much is different and how much remains the same. Tuition is signifcantly lower, not higher, which is an almost unbelievable feat. There is a stronger support system for students overall, better career development, and more resources for student health and well-being. These changes surround and strengthen our beautiful center of gravity, the Program, which is very much the same. MARK ROOSEVELT: There is no question that what is constant is the academic Program. There have been small changes, and there always should be small changes, but anybody from the college’s past could come to campus today and recognize the college, recognize our Program, immediately. That’s a truth about St. John’s that I want to emphasize. The college’s heart is still in the classroom. Externally, we’ve made progress on a variety of fronts, and to do that we had to acknowledge the changes that have been happening in higher education, how they impact all colleges except for the richest, and certainly how they impact us. The reason we got into the fnancial trouble you mentioned is that we misunderstood those changes. We thought the 2008 recession was a temporary anomaly. What we were experiencing was actually a sea change in fnancial conditions for colleges and universities. Simply put, students cannot pay as much as earlier generations. This means we get about $10 million less from students than we did in the early 2000s. With infation that would be closer to $14 or $15 million, and when you have a $50 million operating budget, which is essentially what we spend to run the college, the loss of so much student-derived revenue is extraordinarily challenging. Once we came to terms with that, we were able to accept what we had to do about it. I take great pride in how the community responded. It meant cuts in staff and compensation. It meant we had to hold steady for a 3 �K N OW T H YSE LF few years with the number of faculty we had, because we could not afford to replace those who retired. It was diffcult and painful, but there was widespread acceptance that all these things had to be done to protect the college, so we could get our feet back on the ground and move from a structural defcit to a balanced budget—which is still precarious, very precarious. In fact, unfortunately, we are moving back toward defcits. At the same time, we had to confront the fact that we had at least $150 million in deferred maintenance that needed to be addressed and not enough supports in place for student success. I am very proud of the progress we have made in both areas. We’ve been able to renovate three of our largest buildings, and we have secured fnancing for a fourth. Our students also have far more robust support along the continuum, from the time they apply to when they graduate—and even after in terms of career support. ND: We know that the number of high school students is expected to decline rather precipitously in many parts of the United States, beginning in 2026. In your view, how prepared is St. John’s for what is likely to be a protracted period of very intense competition among colleges? “We have a tremendous advantage in knowing who we are and believing in who we are.” MR: I want to emphasize something important: we have a tremendous advantage in knowing who we are and believing in who we are. Recruiting our students will be more diffcult now, with fewer young people going to college, but our audience has always been a small one. Finding the right students has always been a challenge. But we know who we are, and we know we are different from every other college. You have heard me say in my convocation speech that we are as different from Oberlin, Pomona, and Middlebury as they are from Ohio State. I believe that, and I think our differences are important. We ask students to work outside their comfort zone, to do advanced work in math, science, literature, and philosophy. Nobody else does that. We ask our faculty to teach across the curriculum. God knows 4 �K N OW T H YSE LF “We ask students to work outside their comfort zone, to do advanced work in math, science, literature, and philosophy. Nobody else does that. We ask our faculty to teach across the curriculum. God knows nobody else does that.” nobody else does that. I think our position is clear, and I think our differences are clear. Now does that mean we aren’t taking proactive steps to safeguard the college? No. We are much better prepared for a competitive environment than we were in 2016. For one thing, we are spending less time on recruitment strategies that don’t bring students to the college and focusing on those that do. For example, our most reliable pipeline is Summer Academy, our immersive program for high school students, so we expanded its capacity and saw record participation this year. On the other hand, the U.S. News & World Report and all the other spurious ratings systems don’t bring students to St. John’s. It’s a priority for other colleges to boost their ratings. It isn’t for us. ND: We must also acknowledge the public drumbeat against higher education itself. We are starting to see it in job ads, with employers—and billionaires—telling prospective students they don’t need a degree, just skills and expertise. The low unemployment rate and higher minimum wage and starting salaries also make it easier, and tempting, for people to forego college and go straight into the labor market. Add to that the challenge of people thinking the liberal arts won’t get them, career-wise, where they want to be. There is a perception that a liberal education is very impractical and doesn’t bring the immediate fnancial returns people expect after four years in college. Now we know this isn’t true mid- and long-term because we know our alumni, and we see the impact they have and their accomplishments, but that misperception persists. “I frmly believe that people, or at least a sizeable subset of people, are going to rebel against the commodifcation of education.” MR: There are going to be times of disquiet and change, times of questioning the value of higher education, and we are living in one of those times. But let me say this: I am convinced the pendulum—the thinking about the liberal arts and the desire for civil conversation—will swing back in our direction, not that St. John’s would change even if it didn’t. I frmly believe that people, or at least a sizeable 5 �K N OW T H YSE LF subset of people, are going to rebel against the commodifcation of education. ND: There is a stirring for civil conversation. Stringfellow Barr made that observation back in 1968 in his Notes on Dialogue. He was bemoaning the absence of serious and deep conversation in the media when he wrote that “a lonely crowd hungers for dialogue.” MR: He was right, and I think the days ahead will prove that once again. In the meantime, we aren’t going to waver. We aren’t going to change based on the sentiments of a given moment in time. We believe that the liberal arts are very much of value, as they always were and ever will be. I believe people will always want to fnd meaning in their lives, to fnd meaning in the world, to ask the big questions, to ask what the heck we are doing here and how we can understand ourselves as best as possible. Those conversations are what St. John’s is about, so we have, and this bears repeating, a huge advantage in knowing who we are, loving who we are, respecting and believing in who we are. When you believe in who you are and have alumni who support you, the shifting tides of public opinion on the liberal arts matter less. They matter a lot less. ND: I would double down on this. We need to step into our leadership as a college that offers a truly liberal education. Most people have a very inchoate and often incoherent sense of what the liberal arts and sciences are. It’s not about leading people into believing something or drawing certain conclusions but making it possible for them to draw conclusions for themselves through deep thinking and conversation. Our alumni chose Freeing Minds as the name of our fundraising campaign because that is what we are doing, we are creating independent minds. What is especially relevant about Barr’s comment is that when he talks about genuine dialogue, he envisions this college as the place where it can be found. That is exactly what I see on this campus today, and it is remarkable. At a time that’s domestically and internationally 6 “There is a stirring for civil conversation. Stringfellow Barr made that observation back in 1968 in his Notes on Dialogue. He was bemoaning the absence of serious and deep conversation in the media when he wrote that ‘a lonely crowd hungers for dialogue.’” �K N OW T H YSE LF fraught, our students have civil conversations about consequential issues. Those conversations aren’t always perfect, emotions sometimes get the better of students—and the rest of us—but there’s no screaming, there’s no sloganeering. There is thoughtful conversation. That is not what we’re seeing in corners of higher education and other parts of society. MR: It certainly isn’t what comes across the airwaves. And you’re right, it isn’t what we are seeing on some college campuses. ND: That means how we educate students is profoundly transformative. Our discussion-based seminars force people to think deeply and critically, to form their opinions in a collaborative way, and to disagree without being disagreeable. Their opinions might be about Plato, or about the values of justice and rationality, or they might be about the broader societal and economic issues of the day. I learned this early on, at the end of my second month at the college, when Russia invaded Ukraine, and I received a heartbreaking email from a student who had begun to tie seminar readings and conversations to a world event that impacted him directly. Suddenly the questions posed by the texts became very personal: What is worth dying for? When, if ever, should your belief in nationhood, in democracy, be more important than your own life? The readings and the conversations anchored his insights into those questions and provided the tools to think them through. Hearing all of that was incredibly moving for me and a stark demonstration of the power of our education. It was also a reminder of this education’s fundamental purpose. More people should be aware that Stringfellow Barr and Scott Buchanan conceived of this curriculum and way of teaching as a bulwark against fascism, which was on the rise globally in 1937. They visualized St. John’s as offering the kind of education that would lay the foundation for participation in a free and democratic society—and it does. It produces citizens who have thoughtfully formed their values and their positions, and when they are called 7 �K N OW T H YSE LF “There’s no screaming, there’s no sloganeering. There is thoughtful conversation. That is not what we’re seeing in corners of higher education and other parts of society.” — NORA DE M LEIT N E R 8 �K N OW T H YSE LF upon by society to make decisions, they can do so in an educated manner. I want more people to hear this message because it is crucial. For democracy to work, we need an educated citizenry, and no college offers a better education than St. John’s. MR: We help people begin the process of developing a personal philosophy, a way of looking at the world that reduces the risk of reckless opinions. I hear that from students. They tell me they’ve begun to make some sense of the world and their place in the world. I view this as something essential that the college does for students. ND: What is also essential, and very beautiful, is that this is not an elite education. It is an education for all. “I don’t understand that type of elitism, that arrogance, and I am proud that St. John’s is not like that.” MR: I would take offense if I heard someone describe St. John’s as elite. I think that’s an insult masquerading as a compliment. St. John’s is such a different place, and we have a different understanding of what it means to be elite and what it means to be prestigious, and we are not very interested in the common understanding of those terms. Most other schools of our quality wouldn’t take some of the students we accept, students who have struggled in high school, who didn’t feel at home in high school or didn’t feel challenged. We take students who are searching for something very different than the traditional approach to learning. And when we accept students other institutions deem “risky,” we frequently fnd they are excellent citizens of the college. They found their home. They found their tribe. They found a place that honors who they are and what they want from their education. I would never want to turn away those students. I don’t even understand the world some institutions live in where they proudly reject 96 percent of their applicants. I don’t understand that type of elitism, that arrogance, and I am proud that St. John’s is not like that. 9 �K N OW T H YSE LF ND: It is still incredible to me that we have students who come to us from other schools and are willing to start over, to begin again as freshmen, despite the social and fnancial costs. Imagine giving up a year of tuition, maybe more, when you get no advanced standing for doing so. That says a lot to me about the kind of education St. John’s offers and the kind of students who choose it. They want to be challenged. They want to work hard, both individually and together, and we know they will because our academic strength is unsurpassed. They want to be engaged, so they come to St. John’s and often fnd they don’t want to leave the classroom or the conversation. I am mesmerized by that because it just doesn’t happen anywhere else. MR: It all goes back to knowing and appreciating who we are and what makes us different. Like I said before, I think the pendulum will swing back in our direction, and I think, or at least I hope, that there will be a redefning of terms like “prestigious” and “elite.” Now I will admit that the college succumbed for far too long to prestige pricing, which is an unjustifably high tuition price meant to signal worth. Our tuition doesn’t convey our worth, so we rejected that concept, and I’m very grateful that our community gave us the means to do that through their extraordinary philanthropy. We’ve had to raise tuition a little since the pandemic because of the related infation, but as you pointed out, it is still substantially lower today than it was a decade ago. ND: I think the college’s rejection of prestige pricing reveals just how seriously we take the idea of an education for all. When Roosevelt Montás visited St. John’s in 2022 to talk about his book, Rescuing Socrates, he remarked on how the kind of education we offer can touch anyone of any race, any gender, any income, any background. We have been living that mission over time. It’s not something we simply talk about, and it’s not something we acted on just once. In the last ten years especially, we have expanded 10 “When Roosevelt Montás visited St. John’s in 2022 to talk about his book, Rescuing Socrates, he remarked on how the kind of education we offer can touch anyone of any race, any gender, any income, any background.” �K N OW T H YSE LF access to the college in ways we hadn’t been able to do before. We have more international students, more students of color, more students at every step on the socioeconomic ladder. We have more students in the Graduate Institute, taking part in conversations from around the world and across generations. I want us to be proud of that, but at the same time be mindful of the ongoing impact of economic inequality. It is a deeply entrenched problem, nationally and globally, and despite our incredible tuition cut, we are still expensive to most of our applicants. “Not only are we facing the ramifcations of inequality, but we’re also dealing with the fact that families have fewer resources to contribute to college than they used to.” MR: You raise a good point. Not only are we facing the ramifcations of inequality, but we’re also dealing with the fact that families have fewer resources to contribute to college than they used to. Something that surprises a lot of people is that our students are less affuent than most. Many people still imagine our curriculum as being more attractive to upper-income students. It simply isn’t true. About 95 percent of our students receive fnancial aid. That’s an extraordinary number. More than 20 percent of our students are eligible for Federal Pell Grants. The college is very fortunate to have received a campaign gift from the Jay Pritzker Foundation that allows us to match those grants, dollar for dollar. Nevertheless, we are still not able to meet full need, and we lose a lot of good students to other colleges because they can get more fnancial support. It was crucial that we shift from a fnancial model that is based on student-derived revenue to one where philanthropy is at the center. We were right to make that change and to launch a campaign that would allow us to do it. Donors have told me, individually, that they gave a heck of a lot more to the campaign than they planned on, and I know that would not be the case if we weren’t such a distinctive place and had not taken the bold step to cut our tuition by one-third. 11 �K N OW T H YSE LF ND: Now that the campaign is complete, what do you think our alumni need to know about the status of our fnancial model? “Alumni need to know that the college requires, and will always require, very signifcant philanthropy.” MR: Alumni need to know that the college requires, and will always require, very signifcant philanthropy. Is it because the college is spending too much money? Not at all. We have controlled costs very well. If we look at the last ten years, our expenses have gone up an average of 1.3 percent a year, which is far below the rate of infation. If we look at our revenues, however, we are getting $10 million less from students. To make up for that, we needed to add at least $200 million to our endowment. Freeing Minds added $80 million, along with a $35 million gift that was not counted toward the campaign. This is wonderful and certainly impactful, but it’s just over half of what we need, so we still have a long way to go. We’re going to get there but will likely run defcits until we do. ND: You probably have an idea of the question I’m about to ask next, don’t you? M R : I’m guessing it ’s this one: How on earth could St. John’s raise $325 million and still have fnancial challenges? That’s the question we’re hearing, and it deserves a clear answer. ND: That’s exactly the question I had in mind. MR: Let me start by acknowledging that Freeing Minds was a huge success. For a college the size of St. John’s to raise $325 million is remarkable. It really is. Some fne colleges that are much larger and have more alumni than St. John’s have raised less. And that says a lot, a whole lot, about the depth of the love our alumni and friends have for this education. What people need to understand is that only $200 million has been received at this point because $125 million came in as pledged gifts. In other words, we will receive those gifts in the future. Some of it will arrive over the 12 �K N OW T H YSE LF “How on earth could St. John’s raise $325 million and still have fnancial challenges?” — MARK ROOSEVELT 13 �K N OW T H YSE LF next few years, and some of it will come later from estate plans. Not all of it will go into the endowment, but $82 million will. We also received some commitments outside of the campaign that will raise that fgure to $100 million or more. That gets us closer to where we need to be. It’s just going to take time to get there. ND: Let’s talk about the money that has come in the door, because our alumni are curious about where that money has gone. We’ve added $80 million to the endowment, and that leaves $120 million we need to account for, right? MR: Right. ND: I’d like to start with the $50 million that went toward campus improvements, because as we speak I am enjoying our beautifully renovated Mellon Hall, and watching students stream by, absorbed in conversation. Mellon is our main academic building and the social and creative heart of the Annapolis campus. At 70 years of age, it is also relatively young, so you can only imagine the work required to bring our older facilities up to modern standards. A few years ago, we repaired our most historic building, McDowell, and we are almost done renovating our largest residence hall, Edensword Hall, formerly known as Campbell Hall. MR: Work is now beginning on Santa Fe’s largest building, the Pritzker Student Center, which hasn’t had any major improvements in six decades. The $50 million we invested in our campuses might raise some eyebrows, but the reality is that we had, and still have, a lot of deferred maintenance to address. So the college is very fortunate to have supporters who chose to direct their campaign gifts to these improvements—which are by no means plush. I want to stress that. I also want to stress that we have more work to do, and new gifts will be crucial. Thankfully the Jay Pritzker Foundation has given us a vehicle, the Pritzker Challenge, for getting this work done. 14 �K N OW T H YSE LF ND: So that’s $50 million. And then there were the defcits. MR: Exactly. I’d ask people to remember the year 2016, when we realized just how high our defcits were. $12 million annually. We were staring into what seemed like an abyss. And we began to envision a campaign that would help us steer the ship into calmer waters. So we struck a deal. Our board—and in particular two magnanimous donors, Ron Fielding and Warren Spector—would agree to seed the campaign with their gifts if management pledged to get the defcit to zero by year fve. We did it, and it took about $25 million to get there, with the gifts from Ron and Warren accounting for about half that fgure. It might not be a fashy way to spend money, but it was absolutely imperative that we climb out of the hole we were in and assure other donors that their gifts would go to better things. N D : And here is where the story gets more exciting because the remaining gifts allowed us to do all the things we have been talking about and celebrating over the past eight years, like expanding our student supports. “Before we launched the campaign, we had extensive conversations with our alumni, and they were very consistent and clear. They wanted us to fx what they saw as an unsupportive environment.” MR: Before we launched the campaign, we had extensive conversations with our alumni, and they were very consistent and clear. They wanted us to fx what they saw as an unsupportive environment. They told us that students needed more academic and mental health supports, they needed better career development and pathways to internships and jobs, and they needed to know that they belonged at the college regardless of their gender, race, religion, or economic situations. And so we got to work on those things, building up the scaffolding that would support our very rigorous Program. ND: About $25 million came from gifts to the Annual Fund, which feed into our operating budget and beneft every student’s fnancial, emotional, academic, and professional needs. Another $20 million came from donors who 15 �K N OW T H YSE LF earmarked their gifts for specifc initiatives that our budget couldn’t accommodate. “We are waiting on $125 million from pledges and planned gifts. Until that money arrives, there will be years when we run defcits.” MR: That’s right. We could have asked our donors to direct all their gifts to the endowment, which would give us longterm stability, but then we wouldn’t have been able to address the support issues that so badly needed addressing. And so instead, we built out the programs we needed like the Pritzker Bridge Program. We built out the Santa Fe Offce of Personal and Professional Development, something the Santa Fe campus desperately needed. And we grew our academic and mental health supports. Some of this work was expensive, but luckily we found donors who were willing to get these initiatives off the ground so we could work on growing our endowment and balancing our budget. And that gets us to where we are today. The campaign is over, we’ve invested much of the money we received into student support programs, and we invested much of the money into the endowment. We are seeing the impact, which is tremendous—but now we have these programs that we need to continue supporting, and we are waiting on $125 million from pledges and planned gifts. Until that money arrives, there will be years when we run defcits. ND: I would add that we hope to see more consistent participation in our Annual Fund. We all have a stake in preserving St. John’s in perpetuity, but it is important that we balance the need to grow our endowment with the need to support existing students. I also want to reiterate what you said about the impact of giving, because it is indeed tremendous, and it is not something you and I can talk about too much. Our alumni and friends need to know that it is their gifts that allow us to fulfll our mission and to live up to who we say we are. By practically every metric we measure, our current freshman class is the most diverse in years, and without consistent giving, the cultural and socioeconomic makeup of the class would look very different. 16 �K N OW T H YSE LF MR: I’ve already mentioned how proud I am of our students, but I’ll say it again. They are seekers. They want something different in an education, and they want something different in a college. Fewer and fewer students have the means to afford St. John’s, which is why we had to ask for support and why we must continue to ask. ND: I’d like to shift the conversation at this point, because I don’t want to ignore the fact that fnancial barriers aren’t the only ones our students face, and they aren’t the only ones we need to address. There are social and cultural barriers, perceived barriers related to career choices, and barriers to completing an application. I’m going to single out the latter because our discussion-based application, which we launched this year as a supplement to the traditional application, is such a wonderful example of how we are removing barriers in ways that are true to who we are. It is already yielding some very strong applicants who are attracted to a college where the application refects the ethos of the institution. This new format can also help students avoid the crazy rat race of the college application process, which often tells us very little about what a student can bring to the classroom. MR: It really is appalling that we have colleges and universities that reject almost everyone who wants to go there and are proud of that, and these same institutions are then held up to the public as being the best. They aren’t necessarily the best. I went to one of those universities. I think St. John’s is far more rigorous. ND: As I said earlier, no college offers a better education than St. John’s. That is why I would like to see the college gain more self-assurance. We need to step out of the shadows and into the limelight. The college deserves that. The college deserves to take its place in higher education proudly, rightfully, and strongly. We are a gem. Our local Maryland state senator referred to us as “a gem in Annapolis and in Maryland.” 17 �K N OW T H YSE LF I want there to be more people who have heard of this college as a beacon of American education and a place where civil discourse is not just practiced but lived. I want people to know about all the opportunities that are available to the larger community, including Summer and Winter Classics and of course the Graduate Institute. No longer should we encounter scores of people who begin their sentences with, “If only I had known about St. John’s ….” Our alumni, especially, could be—and often are—vocal ambassadors. So many of our students say they came to St. John’s because the best teacher they ever had or the most interesting person they ever met went to St. John’s and was willing to talk about it. Prospective students aren’t the only ones listening. We are also seeing some top-tier universities take a closer look at what our students can bring to their graduate programs. Over the past few years, we have formed partnerships with some highly regarded—I am not going to use the word elite—institutions that will guarantee our students a tuition discount and, in some cases, offer early admission or other benefts. Among them are Boston University’s School of Public Health, the University of Maryland’s Carey School of Law, and Notre Dame of Maryland University’s School of Education. We are working on some other relationships, and what is notable is that some of these institutions approached us, not the other way around. They asked to be our partners, to help get our students into their graduate programs, because they are starting to hear about St. John’s, and they appreciate what our students offer. And what our students offer are the things modern society needs most, including the ability to communicate at a time when everyone uses emojis. “I would like to see the college gain more self-assurance. We need to step out of the shadows and into the limelight. I want there to be more people who have heard of this college as a beacon of American education and a place where civil discourse is not just practiced but lived.” MR: I’m not entirely sure what an emoji is or why anyone would want to use it. It sounds dangerous to me. ND: Now let’s not get carried away, Mark! I’ll plead guilty to using them. They are a part of what passes for communication in modern society, although that isn’t the communication skill employers ask for. There was a recent study 18 �K N OW T H YSE LF in which employers stated that what they miss in new employees is their ability to communicate orally. Now, if there’s one thing you learn at St. John’s, it’s to communicate orally. Collaborating, getting to the core of a problem, leading a group around the seminar table, doing it calmly and rationally, these are the kinds of abilities our society needs and employers want. We are producing future-proof alumni, and that is particularly important when we are increasingly impacted by the growth of artifcial intelligence. “I really believe that when you’ve got a situation where the world has gone so far in the wrong direction, there must be people and institutions that question what passes for ‘progress.’” MR: I’m not sure how I feel about artifcial intelligence, but I am convinced that people should question it, along with the rest of modern technology-driven culture, more deeply. I was looking at Zero at the Bone: 50 Entries Against Despair by the poet and Yale professor Christian Wiman, who is a fascinating character to me. He says, “One grows so tired in American public life of the certitudes and platitudes, the megaphone mouths and stadium praise, infuencers and effuencers and the whole tsunami of slop that comes pouring into our lives like toxic sludge.” I really believe that when you’ve got a situation where the world has gone so far in the wrong direction, there must be people and institutions that question what passes for “progress.” You’ve tapped into it with AI and this amazing burst of technology that will have so many negatives and, yes, some positives as well. Somebody needs to ask why we are going in that direction, is it right to go in that direction, and do I want my life to go in that direction? Among the many things I love about this college is that so many people are willing to ask those questions. I think we have more people on our faculty here in Santa Fe who don’t own cell phones than any other institution I know of, except perhaps a rabbinical college. It’s more complicated for our students because the sway and the pull and the demands of modern culture are astronomical and resisting them is diffcult. If we help them think through that, they can make choices about what they want to participate 19 �K N OW T H YSE LF in and what they do not want to participate in, and that is of enormous value. ND: I think we share some of the same visceral reactions and anxieties. Maybe there’s a slightly different way to look at it though, and that’s to recognize that the kind of education we offer, one that helps students to clarify their own values, is the best preparation for creating a meaningful life in the modern world. MR: I very much believe that St. John’s helps students make choices that are consistent with their own values and not the values imposed on them by others. I would even go one step further and say that we help students resist trends, resist mainstream notions of progress, resist mainstream notions of what it means to build a “successful” life. That’s very diffcult to do, and I think our students are better able to do it than most. ND: Can I point out a word choice you made? You said, “resist” trends. I would say that we help students to “question” trends. They should be critically examined like everything else, and the ability to do that is what makes this education ideally suited for modern times. It is why, and people outside of St. John’s would probably be quite surprised to hear this, we have a lot of alumni who have gone into emerging industries, including the tech feld, and excel at many different levels. Regardless of how you and I feel about the rise of AI, this generation will have to ask what it means to be human, what it means to think or create or imagine. I am comforted by the fact that it will be our students and alumni who shape those answers, and they will do it thoughtfully, with all the tools the college has given them. That will be good for all of us. MR: I do think a major mistake we have made as a species is thinking that what is good for us is good for the world. ND: You don’t think that’s true? 20 �K N OW T H YSE LF MR: No, it isn’t true. We need to reverse that paradigm. Do you think it’s true? ND: Not when considering how great we are at damaging the planet. I think this is the kind of question, the kind of humbling question, that more people need to ask. And St. John’s is the right college in which to ask it. MR: I’m glad you raised the topic of humility. If we’re going to solve the problems we face, I’m convinced we need a fundamental shift in human psychology from arrogance and hubris to humility. My years at St. John’s have helped me refect very differently on education and its purpose. And it has made me value what I think a liberal arts education is supposed to inculcate, differently. I deeply believe that the major outcome of a liberal arts education should be humility. We know we can have glimmers of understanding. We also know that what we don’t know dwarfs what we do know. We don’t know why we’re on this planet. We don’t know what our lives were intended to be or what our species is intended to be. One of the best things St. John’s does for students is help them understand how important it is to increase our knowledge, and how limited it is even at its peak. ND: I agree with you completely, but I’m going to throw open a door at this point because I think that’s true for St. John’s as well. As a college, we need to accept the limits of our own understanding and continue asking questions about who we are and how we can stay true to who we are. In some respects, it’s a rhetorical question. The obvious answer is to do exactly what we intend to do, and that is to stay on the path we have been on for 90 years, the path that produces independent, rational thinkers. But staying true to who we are can also mean strengthening some other areas that are important. MR: What would be some examples? 21 �K N OW T H YSE LF “One question we need to ask is whether we are truly a studentcentered college. Do we have a culture that attracts students to liberal education and helps them flourish?” — NORA DE M LEIT N E R 22 �K N OW T H YSE LF ND: Well, one question we need to ask is whether we are truly a student-centered college. Do we have a culture that attracts students to liberal education and helps them fourish at the college and beyond? MR: How would you answer that? ND: I would say that we aren’t at the point where we can answer those questions with a fat out “yes.” For starters, we need to make sure that our campuses and our classrooms are places that our students feel comfortable calling home for four years, places they want to return to as alumni. Our students want to be challenged academically, but they also want to be in a place that accepts who they are and the backgrounds they bring with them. I think we can take heart in how well we already do in this respect. When our students dress differently or wear their hair differently than what fashion dictates, nobody turns around, nobody points fngers, and that is empowering. But the college cannot be complacent. A diverse student body in a small community can leave some students feeling excluded. Like you said, we have students who tell us they found their tribe here. It’s going to take an ongoing effort to ensure this remains the case, regardless of one’s background. We also need to get students thinking about how a meaningful life can include meaningful work and explain how the college can help them prepare to make that a reality. I mentioned earlier that students face barriers to enrollment that go beyond the fnancial and this is one of them. Some of our students have a clear idea of what they want to do for a career and will look to other colleges if they don’t think St. John’s will give them a practical start. My hope, my plan, is that we can open more doors to specifc careers and increase the information we provide to students about the opportunities they have while they are here. They need to know, for example, that we can guarantee them at least one paid internship, and we will help 23 “We also need to get students thinking about how a meaningful life can include meaningful work and explain how the college can help them prepare to make that a reality.” �K N OW T H YSE LF them pay for at least some of the prerequisite courses they might need for graduate or professional school. Now we all understand that many of those students are going to completely change their minds, and that is okay. That is the beauty of this education. It encourages you to experiment with life and with ways of living. Because we are encouraging students to examine themselves so deeply, some will inevitably make career choices they would not have made at a college where they would have been asked to specialize early. I do want to acknowledge that these are areas where the college has really turned things around over the past few years, but we need to keep asking where we can improve. MR: Thanks. I think we have made a great deal of progress. And the college has gotten better at asking our alumni for input. ND: Our alumni know full well what ails the college. We still see that today. There might be slight variations on certain positions, but as a core, our alumni have frm opinions on what needs to change and what doesn’t. MR: And this isn’t new work. It’s work we have been doing for the past eight years. ND: Right. The Pritzker Bridge Program is a good example. We’ve long known that the college loses more students in their freshman year than at any other time, so we launched a program to help incoming students adapt better to the rigors of the college. Now the percentage of freshmen who return as sophomores is trending higher. Health and wellness would be another example—and this goes back to our earlier discussion of trends and how to thoughtfully assess them. We did not have particularly good wellness or mental health offerings in place before 2016, and by that point we already knew that ever more young people were struggling with mental health issues. 24 �K N OW T H YSE LF This was not a passing fad but a societal problem. The college needed to make changes and did. Thoughtful improvements are a necessary part of ensuring that the Program is not just preserved but kept strong. MR: This conversation raises a serious issue, because we cannot be a student-centered college, and we certainly cannot be a strong college, without tutors. Alumni probably don’t realize this, but right now the starting salary for faculty at St. John’s is only $58,000. Think about that for a moment. That is lower than almost all the liberal arts colleges we like to consider our peers. ND: And that isn’t a reasonable salary for anyone who hopes to live in Annapolis or Santa Fe, which are very expensive cities. MR: It really isn’t, and it’s terribly unfair to ask our faculty and staff to buy into what we do at St. John’s, to believe in and love what we do, and then have them make unreasonable sacrifces to work here. ND: But we do have a plan. MR: We do. Some board members and other generous folks were kind enough to tell me they wanted to do something to honor my retirement, and together we realized that if we didn’t use this opportunity to create a fund for salary increases, then there probably wouldn’t be any. This fund will allow St. John’s to increase our starting faculty salaries to $70,000 this year and to increase all salaries by about 2.5 percent every year for six years thereafter for a total increase of 18 percent, without adding to our operating budget, which is running a defcit again. ND: I believe we have about $8 million raised so far, correct? M R: That’s right, and we’re aiming for $10 million. Remember this is what is called an “expiring” fund, so all 25 �K N OW T H YSE LF the money in it will be expended. Our belief is that by the time the fund is depleted in seven years, our operating budget will be able to absorb these raises. Why do we think that? Because we have over $100 million in gifts coming to the endowment and we have a community of supporters who have shown a willingness to use their philanthropy to get things done. It just needs to continue. We’ve been successful, but we can’t declare victory. Very few colleges can, except the wealthiest. And St. John’s is not a wealthy college, although we are by no means a poor one either. ND: What we are is a grateful college. MR: Well said. Deeply grateful. We’ve asked people to do a lot of hard things during my time here. And I’m just amazed at how they have responded. I’m amazed at the goodwill of the faculty and staff toward reductions we had to make and the generosity of donors who have made it a priority to care for the college they love. It’s been a real community effort. ND: This would be the right time to mention your retirement portrait, which I understand is … different. “I’m amazed at the goodwill of the faculty and staff toward reductions we had to make and the generosity of donors who have made it a priority to care for the college they love. It’s been a real community effort.” MR: It is, and I couldn’t be happier with it. Anyone who has ever been to our campuses has probably seen the portraits of our longer-serving past presidents in McDowell Hall in Annapolis and in the Weigle Hall stairwell in Santa Fe. When I was asked how I wanted my portrait done, I knew that I did not want to go the oil painting route. What I got was a group photograph of me amongst many of my colleagues, taken on the grassy knoll here in Santa Fe with a drone. Everyone in the picture has contributed to putting this college on stronger footing. Of course there are also a lot of people, a lot, who should be in that photo and aren’t. That includes faculty and staff who could not make it, and our alumni, friends, and donors who give, who continue to give, to ensure that we can offer this transformative education to many future generations. 26 �K N OW T H YSE LF ND: If you had to give the college one parting message as you head into retirement, what would it be? MR: Well retirement is just a form of commencement, isn’t it? I don’t think I could do any better than to repeat the best commencement advice I have ever heard. It came from tutor Eva Brann, who retired from St. John’s this year after a remarkable 66-year career with the college. Her advice? Find a place you love and make it better. Looking back on my time here, I have grown to love this place very much. And all I can hope is that during my eight and a half years here, I made it a stronger and more supportive place. I love the ethos of this place. I love what the college stands for, and I love the kind of students we attract. To our friends and alumni, all I can ask is that they continue to show their love for the college and understand that St. John’s is a strong place but also a fragile place. Please continue with your gifts and your volunteerism. Please know that you should place great faith in Santa Fe’s incoming president, Walter Sterling, who has been the campus’s longest serving dean, an alum, a true friend, and one of the hardest workers and most passionate Johnnies I have ever known. I know that he would agree with Nora and me when I share my parting thought: A lonely crowd really does hunger for dialogue, and this college needs to be here, always, for exactly that reason. 27 �K N OW T H YSE LF “The major outcome of a liberal arts education should be humility.” — MARK ROOSEVELT 28 �60 College Avenue Annapolis, Maryland 21401 410–263–2371 1160 Camino de Cruz Blanca Santa Fe, New Mexico 87505 505–984–6000 SJC.E DU � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Reports Description An account of the resource Annual reports for St. John's College.  The collection includes Reports of the President.   <br /><br />Reports for the years 1933-1968 were published in <a href="https://digitalarchives.sjc.edu/collections/show/37"><em>The Bulletin of St. John's College</em></a>.  Reports for the years 1969-1979/80 were published in <a href="https://digitalarchives.sjc.edu/collections/show/12"><em>The College</em></a>. <br /><br />Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=61" title="Items in the Annual Reports Collection">Items in the Annual Reports Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 29 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Know Thyself: A Presidential Conversation on the State of the College Description An account of the resource Know Thyself: A Presidential Conversation on the State of the College. Annual report for St. John's College, 2024. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2024-03 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Universities and colleges--United States--Administration St. John's College (Santa Fe, N.M.) St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJC_AnnualReport_2024 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/537f96923e9a47ca5c1400553c5bd447.mp3 ccee2ab93cf46890b51fb849e4f85c31 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:55:34 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Finding Perspective and Staying in One’s Room: Thoughts on Several of Pascal’s <em>Pensées</em> and Latour’s <em>Repentant Magdalene</em> Description An account of the resource Audio recording of a lecture delivered on September 9, 2005, by Thomas May as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource May, Thomas Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2005-09-09 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make typescript copies of my lecture available for circulation and archival preservation at the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Pascal, Blaise, 1623-1662. Pensées La Tour, Georges du Mesnil de, 1593-1652. Repentant Magdalene. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context May_Thomas_2005-09-09_ac Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aa41fd0cebf43010b9125133581253b8.pdf 6c050fa315837444c6205730760fc2ec PDF Text Text S!JOHN' S College ANNAPOLIS • SANTA FE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND ~ SANTA FE, NEW MEXICO Amended and Restated as of April 2003 I696 I784 FOUNDED AS KING WILLIAM'S SCHOOL, CHARTERED AS ST. JOHN'S COLLEGE, ��• • • • • • Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents of St. John's College . HISTORY St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for freeschools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. • •Ill When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. A Polity for the College was first suggested at a faculty meeting in 1943 by the Dean. A faculty committee was elected and drafted a Polity, which was then promulgated by the President. In April 1949 the Faculty elected a committee to revise the Polity. The resulting document was approved by the Faculty on April 9, 1950, and was adopted by the Board of Visitors and Governors on July 8, 1950. Subsequent quinquennial reviews were made by elected faculty committees, and desired amendments were recommended by the Faculty to the Board of Visitors and Governors. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970;February 18, 1972; October 25, 1975; January 24, 1976; November 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; July 18, 1992, April 17, 1993, April 22, 1995, April 19, 1996, April 24, 1999, and November 6, 1999, January 27, 2001, and April 26, 2003. �CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions oflearning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for' the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urgmg their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV.That thegoverning body or board of said College shall consist ofnot more than forty-nine nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community corporation ' and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjy to themand their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensionsor other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to • • make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X . That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the viceprincipal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be �sealed with the public or greater seal of the said corporation or college and delivered to the graduates_as honorable and perpetual testimonials of such admission; which diploma s, if thought necessary for domg greater honor to such graduates, shall also be signed with the names of the differen t profess ors or_ as many of them as can conveniently sign the same; provide d always that no student or student s within the said college s_hall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken connec tions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corpora tion of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudge d into an avoidance or forfeiture of. this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the power~, true intent and meaning hereof shall be and remain in full force and validity , the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act oflncor poratio n towards the general advancement and promotion of useful knowledge, science and virtue. Polity of St. John's College Preamble Education is the making of men and women out of children by bringin g them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop their moral and intellectual powers to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learnin g committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of humani ty in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues, and the moral foundations 011 which conduct can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College . . Article I THE COLLE GE XVIII. That the College may establish and operate one or more branche s in one or more states of the United States. (1) St. John's College is by its Charter a legal entity, carrying on its function s from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College , all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. In the Polity as hereinafter set forth the nouns "alumnus" and "alumn i" and "man" and "men," either alone or in compounds such as "chairman" and "chairmen," and the pronouns "he," "him," and "his," are to be taken as referring to persons whether male or female. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other member s who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their success ors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitu te and appoint, in such manner as they shall think best and most convenient, a principal and vice-principal of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languag es; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of'The Principal, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. 11 (a) The "principal" shall be the Presidents. When 'President' is used in this Polity it shall mean: (i) with respect to membership on the Board of Visitors and Govern ors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (1)( c)), the President of the Annapolis campus and the President of the Santa Fe campus; (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; 5 �(iii) with respect to actions under Article II (12)(6) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii), either President. (b) The "vice-principal" shall be the Dean who is serving as the Chair of the Instruction Committee. (c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. ( d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor Emeritus. Tutors who have completed their tenure appointments shall be Tutors Emeriti. ( e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereina fter called Associates, who shall be on either campus, as the offices may be deemed necessary, the Registrar, the Librarian, the Director of Athletics, the Director of Student Activities, the Director of Admissions, the Director of Alumni Activities, the Director of Financial Aid, and the Director of Career Services. (g) The "one learned body or faculty," composed of the Preside nt, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasu rers, and the Associates, shall bear the title the Faculty of St. John's College. (h) All who have formally matriculated, are at the present enrolle d, and are in good standing shall be called Students of St. John's College. (I) The Directors and the Tutors of the Graduate Institute shall be called the Faculty of the Graduate Institute. (j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumn i either a) in the case of undergraduate students, when the class with which they matric ulated has graduated, orb) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute after the one in which they last enrolled. All who have been designated as honora ry members of the Alumni Association of St. John's College shall be called alumni. All who have ever been Alumni shall continue to be. ~ (k) The Staff shall consist of all persons appointed by the Preside nt who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. ( 1) There shall be no discrimination at St. John's College in appoin tments, conditions of employment, admissions, educational policy, financial aid programs, athletic s, or other activities, on the basis of race, religion, age, sex, national origin, color, disability and/or handic ap, sexual orientation, or other characteristic protected by any applicable federal, state or local law. Article II VISITORS AND GOVERNORS (1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John's College's educational progra m and who are willing and able to discharge the respon sibilities of trusteeship with devotion and energy. (2) Members . The Board of Visitors and Governors shall consist of not more than sixty members, comprising the Presidents, the Deans, the Governors of Maryland and New Mexic o, ex officio, and fifty-four members, 6 of whom forty-five shall be elected by the entire Board and nine shall be elected by the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service_to the College, Visitors Emeriti may be elected to the Board who may attend all meetmgs_ of the Board, with voice in deliberation, but without vote. Retired members of the Board who have served six (6) terms on the Board as members in good standing shall be designated as Honorary Board Members upon election by the Board. Honorary Board Members will receive minutes of the Plenary Sessions of the Board, may as a guest, attend the Plenary Sessions of all regular meetings of the Board, and may be asked to assist on Board Committees. (3) Elections by the Board. At each annual meeting, the Board shall elect a class ofno more than fifteen members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term at the meetin g next following their election. The procedure for nomination and election shall be as follows: There shall be a Nominating Committee of seven members of the Board appointed by the Chair. The Chair and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, includi ng each position as an officer of the Board. Additional nominations may be made in writing, address ed to the Chair, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reporte d to the Board by the Committee at the time of its report. Voting on nominations at annual meetings may be by ballot, each member present to vote for fifteen_ of the said nominees. In case the balloting results in a tie for one or more positions, the Board shall deterrnme the procedure to resolve the tie. No nominee for membe r or officer of the Board shall be deemed e_lected who has not received the affirmative votes of at least a majority of the members present at the meetmg. If there should be fewer than fifteen members in any class prior to the end of the term for such class, any vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacanc y shall hold office for the remainder of the term of the class in which such vacanc y occurred. (4) Elections by the Alumni. Each year in the spring, three alumni shall be elected to membership for a termof three years, in such manne r that there shall be nine members of the Board elected by the alumni, consisting of three classes of three members each. Outgoing members so elected shall continue to serve until their successors are elected. Such elections shall be conducted in accordance with the By-law s of the Alumni Association of St. John's College. In the event that for any reason there should be fewer than three members so elected in any class prior to the end of the term of that class, the vacancy shall be filled by the Alumni Association of St. John's College. Newly elected alumni shall begin their term at the meeting next following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Facult yon each campus to attend all regular sessions of the Board on the campus to which they belong, with voice m deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the Students on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice m deliberation, but without vote. (7) Graduate Institute Director Representation at Board Meetin gs. Each Director of the Graduate Institute may attend all regular sessions of the Board on such Direct or's campu s, with voice in deliberation, but without vote. 7 �(8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the Students of the Graduate Institute on each campus to attend all regular sessions of the Board on such student's campus, with voice in deliberation, but without vote. (9) Alumn i Association Representation at Board Meetin gs. The President of the Alumni Association shall be invited to attend all regular sessions of the Board, with voice in deliberation, but without vote. ( I0) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send two representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (11) Reelection. A member of the Board elected by the Board or by the Alumn i may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term. In extraordinary circumstances, notwithstanding the foregoing,the Nomin ating the Chair of the Board for up to two additional consecutive Committee may recommend the reelection of terms. (12) Meetings of the Board. ( a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe. The spring meeting shall be called the annual meeting. The time and place of regular meetings shall be determined by the Chair, in consultation with the President, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chair, the Executive Committee, or any ten members of the Board, not less than seven days after the dispatch of written, faxed, or e-mail notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. • • • • • • • for the transaction of business. The Executive Committee shall determine the compensation of the Vice Presidents and Treasurers, upon receiving the recommenda tions of the Compensation Review Committee. The Executive Committee shall recommend to the Board the compensation of the Presidents, upon receiving the recommendations of the Comp ensation Review Committee. b) Presidential Search Committee. There shall be a Presidential Search Committee to recommend the appointment of a President as provided in Article IV(2) . (c) Nominating Committee. There shall be a nominating Committee for memb ership of the Board and for officers of the Board as provided in Article II(3) . (d) Visiting Comm ittee. There shall be a Visiting Committee, including a Chair, appointed by the Chair of the Board . The Visiting Committee shall meet at least once annually with the Instruction Committee on each campus. The Visiting Committee shall discuss the Statem ent of Educational Policy and Program of the Chair of the Instruction Committee and become acqua inted with the aims of the College and how they are being realized. (e) Finance Committee. There shall be a Finance Committee consisting of the Chair, the Presidents, and the Treasurers of the College, ex officio, and such additio nal members as may be appointed by the Chair of the Board. The Chair of the Board shall appoin t one of the members to be the Chair of the Committee. The Finance Committee shall have the following powers and duties: (i) The Finance Committee shall, after consultation with the Investment Committee, make recommendations to the Board concerning the appropriate policies for annual or periodic expenditures from each of the college's endowments. ( c) Any business may be conducted at a regular meetin g without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. (ii) The Finance Committee shall review the proposed annua l budgets of the College prior to their presentation for approval by the Board and shall make recom mendations to the Board with respect to the budgets at the meeting at which they are presented. (d) One third of the members of the Board shall constitute a quorum for the transaction of business. (iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. ( e) The Board in regular session is open to elected and ex officio members, to Visitors Emeriti, to Honorary Board Members as guests, to Associates invited by the President, and to official representatives of the Faculty, Students, Graduate Institu te, Alumn i Association and Staff. Attendance at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restriction. The Chair of the Board, in consu ltation with the President, shall determine whether any meeting or portio n of a meeting shall be in regular, executive, or public session. (13) Officers of the Board . At each annual meeting the Board shall elect a Chair, two Vice-Chairs, and a Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the custom ary duties of such offices , and such other duties as the Board may from time to time direct. (14) Committees of the Board . (a) Executive Committee. The Chair, the Vice-Chairs, the Secretary, the Presidents, the Deans, and four other members chosen annually by the Board at the annual meetin g shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delega ted to some other committee, person, or persons. Seven members of the Executive Committee presen t at a meeting shall constitute a quorum (f) Audit Committee. There shall be an Audit Committee, including a Chair, appointed by the Chair of the Board . The Treasurers shall serve as non-voting Staff to the committee. (i) The Committee shall review in detail the annual report of the independent auditors and discuss audit findings with the auditors, unattended by employees of the College. (ii) The Committee shall meet with represematives of the independent auditors to the next audit to discuss scope and procedures and any other matters requir ing special attention. (iii) The Committee shall discuss with College personnel any corrective action required as a result of the audit report. (iv) The Committee shall recommend to the Board the appoin tment or reappointment of independent auditors to condu ct the audit for the next fiscal year. (v) The Committee shall report to the Board annually on its review of the audit and shall bring to the attention of the Board any matters related thereto requiring Board action . (g) Compensation Revie w Committee. There shall be a Compensation Review Committee, including a Chair, appointed by the Chair of the Board. 8 9 �(i) The Committee shall recommend to the Board policie s for direct and indirect compensation of Tutors, Associate members of the Faculty, other Faculty memb ers, and Staff at the College. It shall annually review the compensation policies and perfor mance with respect to them and report the findings of this review to the Board. (ii) The Committee shall recommend to the Executive Comm ittee the compensation of the Presidents, Vice-Presidents for College Advancement, and Treasurers of the College (iii) In matters of policy and compensation, the Committee shall consult with the Presidents and the Chair of the Finance Committee. (h) Polity Review Committee. There shall be a Polity Review Committee appointed by the Chair every fifth year. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairs of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the adoption of the report by the Faculty. (i) Investment Committee. There shall be an Investment Committee consisting of at least one member of the Finance Committee (appointed by the Chair of the Board ), the Treasurers of the college, ex officio, and such additional members as may be appointed by the Chair. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Invest ment Committee shall have the following powers and duties: (i) The Investment Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all writte n directions, signed by the Chair of the Committee, with respect to such investments and reinvestmen ts. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (ii) The Committee shall advise the Finance Committee on the question of the appropriate endowment spending policies for the College, and shall consult with the Finance Committee on any matter that it judges may affect the financial condition of the College that may need action by the Finance Committee. (j) Buildings and Grounds Committee. There shall be a Build ings and Grounds Committee appointed by the Chair of the Board. The Committee shall meet with the Treasurers on each campus and review issues and plans relating to the maint enance and development of the campuses. Two members shall be named, by the Chair of the Board, to serve as Chairs of the subcommittees for each campus, with one to be desig nated as Chair of the full Committee. (k) Development Committee. There shall be a Development Committee consisting of at least one member of each of the Finance Committee and the Inves tment Committee (appointed by the Chair of the Board), the Vice Presidents for College Advancement, ex officio, and such additional members as may be appointed by the Chair of the Board, who shall appoint one member to be Chair of the Committee. The Developme nt Committee shall have the following powers and duties: 1. The Committee shall review all policies and programs for fund raising, on each campus and report on same. 10 11. • • 111 . IV. The Committee shall advise the Board with respect to the need for capital campaigns or other special fund-raising projects. The Committee shall be responsible for seeking contribution s to the Annual Campaigns from each Board Member. At the discretion of the Chair of the Board, the Committee may be suspended during the pendency of a capital campaign . (1) Alumni Relations Committee. There shall be an Alumn i Relations Committee consisting of the President of the Alumni Association, the Vice Presidents for College Advancement, ex officio and such additional members as mayb e appointed by the Chair of the Board. The Chair of the Board shall appoint one of the Alumni-elected Board members to serve as Chair of the Committee. The Committee shall review all policies and programs for alumn i and report on same. (m) Other Committees. The Chair may appoint such other standing or special committees of the Board as the Chair deems desirable or which the Board may reques t. (n) Former members of the Board and Visitors Emeriti may be appointed by and in the discretion of the Chair to serve on committees. (o) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Comm ittees serve until their successors have been appointed. (p) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Nominating and Executive Comm ittees, but without vote. ( q) Whenever a Capital Campaign is in progress, its Chair shall be an ex-officio voting member of the Finance and Executive Committees. ( 15) Execution of Contracts, Transfer of Securities, Etc. All contracts of $50,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negoti able instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the Presid ent, the Chair, or a Vice-Chair, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. ( 16) Signing of checks, drafts, etc. All checks, drafts, accept ances, and similar orders for the payment of money on behal f of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (15) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolu tion. (l 7)The College shall indemnify, to the full extent permi tted by law,any current or former member of the Board or officer of the College or any person who, while a member of the Board or officer of the College, may have served, at the College's request, as a directo r, officer, partner or trustee of another entity, against any judgments, penalties, fines, settlements and reasonable expenses actually and necessarily incurred by him or her in connection with the defense of any action, suit or proceeding to which he or she is made a party by reason of being or having been such member of the Board or officer of the College. Article III THE FACULTY The Visitors and Governors by these ordinances hereby delega te to the Faculty of St. John's College the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates "powers and authorities" for the "instruction, discipline, and government" of the 11 �College. Students. Article IV (b) The Deans shall serve alternately, for a term of one year, as Chair of the Instruction Committee. THE FACULTY: THE PRES IDEN T (1) There shall be a President for the Annapolis campu s and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delega ted to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the President's campus, and the President, in turn, may delegate such authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate , with other College officials, on matters of common concern. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors appointed by the Chair of the Board, at least one of whom is an alumnus, the Deans , and one Tutor having tenure from each campus elected by the Faculty on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with the continuing Presid ent in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Facul ty and the Instruction Committee. (3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply. (4) The President and persons authorized to exercise presidential authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and settin g of priorities affecting the general welfare of the College. (5) There shall be a Financial Committee on each campu s consisting of the President as Chair, the Dean and Treas urer of the campus, and other members the Presid ent may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. (6) The President shall appoint, or delegate the powe r to appoint, other committees as may be necessary for the carrying out of the duties of the President or other duties for which no provision is made under Article IX. (7) If in the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the numb er of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the financial difficulty and consu lt with them concerning the best way to addres s the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board . Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or elimin ate Faculty positions. (c) Each year the Chair of the Instruction Committee shall, after consultation with the Instruction Committee on the Chair 's campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The President shall present the Statement, together with an account of the Faculty discussion of it and the President's response to it, as a report to the Board of Visitors and Governors for its consideration. (d) The Chair of the Instruction Committee shall, as such chair or the Chair of the Board of Visitors and Governors may deem appropriate, report to the Board such questions as the Board, through its Chair, may on instructional matters, and shall respond to ask. (2) The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the progr am of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greate st possible attainment of aims of the program. Each Dean shall be the Chair of the Instruction Comm ittee on such Dean 's campus. In carrying out his duties, each Dean shall consult regularly with the Presid ent and with the Instruction Committee and the other appropriate Faculty committees on that campu s. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the recommendation of the President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors havin g tenure. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accord with Article VI(3). If non-tenured, the appointee shall acquir e tenure upon becoming Dean, in which case the provisions of Article VI(3)(a) regarding reappointm ent schedules shall not apply. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. (e) During the absence of the President from either camp exercise the President's prerogative of final decision. us, the Dean on that campus shall if necessary (f) During the absence of either Dean from the campu s a Tutor with tenure named by the Dean shall act for the Dean. (g) The Dean on each campus shall appoint such comm ittees duties of the Dean and duties for which no other provis as may be necessary for the carrying out of ion is made. Article VI Article V THE FACULTY: THE CHAIR OF THE INST RUCT ION COMMITTEE AND THE DEAN S (I) The Chair of the Instruction Committee. (a) There is delegated to the Chair of the Instruction Committee·responsibility and authority for the organization of the program of instruction in the libera l arts that is followed by the Tutors and the THE FACULTY: THE TUTO RS (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (2) The Tutors shall have authority to recommend to the Visitors and Governors candidates for degrees of respective campuses. their 12 13 -- �(3) Appointment and Reappointment of Tutors. Tutors shall be appoint ed by the Visitors and Governors upon recommendation of the President in accordance with the recommendatio n of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. (a) The schedule ofregul ar appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the President in accordance with the recommendation of the Deari and the Instruction Committee on that campus where the Tutors so appointed shall teach: (i)(A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappoi ntments shall be for one year. Second and third reappointments shall be for two and three years respectively. (i)(B) New Tutors shall be appointed for two years unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an•early tenure appointment shall be initiated by the Dean and Instruct ion Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond retirement. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meeting s. (iii) Before making recommendations to the President on tenure appoint ments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above notwith standing. In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and Instruction Committee on that campus . (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering non-ten ure appointments differ from those for considering tenure appointments. Satisfaction of appoint ment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorou sly. For a tenure appointment the application is especially strict. ( c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to the regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that years of service at the other campus be counted toward tenure according to the provisions of(a) above. Nevertheless, the provisio ns of(3) (a)(iv) prevail. ( d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, subject to the provisions of (3)( a)(iv). In establishing eligibility for sabbati cal leave, special part-time appointments shall be computed proportionately . (e) Visiting Tutors may be appointed for a tenn or a year. 14 (4) Notification. (a) A Tutor under consideration for a-non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether reappointment will be recommended to the Board of Visitors and Govern ors. If reappointed the President shall provide notice by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calenda r year whether the appointment will be recommended to the Board of Visitors and Govern ors. If appointed the President shall provide notice by July 31st of that same preceding year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor's appointment may be tenninated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perfom1 teaching duties in a satisfactory manner , or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before the President makes such a recommendation the Tutor affected must be advised , and the Tutor shall have the right to be heard by the Instruction Committee or, at the Tutor's option, by another committee to be designated by the President for this purpose. (b) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the President that in the interest of instruction a Tutor be temporarily relieved of duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It is understood that Tutors on such leave will not undertake full-time remunerative employ ment elsewhere and will return to the College . (a) Eligibility for sabbatical leave shall be upon the following conditio ns: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, upon completion of the equivalent of seven full years of service to the College since the original appointment, or the equivalent of six full years of service since any previous sabbatical leave, and the sabbatical leave would not occur in the last two years of a Tutor's tenure appointment. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determi ned by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than the Tutor's regular salary. Sabbatical leave for a fraction of a year may·not occur during the last two years of a Tutor's tenure appointment. 15 �(b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-s ixth of the number of Tutors at that campus having tenure and not on full-time leave under the provis ions of section (8) below, the President shall so notify the Board of Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. ( c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those memb ers shall have precedence who meet the following conditions in the order set forth: • • (b) A request for a leave of absen ce shall be submitted to the President as early as possib le in the academic year before the year in which the leave is to be taken, but not later than January 15th of that_ year._ Requests for leaves of absence may be withdrawn at any time prior to Apnl 1st of the year _mwhich the request is submitted. Requests for leaves of absence for the second semester must be subnutted no later than October 15th. (c) Tutors on sabbatical leave or leave of absence remai n members of the Faculty with the right of full participation in Faculty meetings and all other Colleg e exercises. (i) Those who have served for the greater number of years since their last sabbatical leave, whichever is more recensince their first appointment as Tutor or t; (ii) Those whose service has been continuous throug hout those years; (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. ( d) A Tutor eligible for sabbatical leave shall make application to the President before November I st for leave to begin the following July 1st, and shall be inform ed of the action upon the application not later than January 1st. (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutor s for a period of one year or less. At that time it shall be determined whether the leave shall be count ed as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applic ant Tutor and of the whole College. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. Article VII THE FACULTY: THE VICE-PRESIDENTS FOR COLL EGE ADVA NCEM ENT AND THE TREASURERS (1) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relatio ns, and alumni relations on their respective campuses. (2) The Vice-President of College Advancement on each campus shall be appointed by the Board of Visito rs and Governors on the recommendation of the Presid ent made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (3) The Treasurers shall have charge, on their respec tive campuses, under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and Property transactions, and to receive and disburse funds, subject to the provisions of this Polity and other directions and arrangements pursuant thereto. (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the . recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campu s. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article VI(3)(d) . Article VIII THE FACULTY: THE ASSO CIAT ES (1) Associate members of the Faculty on each camp us shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. The President shall have ultimate executive authority over the Associates. (2) Associates may be appointed Tutors under the provis ions of Article VI (3)(d). (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College, (4) The Associates' Council may establish such comm ittees as it deems appropriate. (5) There shall be the following Associates, as deem ed necessary by the President on each campus, with the powers and responsibilities provided. 16 17 �(a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library . Appointments of professional memb ers of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus. (c) The Directors of Student Activities and the Directors of Athletics. The Directors of Student Activities and the Directors of Athletics shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (d) The Directors of Admissions. The Directors of Admis sions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified freshmen. (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. (f) The Directors of Financial Aid. The Directors of Financ ial Aid shall be responsible to the Deans on their respective campuses for the administration of financ ial aid programs. (g) The Directors of Career Services. The Directors of Caree r Services shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (h) Persons designated Associates under the provisions of Article I(3)(f) or of Article VII(3)(k) of this Polity as amended through April 20, 1985, whose offices are not specifically named in this Article, shall continue to be Associates until the expiration of their appointments to those offices. • Article IX THE FACULTY: FACU LTY COMM ITTEE S (I) The Instruction Committee (a) The Instruction Committee shares with its Chairs respon sibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The Presidents shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campu s the members of the Instruction Committee and the Dean as Chair constitute the Instruction Committee of the College on that campus. The President sits ex officio with the Instruction Committee on each campus. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following cornrnencement exerci ses. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campu s, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (c) If for any reason a member of the Instruction Comm ittee is unable to serve for a part of the term, another Tutor shall be chosen to serve for that part of the term. For this purpose the President and the Dean in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (d) If the Instruction Comm ittee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new means and after seeing the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus m such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpected terms. (2) The Tutors' Compensation Committee (a) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, and the chair shall annually alternate betwe en campuses. The Committee shall advise the President concerning Tutors' compensation and related matter s; it shall make annual reviews of the College's statement of Tutors' salaries and other compensatio n of Tutors and report to the Tutors and the President recommendations consequent upon the review . (b) Members of the Comm ittee shall be elected annually on each campus for terms of three years irI such a manner that the term of one member on each campus termin ates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus . Additional nomin ations may be made at the Faculty meeting when election shall be made. (3) The Library Committees. The President, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Comm ittee. The President, the Dean, and the L1branan shall themselves be ex officio members of the Committee, and the Libranan shall serve as Chair. It shall be the duty of the Library Committees to assist the Librar ians in making the Libraries serve the_ends of the College and its program; it shall be their duty to advise the Librarians in rega_rd to Library policy and acquisitions. The Managers of the Bookstores may be invited to sit with the Comrruttees . (4) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be electe d to the Cornrruttee annually at the first regular meeting of the academic session except in every third year, when one member shall be chosen. The . . President the Dean one of the Assistant Deans , and the Treasu rer on each campus shall sit ex offic10 with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildi ngs, landscaping of grounds, and all matters relating to the maintenance and development of the campu s. (5) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Comm ittees shall have full authon ty to decide what prizes shall be a warded and to name the recipients of the prizes. (6) The Fellowship Committees. On each campus there shall be a Fellowship Com mitte appoin e ted by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College m any matter relating to application for fellowships . (7) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. Articl e X THE FACULTY: FACU LTY PROC EDUR E (1) Procedure for Instructional Propo sals. 18 19 �(a)( i) Any proposal concerning matters of instruction that may affect the College as a whole shall originate with the Dean and the Instruction Committee on either campus. A decision as to whether a proposal is college-wide or campus-specific shall be made by the Deans and Instruction Committee of the College. They shall make this decisi on after notifying the faculty on both campuses and inviting their comment. Written statements of college-wide instructional propo sals shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chair of the Instru ction Committee, either in person or through the other Dean . If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specified therefore. If, after full discussion, a Tutor objec ts to the proposal and holds to the objection, the proposal shall be submitted to vote of the Tutors at special Faculty meetings called by the Presidents within a month. Any objections that have been made and held to and submitted in writing shall be transmitted immediately in writin g to the whole faculty. Any objections that have been made and held to but not submitted in writin g shall be reported immediately in writing to the whole Faculty. If, after discussion, any objection has been made and held to, the Presidents, in calling special Faculty meetings, shall report the statem ent of the Chair of the Instruction and the Dean on the other campus as to whether it be a matte r of confidence; and in submitting the proposal to vote, the Chair of the Instruction Comm ittee and the Dean on the other campus shall, at the special Faculty meetings, repeat their statement as to whether it be a matter of confidence. The vote may then be taken and tallied by the Presid ents in such a fashion that the Tutors shall have recorded their decision acting as a whole . If the proposal be one that the Chair of the Instruction Committee and the other Dean have decla red a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. Ifit be passed by majority vote, it shall become effective as of the date specified therefore. For the confidence procedure a quorum shall consist of threefourths of all resident Tutors on each campus. (ii) Any instructional proposal that has been deemed campus-specific shall be subject to the procedure set forth above, except that, if an objection is made and held to on either campus, voting shall proceed only on the campus were the propo sal is intended to be put into effect. Any objections that have been made and held to and submitted in writing on the other campus shall be transmitted immediately to the voting Facul ty. Any objections that have been made and held to but not submitted in writing shall be repor ted immediately in writing to the voting Faculty. If the confidence procedure is invoked, it shall be only by the Dean on the voting campus, and it shall affect the Dean and the Instruction Committee only on that campus. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in the judgment of the President such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Dean s and the Instruction Committee shall continue in office. (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article V (2)(b). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Committee on that campus shall consider any recommendation concerning instruction and shall report to the Faculty within one year their proposal concerning it. They shall decide whether their proposal is a college-wid e or campus-specific proposal, and the procedure of Article X(l) shall apply . • • (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December and January only one regular meeting n~ed be called . The President or, in his absence, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to presid e. (b) Special meetings of the Faculty may be called upon due notice by the President alone or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Facul ty in residence except as otherwise provided. (e) Only Tutors may vote on instructional matters. All Faculty members may vote on all other matters not specifically restricted in the Polity. (3) The Secretary of the Faculty. At the last regular meeting of an academic year the Facul ty on each campu s shall elect one of its members, then in at least his third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agend a for Faculty meetings, shall keep the mmutes of such meetings, and shall collect and circulate reports of Facul ty committees. Artic le XI THE SCHOLARS-IN-RESIDENCE AND THE ARTI STS-I N-RE SIDE NCE The Scholars-in-Residence and the Artists-in-Residen ce shall be appointed from time to time by the Board of Visitors and Governors on the recommendation of the President after consultation with the Dean and the Instruction Committee on the campus where the Schol ars and Artists shall reside . Article XII THE STUDENTS (1) The primary responsibilities of the Students are to study and to make themselves as competent as possib le in all parts of the St. John's Program. Their advice and service shall be sought by the Faculty m such matters and in such ways as may best serve the gener al welfare of the College. (2) The Students of St. John's College shall constitute the Student Polity of St. John's College in Annapolis in Santa Fe. and (3) The Student Polity in Annapolis or Santa Fe may establish for itself a government which is representativ e of all·polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the Students and whatever government of the Students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: (a) the management of funds available to the Stude nt Polity; (b) the sanctioning of all student clubs , organizations, and activities, and their regulation, if necessary; (c) the representation of the Students of St. John's Colleg e to the community outside the College; 20 21 �(d) the establishment and maintenance of formal channels of communication between the Students and the Faculty; and Article XIV (e) any other duties agreed upon by the Students and the Dean. THE ALUMNI Article XIII THE GRADUATE INSTITUTE (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chair of the Instruction Committee, for the organization and supervision on such Director's campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole the Director shall, in consultation with the other Director, be responsible to the Chaim1an of the Instruction Committee. Concerning matters limited to the Director's campus he shall be responsible to the Dean on that campus. ( 1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (2) The Alumni Association is the formal means by which Alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, Alumni share in the direction of that life. In these and other ways, Alumni shall be given the opportunity to serve the College. (3) The College shall cooperate with the Alumni Association to enable Alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. ( 4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. (b) The Directors shall be appointed for terms of three years from among the Tutors by the Board of Visitors and Governors on the recommendation of the President, after consultation with the Deans and a special committee consisting of four members, two from each campus, selected from among themselves by the Tutors having tenure. The Directors shall be Tutors of the Graduate Institute. (c) Every three years, after consultation with the other Director and the Committee for the Graduate Institute on such Director's campus, one of the Directors shall submit a Statement of Educational Policy and Program for the Graduate Institute to the Instruction Committee for discussion at its joint meeting. The Director may, thereafter, revise the Statement and then shall submit it to the Faculty as a whole for discussion. (2) The Faculty of the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors of the Graduate Institute for summer appointment to teach in the Graduate Institute for one session. Article XV THE STAFF ( 1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. (3) The Staff Council may establish such committees as it deems appropriate. (b) During the summer term the Tutors of the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. Article XVI AMENDMENTS AND REVIEW (3) Committees for the Graduate Institute. (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chair. (c) Members of each Committee shall be appointed by the Director with the concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. (4) Proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute and shall be submitted to the Dean on the originating campus for handling in accordance with Article X(l)(a)(i) . 22 (1) Amendments to this Polity may be proposed by a majority of the Polity Review Committee, or by a petition submitted by not fewer than ten percent of the members of the Board, or by the Faculty as provided for in section (2) or (3) below. Written notice of a proposed amendment must be provided to the Board and to the Faculty not less than 30 days prior to the date of the Board meeting at which the amendment is to be considered. The Faculty shall have the right to infom1 the Board in writing of its recommendation with respect to the proposed amendment by the time of that meeting. This Polity may be amended by a twothirds vote of those members voting at any regular or special meeting of the Board, provided that the votes of no fewer than one-third of the members of the entire Board eligible to vote are in favor of such amendment. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the 23 �Faculty in residence on each of the campuses, shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuse s, shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section ( 1) above. Article XVII COMPL IANCE WITH LAW No provision of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. Article XVIII MANAG EMENT COMMI TTEE Effective January 1, 2000, there shall be a Management Committee for the college composed of the Presidents and Deans of both campuses. The Chair of the Management Committee will be appointed annually by the Board of Visitors and Governors. With the advice of the Committee, and in a collegial manner, the Chair shall exercise executive authority over the College as a whole with respect to matters assigned by the Board of Visitors and Governors. All other provisions of the Polity, including the duties of the Presiden ts and Deans, will remain in full force and effect, except as modified hereby. This provis ion will terminate in five years from the date of its adoption unless renewed by an affirmative vote of the Board of Visitors and Governo rs in the year prior to its expiration. 24 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 2003 Description An account of the resource Charter and Polity of the College, amended and restated April 2003. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2003-04 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_2003 Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ec220860d9d1d993faee0cfa7865407c.pdf 49c4a062d3565b210edd89c342735627 PDF Text Text ST. JOHN'S COLLEGE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO Amended and Restated as of January, 1997 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents of St. John's College. HISTORY St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charler was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. A Polity for the College was first suggested at a faculty meeting in 1943 by the Dean. A faculty committee was elected and drafted a Polity which was then promulgated by the President. In April 1949 the Faculty elected a committee to revise the Polity. The resulting document was approved by the Faculty on April 9, 1950, and was adopted by the Board of Visitors and Governors on July 8, 1950. Subsequent quinquennial reviews were made by elected faculty committees, and desired amendments were recommended by the Faculty to the Board of Visitors and Governors. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970; February 18, 1972; October 25, 1975; January 24, 1976; November 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; July 18, 1992, April 17, 1993, April 22, 1995, April 19, 1996, and January 18, 1997. �CHARTER OF ST. JOHN'S COLLEGE land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary oflearning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind ofliterature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. BE IT ENACTED: IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. II. That a college or general seminary oflearning by the name of "St. John' s College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages_of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. IV. That the governing body or board of said College shall consist of not more than forty-nine nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter ' forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to 2 3 c , �the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligenc e, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successo rs shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, accordin g to the ordinance to be made for that purpose , have full power and authority to direct the principa l, vice-pri ncipal and professo rs to hold public commencements either on stated annual days, or occasionally as the future ordinanc es of the said seminar y may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater 'seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinanc es which shall be from time to time made by the Visitors and Governo rs of the said college and their successors with an account of their other proceed ings and of the managem ent of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafte r through oversigh t, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchis es in this Charter or Act of Incorporation granted, or intended to be granted, any ordinanc e should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinanc es, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts oflaw, or by the General Assembly, be deemed, taken, interpreted or adjudge d into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetua l succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidan ce of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construe d, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branche s in one or more states of the United States. 4 • as herem • after set fort h t he nouns "al umnus " an d " a1ummi" an d " man " d " I n the P o11ty an men, " • her a1one or m in compoun d s sue h as " ch airman e1t ir " an d " c h airmen, r " an d the pronouns "h e, " "hi1m," an d "his," are to be taken as referring to persons whether male or female. Polit y of St. John's College Preamb le Education is the making of men out of children by bringing them into the world of inherited customs, intellect ual traditions, and spiritual ties. Institutions oflearni ng are set up for this purpose. Beyond this they should also seek to develop the moral and intellect ual powers of men to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understa nding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College. Articl e I THE COLLEGE (1) St. John's College is by its Charter a legal entity, carrying on its functions from its campuse s in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governo rs. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principa l and vice-principal of the said College, and professors, with proper tutors and assistant s, for instructi ng the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-pri ncipal, and professors, so constituted and appointed from time to time shall be known and distingu ished forever as one learned body or faculty, by the name of 'The Principa l, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successo rs shall by their ordinances think necessar y to delegate to them for the instruction, disciplin e, and government of the said seminary and of all the students , scholars, ministers and servants belonging to the same." 5 �(a) The "principal" shall be the President, or if there are two Presidents, the Presidents. When 'president' is used in this Polity it shall mean: the basis of race, religion, age, sex, national origin, color, or physical handicap, discrimination in each case being understood in accordance with the proscriptions of federal law. (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; Article II VISITORS AND GOVERNORS (1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John's College's educat10nal program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; (2) Members. The Board of Visitors and Governors shall consist of not more than sixty members, c_ompnsmg the Presidents, the Deans, the Governors of Maryland and New Mexico, ex officio, and fifty-four members, of whom forty-five shall be elected by the entire Board and nine shall be elected by the Alumni of the College, m the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, Visitors Emeriti may be elected to the Board who may attend all meetmgs of the Board, with voice in deliberation, but without vote. (iii) with respect to actions under Article II (12) (b) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii), either President. (b) The "vice-principal" shall be the Dean who is serving as the Chairman of the Instruction Committee. (c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. for (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor Emeritus. Tutors who have completed their tenure appointments shall be Tutors Emeriti. (e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereinafter called Associates, who shall be .on either campus, as the offices may be deemed necessary, the Registrar, the Librarian, the Director of Athletics, the Director of Student Activities, the Director of Admissions, the Director of Alumni Activities, the Director of Financial Aid, and the Director of Placement. (g) The "one learned body or faculty," composed of the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title The Faculty of St. John's College. (h) All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called The Faculty of the Graduate Institute. G) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when their class has graduated, orb) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute, summer and winter, after the one in which they last enrolled. All who have ever been Alumni shall continue to be. (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (1) There shall be no discrimination at St. John's College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, on 6 (3) Elections by the Board. At each annual meeting, the Board shall elect a class of no more than fifteen members a term of three years, to succeed those members whose term expires at the conclusion of said meetmg. Those members elected shall begin their term at the meeting next following their election. The procedure for nomination and election shall be as follows: There shall be a Nominating Committee of seven members of the Board appointed by the Chairman. The Chairman and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, including each position as an officer of the Board. Additional nominations may be made in writing, addressed to the Chairman, signed by at least five members of the Board, prior to the date above provided for the report of the Nommatmg Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on nominations at annual meetings may be by ballot, each member present to vote for fifteen of the said nominees. In case the balloting results in a tie for one or more positions, the Board shall determine the procedure to resolve the tie. No nominee for member or officer of the Board shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting. If there should be fewer than fifteen members in any class prior to the end of the term for such class, the vacancy may be filled pursuant to the procedure provided above for regular elections, except that the elechon may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. • (4) Elections by the Alumni. Each year in the spring, three alumni shall be elected to membership for a term of three years, in such manner that there shall be nine members of the Board elected by the alumni, consisting of three classes of three members each. Outgoing alumni members shall continue to serve until their successors are elected. The Directors of Alumni Activities shall request the Board of the Alumni Association to nominate at least one candidate for each vacancy. Additional.candidates may be nominated by petition of any 7 �thirty alumni. All alumni shall be eligible to vote for the alumni members of the Board. Balloting will be conducted by mail by the Directors of Alumni Activities. In the event that for any reason there should be fewer than three alumni members in any class prior to the end of the term of that class, the vacancy shall be filled by interim election, conducted in the same manner. Newly-elected alumni shall begin their term at the meeting next following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the students on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. • • • (9) Alumni Association Representation at Board Meetings. The President of the Alumni association shall be invited to attend all regular sessions of the Board, with voice in deliberation, but without vote. (10) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send t:wo representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (11) Reelection. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term. (12) Meetings of the Board. (a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe. The Spring meeting shall be called the annual meeting. The time and place of regular meetings shall be determined by the Chairman, in consultation with the President, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chairman, the Executive Committee, or any ten members of the Board, not less than seven days after the dispatch of written, faxed, or e-mail notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. (13) Officers of the Board. At each annual meeting the Board shall elect a Chairman, two Vice-Chairmen, and a Secretary, to hold office until the next annual meeting or until their successors are elected . Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. (14) Committees of the Board. (7) Graduate Institute Director Representation at Board Meetings. Each Director of the Graduate Institute may attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberation, but without vote. (8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the students of the Graduate Institute on each campus to attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberation, but without vote. (e) The Board in regular session is open to elected and ex officio members, to Visitors Emeriti, to Associates invited by the President, and to official representatives of the Faculty, Students, Graduate Institute, Alumni Association and Staff. Attendance at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restriction. The Chairman of the Board, in consultation with the President, shall determine whether any meeting or portion of a meeting shall be in regular, executive, or public session. • • • ••/ (a) Executive Committee. The Chairman, the Vice-Chairmen, the Secretary, the Presidents, the Deans, and four other members chosen annually by the Board at the annual meeting shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delegated to some other committee, person, or persons. Seven members of the Executive Committee present at a meeting shall constitute a quorum for the transaction of business. (b) Presidential Search Committee. There shall be a Presidential Search Committee to recommend the appointment of a President as provided in Article IV(2). (c) Nominating Committee. There shall be a nominating Committee for membership of the Board and for officers of the Board as provided in Article 11(3). (d) Visiting Committee. There shall be a Visiting Committee appointed by the Chairman. The Visiting Committee shall meet at least once annually with the Instruction Committee on each campus. The Visiting Committee shall discuss the Statement of Educational Policy and Program of the Chairman of the Instruction Committee and become acquainted with the aims of the College and how they are being realized. (e) Finance Committee. There shall be a Finance Committee consisting of the Chairman, the Presidents, and the Treasurers of the College, ex officio, and six or more members appointed by the Chairman. The Chairman of the Board shall appoint one of the members to be the Chairman of the Committee. In carrying out its functions the Committee may be divided into two working subcommittees, one on investments, one on budget, each with its Chairman. The Finance Committee shall have the following powers and duties: (i) The Finance Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by the Chairman of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (cl) One third of the members of the Board shall constitute a quorum for the transaction of business. 8 9 �(ii) The Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. (iii) The Finance Committee shall study, ancl periodically advise the Board with respect to, the financial business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. (f) Audit Committee. There shall be an Audit Committee of five persons, including a Chairman, appointed by the Chairman of the Board. The Treasurers shall serve as non-voting Staff to the Committee. (i) The Committee shall review in detail the annual report of the independent auditors and discuss audit findings with the auditors, unattended by employees of the College. (ii) The Committee shall meet with representatives of the independent auditors to the next audit to discuss scope and procedures and any other matters requiring special attention. (iii) The Committee shall discuss with College personnel any corrective action required as a result of the audit report. (iv) The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. (v) The Committee shall report to the Board annually on its review of the audit and shall bring to the attention of the Board any matters related thereto requiring Board action. (g) Compensation Review Committee. There shall be a Compensation Review Committee of not more than five members, including a Chairman, appointed by the Chairman of the Board. (i) The Committee shall recommend to the Board policies for direct and indirect compensation of Tutors, Associate members of the Faculty, other Faculty members, and Staff at the College. It shall annually review the compensation policies and performance with respect to them and report the findings of this review to the Board. (ii) The Committee shall recommend to the Board the compensation of the Presidents, Vice-Presidents for College Advancement, and Treasurers of the College. (iii) In matters of policy and compensation, the Committee shall consult the Presidents and the Chairman of the Finance Committee. (h) Polity Review Committee. There shall be a Polity Review Committee of not more than five members appointed by the Chairman every fifth year. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairmen of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the adoption of the report by the Faculty. j) Former members of the Board and Visitors Emeriti may be appointed by the Chairman to serve on Committees at his discretion. (k) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (1) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Nominating and Executive Committees, but without vote. (m) Whenever a Capital Campaign is in progress, its Chairman shall be an ex-officio voting member of the Finance and Executive Committees. (15) Execution of Contracts, Transfer of Securities, Etc. All contracts of $50,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chaim1an, or the Vice-Chairman, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. (16) Signing of Checks, Drafts, Etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (15) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. Article III THE FACULTY The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College-the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates-"powers and authorities" for the "instruction, discipline, and government" of the College. Article IV THE FACULTY: THE PRESIDENT (1) There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the campus of which he is President, and the President, in turn, may delegate his authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, on matters of common concern. (i) Other Committees. The Chairman may appoint such other standing or special committees of the Board as he may deem desirable or which the Board may request. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors, at least one of whom is an alumnus, the Deans, and one Tutor having tenure from each campus elected by the Faculty on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with 10 11 �the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty and the Instruction Committee. (3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply . (4) The President and persons to whom he delegates his authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. (5) There shall be a Financial Committee on each campus consisting of the President as Chairman, the Dean and Treasurer of the campus, and other members the President may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. (6) The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of his duties and for which no provision is made under Article IX. (7) If in the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. Article V THE FACULTY: THE CHAIRMAN OF THE INSTRUCTION COMMITTEE AND THE DEANS • • • (d) The Chairman of the Instruction Committee shall, as he or the Chairman of the Board of Visitors and Governors may deem appropriate, report to the Board on instructional matters, and shall respond to such questions as the Board, through its Chairman, may direct to him. (2) The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the program of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greatest possible attainment of aims of the program. Each Dean shall be the Chairman of the Instruction Committee on the campus where he serves. In carrying out his duties, each Dean shall consult regularly with the President and with the Instruction . Committee and the other appropriate Faculty committees on that campus. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the recommendation of the President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors having tenure. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accord with Article VI(3). If non-tenured, the appointee shall acquire tenure upon becoming Dean, in which case the provisions of Article VI(3)(a) regarding reappointment schedules shall not apply. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. (f) During the absence of either Dean from the campus a Tutor with tenure named by him shall act for the Dean. (g) The Dean on each campus shall appoint such committees as may be necessary for the carrying out of his duties and for which no other provision is made. Article VI (1) The Chairman of the Instruction Committee. THE FACULTY: THE TUTORS (a) There is delegated to the Chairman of the Instruction Committee responsibility and authority for the organization of the program of instruction in the liberal arts that is followed by the Tutors and the Students. (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (b) The Deans shall serve alternately, for a term of one year, as Chairman of the Instruction Committee. (c) Each year the Chairman of the Instruction Committee shall, after consultation with the Instruction Committee on his campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The President shall present the Statement, together with an account of the Faculty discussion of it and hi s response to it, as a report to the Board of Visitors and Governors for its consideration. 12 (2) The Tutors shall have authority to recommend to the Visitors and Governors candidates for degrees on their respective campuses. (3) Appointment and Reappointment of Tutors. Tutors shall be appointed by the Visitors and Governors upon recommendation of the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. (a) The schedule of regular appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach: 13 �(i)(A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappointments shall be for one year. Second and third reappointments shall be for two and three years respectively. (i)(B) New Tutors shall be appointed for two years unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond retirement. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meetings. (iii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above notwithstanding. In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and Instruction Committee on that campus. (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering non-tenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether his reappointment will be recommended to the Board of Visitors and Governors. If heis reappointed the President shall so notify him by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether his appointment will be recommended to the Board of Visitors and Governors. If he is appointed the President shall so notify him by July 31st of that same preceding year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor may have his appointment terminated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perform his teaching duties in a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before the President makes such a recommendation he shall advise the Tutor affected of his intention to do so, and the Tutor shall have the right to be heard by the Instruction Committee or, if he prefers, by another committee to be designated by the President for this purpose. (b) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the President that in the interest of instruction a Tutor be temporarily relieved of his duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It is understood that Tutors on such leave will not undertake full-time remunerative employment elsewhere and will return to the College. (a) Eligibility for sabbatical leave shall be upon the following conditions: (c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that his years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3) (a)(iv) prevail. (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, provided he shall have completed the equivalent of seven full years of service to the College since his original appointment, or the equivalent of six full years of service since any previous sabbatical leave, and the sabbatical leave would not occur in the last two years of his tenure appointment. (cl) Special one-year appointments and reappointments may be given to Tutors who intend to teach (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of years of teaching completed in relation to the prescribed total for eitrer an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than his regular salary. Sabbatical leave for a fraction of a year may not occur during the last two years of a Tutor's tenure appointment. on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, but see (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (e) Visiting Tutors may be appointed for a term or a year. 14 15 �(b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-sixth of the number of Tutors at that campus having tenure and not on full-time leave under the provisions of section (8) below, the President shall so notify the Board of Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. Article VII THE FACULTY: THE VICE-PRESIDENTS FOR COLLEGE ADVANCEMENT AND THE TREASURERS (1) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relations, and alumni relations on their respective campuses. (c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (2) The Vice-President for College Advancement on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; (3) The Treasurers shall have charge, on their respective campuses, under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and property transactions, and to receive and disburse funds, subject to the provisions of this Polity and other directions and arrangements pursuant thereto. (ii) Those whose service has been continuous throughout thos_e years; (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article Vl(3)(d). (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon his application not later than January 1st. Article VIII THE FACULTY: THE ASSOCIATES (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (1) Associate members of the Faculty on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. The President shall have ultimate executive authority over the Associates. (2) Associates may be appointed Tutors under the provisions of Article VI (3)(d). (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College. (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (4) The Associates' Council may establish such committees as it deems appropriate. (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in Faculty meetings and all other College exercises. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus • 16 • 17 �(c) The Directors of Student Activities and the Directors of Athletics. The Directors of Student Activities and the Directors of Athletics shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified Freshmen. (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. (f) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administration of financial aid programs. (g) The Directors of Placement. The Directors of Placement shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (h) Persons designated Associates under the provisions of Article I(3)(f) or of Article VII(3)(k) of this Polity as amended through April 20, 1985, whose offices are not specifically named in this Article, shall continue to be Associates until the expiration of their appointments to those offices. Article IX THE FACULTY: FACULTY COMMITTEES (1) The Instruction Committee (a) The Instruction Committee shares with its Chairmen responsibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The President shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campus the members of the Instruction Committee and the Dean as Chairman constitute the Instruction Committee of the College on that campus. The President sits ex officio with the Instruction Committee on each campus. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (d) If the Instruction Committee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new Deans and after seeking the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by t_he Tutors for each of the three classes to fill the unexpired terms. (2) The Tutors' Compensation Committee (a) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, whose chairmanship shall annually alternate between campuses. The Committee shall advise the President concerning Tutors' compensation and related matters; it shall make annual reviews of the College's statement of Tutors' salaries and other compensation of Tutors and report to the Tutors and the President recommendations consequent upon the review. (b) Members of the Committee shall be elected annually on each campus for terms of three years in such a manner that the term of one member on each campus terminates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (3) The Library Committees. The President, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of the Committee, and the Librarian shall serve as Chairman. It shall be the duty of the Library Committees to assist the Librarians in making the Libraries serve the ends of the College and its program; it shall be their duty to advise the Librarians in regard to Library policy and acquisitions. The Managers of the Bookstores may be invited to sit with the Committees. (4) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually at the first regular meeting of the academic session except in every third year, when one member shall be chosen. The President, the Dean, one of the Assistant Deans, and the Treasurer on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (5) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (6) The Fellowship Committees. On each campus there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (c) If for any reason a member of the Instruction Committee is unable to serve for a part of his term, another Tutor shall be chosen to take his place for that part of the term. For this purpose the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (7) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. 18 19 �Article X THE FACULTY: FACULTY PROCEDURE (b) Upon eithe r a petition of not less than one-tenth of the Tutors on eithe r campus or a reque st from the Presi dent, the Dean and Instruction Committee on that camp us shall consider any recommendation conc ernin g instruction and shall report to the Faculty within one year their proposal conc ernin g it. They shall decid e whether their proposal is a major propo sal, and the procedure of Article X(l) shall apply. (1) Proc edure for Instructional Proposals. (a)(i) Any proposal conc ernin g matters of instruction that may affect the College as a whole shall originate with the Dean and the Instru ction Committee on eithe r campus. A dec1s10n as to whether a proposal is college-wide or camp us-sp ecific shall be made by the Deans and Instr uctio n Committee of the Colle ge. This decision shall be made after notifying the faculty on both camp uses and inviti ng their comment. Written statements of college-wide instructional prop osals shall be distri buted to the Faculty at least two weeks before the Faculty meeting at which they are to be prese nted; the proposal shall be presented to the whol e Facu lty by the Chairman of the Instruction Committee, eithe r in his own person or through the other Dean as his representative. If, after full discussion of any propo sal so presented there be no objection on the part of any Tutor, the measure stand s appro ved and becomes effective as of the date specific therefor. If, after full discussion , a Tuto r objects to the proposal and holds to o jection the proposal shall be submitted to vote of the Tutors at speci al Facu lty meetings calle d by the Presi dent within a fortnight. Any objections that have been made and held to shall be presented immediate ly in writing to the whole faculty. In submitting the proposal to vote the Chairman of the Instr uctio n Committee and the Dean on the other campus shall state whether it be a matter of confidence. The vote may then be taken and tallied by the President in such a fashion that the Tutors shall have recor ded their decision actin g as a whole. If the propo sal be one that the Chairman of the Instruction Committee and the other Dean have decla red a matter of confidence and if it be defeated by majority vote, the Deans and the Instr uctio n Committee shall immediately resign. If it be passe d by majority vote, it shall become effective as of the date specified therefor. For the confidence proce dure a quor um shall consist of three-fourths of all resid ent Tutors on each campus. _(ii) Any instructional proposal that has been deem ed camp us-sp ecific shall be subject to the procedure set forth above, except that, if an objection is made and held to on eithe r campu_s, voting shall proceed only on the camp us were the proposal is inten ded to be put mto effect. Any objections that have been made and held to on the other campus shall be prese nted immedately in writin g to the voting faculty. (iii) The Presi dent may refuse to accept the resig nation of the Deans or the Instruction Committee, any or all of them, whenever in his judg ment such resio-nation woul d be detrimental to the prop er functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the Presi dent' s decision within four weeks, durin g which time the Deans and the Instr uctio n Committee shall conti nue in office. (iv) In the event that the proposal be defeated and the resio-nations be accep ted the Presi dent shall proceed to the choice of new Dean s in acco rdanc e with the provisions of Article V (2)(b). (2) Faculty Meetings. • • • • (a) Regular monthly meetings of the Faculty shall be calle d upon due notice by the President; except that in the period comp rising the months of December and Janu ary only one regular meeting need be calle d. The Presi dent or, in his absence, the Dean , shall presi de. In the absen ce of the Presi dent and the Dean, the Faculty shall elect one of its members to presi de. (b) Special meetings of the Faculty may be called upon due notice by the Presi dent, eithe r at his own discretion or at the requ est of five Faculty mem bers. (c) Due notice shall be construed to mean no less than three days notice, exce pt in cases of emergency. (d) A quorum shall cons ist of a majority of the Facu lty in residence except as otherwise provided. (e) Only Tutors may vote on instructional matters. All Faculty members may vote on all other matters not specifically restri cted in the Polity. (3) The Secretary of the Faculty. At the last regular meeting of an academic year the Faculty on each camp us shall elect one of its members, then in at least his third year at the College, as Secretary. The Secretary shall assis t in the preparation and circulation of the agen da for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circu late reports of Faculty committees. Article XI THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS -IN-RESIDENCE The Scho lars-i n-Re siden ce and the Artists-in-Resid ence shall be appointed from time to time by the Board of Visitors and Governors on the recommend ation of the President after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall resid e. THE STUDENTS Article XII (1) The primary respo nsibi lities of the students are to study and to make themselves as comp etent as possible in all parts of the St. John 's Program. Thei r advic e and service shall be sought by the Faculty in such matters and in such ways as may best serve the gene ral welfare of the College. (2) The students of St. John 's College shall const itute the Student Polity of St. John 's College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis or Santa Fe may estab lish for itself a government which is representative of all polity members. The Dean on each camp us may delegate to the Stud ent government a share of the respo nsibi lity for the general welfa re of the stude nts and whatever government of the stude nts may be nece ssary for the greatest possible attain ment of the aims of the program. The duties of the Student Government may include: 20 21 �(a) the management of funds available to the Student Polity; activities, and their regulation, if (b) the sanctioning of all stude nt clubs, organizations, and necessary; the community outside the College; (c) the representation of the studen ts of St. John's College to communication between the studen ts (d) the establ ishme nt and maint enanc e of formal chann els of and the Faculty; and (e) any other duties agreed upon by the students and the Dean. Article XIII THE GRADUATE INSTITUTE (1) The Directors. campu s to whom shall be delega ted (a) There shall be a Director of the Graduate Institute on each ction Committee, for the organization and responsibility and authority, under the Chairman of the Instru ction in the libera l arts and for matters supervision on his campu s of the gradu ate program of instru rs that affect the Graduate Institu te as conce rning the general welfare of the students. Concerning matte tor, be responsible to the Chairman of a whole the Director shall, in consultation with his fellow Direc own campu s he shall be responsible to the Instruction Committee. Concerning matters limited to his the Dean on his own campu s. from among the Tutors by the Board (b) The Directors shall be appoi nted for terms of three years ent, after consultation with the Deans of Visitors and Governors on the recommendation of the Presid each campus, selected from among and a specia l committee consis ting of four members, two from be Tutors of the Graduate Institute. themselves by the Tutors having tenure. The Directors shall and the Committee for the Gradu ate (c) Every three years, after consu ltation with his fellow direct or t a Statem ent of Educational Policy and Institu te on his own campu s, one of the Directors shall submi for discussion at its joint meeting. After Program for the Graduate Institu te to the Instruction Committee it to the Faculty as a whole for discus sion. makin g any revisions he deems appro priate , he shall submi t (2) The Faculty of the Gradu ate Institu te. Graduate Institute on that campu s, (a) Each Director, after consultation with the Committee for the Committee on the same campu s, shall and in accord ance with the recommendation of the Instru ction for summ er appointment to teach in the recommend to the Presid ent Tutor s of the Graduate Institu te Gradu ate Institute for one sessio n. te on each campus shall have the (b) During the summ er term the Tutors of the Graduate Institu candi dates for degrees. authority to recommend to the Board of Visitors and Governors (4) Committees for the Gradu ate Institu te. shares with the Director on the same (a) On each campu s the Committee for the Gradu ate Institu te of the Graduate Institute and for the camp us responsibility for carryi ng out the program of instru ction gener al welfare of the studen ts. ience in the Institute, in additi on (b) Each Committee shall consis t of three Tutors who have exper to the Director, who shall serve as Chairman. appointed by the Director with the concur rence of the Dean h(c) Members of each Committee shall be the Graduate Institute on that campus. on t e same campu s after consultation with the Committee for t ors, af ter one of th e D'Direct ction or policy shall origina g te with (5) Propo·sals conce tt s of instru · o crning matter shall b and te for the Graduate Institu consu_ talion with t e other Director and with the Committee be • campu s for handl ing in accordance with Article' X(l)(a )(i). • • atmg submitted to th e Dean on th e ongm Article XIV THE ALUMNI John's College is a community not limited (l) Alumni shall be life-long memb ersof the College, since St. b y geographical locat10n or fixed periods of time. i participate in the life of the C 11 (2) The Alumni Association is the formal means by which alumn rs and Governors, alumni share onlege. Throu ghthe election of alumni members of the Board of Visito given the opportunity to serve the College. direction of that life. In these and other ways, alumni shall be to enable alumni to assist in providing (3) The College shall Cooperate with the Alum niAssociation ts, placing graduates in appropriate servic es such as recruiting and mterv1ewmg prospective studen admission to graduate and professional employment, and adv1smg students concerning career s and schools. , shall provide semin ars and other (4) The College, in cooperation with the Alumni Association and in othe; places. appro pnate educa tional activities in Annapolis, in Santa Fe, Article XV THE STAFF maintenance of the College, performing (1) _Members of the_ Staff assist with the administration and Staff rules and regulations. duties necessary to its well-bemg. They are subjec t to appro priate for the purpose f either campus may establ ish for themselves a Staff Council ~~) Members of the Stafon e as a whole. Colleg the as a benefit to better communication and understandmg of College policies l channels of communication s a wh the The Staff Council shall seek to establish and maintain forma Officers. The Treas urer on each camp us whole Staff and between the Staff and the appropriate College il and discuss with them any chang es shall review Staff employment regulations with the Staff Counc proposed. appropriate. (3) The Staff Council may establ ish such committees as it deems Article XVI AMENDMENTS AND REVIEW of the Polity Review Committee, or by a (l) Amendments to this Polity may be proposed by a majority ers of the Board, or by the Faculty as petition sumbi tted y not fewer than ten percent of the memb sed amendment must be provided to the provided for m sect10n (2) below. Written notice of a propo date of the Board meeting at which the Board and to the Faculty not less than 30 days prior to the right to inform the Board_ i~ writing of its amend ment is to be consid ered. The Faculty shall have the 23 22 �recommendation with respect to the proposed amendment by the time of that meeting. This Polity may be amended by a two-thirds vote of those members voting at any regular or special meeting of the Board, provided that the votes of no fewer than one-third of the members of the entire Board eligible to vote are in favor of such amendment. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. Article XVII COMPLIANCE WITH LAW No provision of this Polity shall be construed to contravene any applicable fed eral or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. 24 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 1997 Description An account of the resource Charter and Polity of the College, amended and restated as of January 1997. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1997-01 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_1997 Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38c2cfa8c27bdf0d3849045c0d8c8ebf.pdf 71c7f52ac28e0422ac4c1f19c244a5eb PDF Text Text ST. JOHN~S COLLEGE ANNAPOLIS. MARYLAND �Views of ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • �OLD McDOWELL HALL �THE SPLENDID NEW GYMNASIUM AN UNSURPASSED HALL OF PHYSICAL CULTURE THE PHILOKOLIAN LITERARY SOCIETY �THE PHILOMATHEAN LITERARY SOCIETY THE GLEE CLUB �>-i ::i:: tx, E () t: z 0 t:J z> ~ trj THE CADET MAJOR THIS CADE't COMMANDS 1'HI! CORPS OF CADETS, UNDER THE COMMANDANT. �STAFF AND NON-COMMISSIONED STAFF OFFICERS OF THE CORPS LINE OFFICERS OF THE CORPS �FOOT BALL TEAM DURING TwtNTY-FIVJ:: YtARS THEst TEAMS HAvt USUALLY BttN SuPRtMt IN MARYLAND BASE BALL TEAM THIS TtAM: HAD TH£ DISTINCTION OF DEFEATING THE NAVY �FOOT BALL SQUAD FOOT BALL HISTORY TH£S£ CAD£TS WILL MAK£ FUTURE TRACK TEAM r'OR OLD ST. JOHN'S A Fm£ BRANCH OF SPORT, AND V£RY SuccitsSFUL H£R£ �•• FULL DRESS PARADE, BATTALION IN LINE ST. JOHN'S IS CLASSED BY THE WAR DEPARTMENT AS AMONG THE VERY BEST MILITARY SCHOOLS IN THE UNITED STATES BAYONET EXERCISE-IN GREY SHIRTS •A•• • �THE CORPS IN FULL DRESS, COLUMN OF COMPANIES ABOUT To PASS IN Ri;;vn:w WITH BAND LtADIN<; THE CORPS, AS SKIRMISHERS A LoNG, THIN GREY LINE OF RIFLES �THE GREAT FIREPLACE IN THE CADETS' DINING ROOM �.. Tms INTERIOR NEW GYMNASIUM No EQUAL IN MARYLAND AND FEw BUILDING HAS ANYWHERE .... . . ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Views of St. John's College, Annapolis, Maryland Description An account of the resource Views of St. John's College, a brochure published circa 1909. The brochure includes a view of a swimming pool in Iglehart gymnasium. A slightly later (circa 1910) version of the brochure shows Iglehart in a more finished state. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource circa 1910 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Students St. John's College (Annapolis, Md.)--Buildings Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Views of St Johns College_circa1909 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/6517">Views of St. John's College, circa 1910</a> https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6b0d931e5b9189b0bbf3d31c18c9025c.pdf 27aeba2a1f4c0462511e07d40d2d544e PDF Text Text St. John's College ST. JOHN'S COLLEGE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND SANTA FE, NEW MEXJCO Amended and Restated as of April 1993 Founded. as King William's School, 1696 Chartered as St. John's College, 1784 Library �Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents of St John's College. �1 HISTORY accordance St. John's College was founded in 1696 as King William's School in of Colony the of ly Assemb l Genera with a Petitionary Act for free-schools of the State new the of ly Assemb l Genera the Maryland. Following the Revolutionary War, of part a as and to t pursuan College of Maryland granted a Charter to St. John's ently amended Chapte r 37 of the Laws of Maryland of 1784. This Charter was subsequ 1832. of 41 No. tion by the General Assembly through Resolu Charter to The Visitors and Governors of St. John's College in 1950 revised the ents amendm other certain make to and matter elimina te extraneous and obsole te the of opinion the was It ons. conditi and consist ent with present requirements the College was subject to Attorney General of Maryland that the original Charter of amended by the the general Corporation Laws of Maryland and might accordingly be by the action Visitor s and Governors, pursuant to these laws, without legislative 1965, in in 1963, General Assembly. Subsequent amendments were made in 1961, in 1970, and in 1975. • • • in Santa When the decision was reached to establish a second St. John's College or s branche ze Fe, New Mexico , amendments were made to the Charter to authori ations extensions of the College. The Charter was then filed with the Corpor was thus College The Commission of the State of New Mexico as a foreign corporation. nd Maryla its of ons empowered to grant degrees in New Mexico under the provisi Charte r. by the A Polity for the College was first suggested at a faculty meeting in 1943 then was which Dean. A faculty committee was elected and drafted a Polity ttee to revise promulgated by the President. In April 1949 the Faculty elected a commi 9, 1950, and April on Faculty the the Polity. The resultin g document was approved by Subsequent was adopted by the Board of Visitors and Governors on July 8, 1950. desired and ttees, commi quinqu ennial reviews were made by elected faculty and s Visitor of Board amendments were recommended by the Faculty to the held on Board the of s meeting Governors. The Polity was thus amended at regular 16, 1982; January 1975; 19, April 1970; May 14, 1955; May 21, 1960; May 15, 1965; June 6, at Board the by adopted were ents April 19, 1986; and October 19, 1991. Other amendm ber Septem and 23 ry Februa 1961; 9, ber regular meetings on February 22 and Decem 24, 1976; 28, 1963; October 3, 1970; February 18, 1972; October 25, 1975; January 11, 1987; October April 1986; 25, r Octobe 1985; 20, November 6, 1982; July 21, 1984; April 19, 1991; July 18, 1992, and April 17, 1993. �3 2 establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, VicePrincipal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than forty-nine nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be •and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. - X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; �4 and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, viceprincipal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordmance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is • - 5 enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly , be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branches in one or more states of the United States. �6 In the Polity as hereinafter set forth the nouns "alumnus" and "alumni" and "man" and "men," either alone or in compounds such as "chairman" and "chairmen," and the pronouns "he," "him," and "his," are to be taken as referring to persons whether male or female. - 7 Polity of St. John's College Preamble Education is the making of men out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of men to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College. �8 Article I - 9 Emeritus. Emeriti. THE COLLEGE (1) St. John's College is by its Charter a legal entity, carrying on its functions from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. Tutors who have completed their tenure appointments shall be Tutors (e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereinafter called Associates, who shall be on either campus, as the offices may be deemed necessar y . the Registrar, the Librarian, the Director of Athletics, _the Director of Student Activity ties, the Director of Admissions, the Director of Alumni Acuv1ues, the Director of Financial Aid, and the Director of Placement. (2) The College consists of the following : The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (g) The "one learned body or faculty," composed of the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title The Faculty of St. John's College. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and vice-principal of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." (b) All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called The Faculty of the Graduate Institute. (j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when their class has graduated, or b) in the case of Graduate Insutute students, at the end of three full sessions of the Graduate Institute, summer and winter, after the one in which they last enrolled. All who have ever been Alumni shall continue to be. (a) The "principal" shall be the President, or if there are two Presidents, the Presidents. When 'president' is used in this Polity it shall mean: (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; (1) There shall be no discrimination. at St. John's College in_ appointments, conditions of employment, admissions, educational policy, financial aid. progress. . athletics, or other activities, on the basis of race, rehg1on, age sex, nauonal ongm, color, or physical handicap, discrimination in each case being understood in accordance with the proscriptions of federal law. (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; (m) No one shall be employed by the College beyond June 30th of the academic year in which he reaches the age of 70, without the annual approval of the Board of Visitors and Governors. (iii) with respect to actions under Article II (12)(b) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii) , either President. Article II (b) The "vice-principal" shall be the Dean who is serving as the Chairman of the Instruction Committee. (c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor VISITORS AND GOVERNORS - (1) Qualifications for Membership. Persons shall be eligible for_ membership on the Board of Visitors and Governors who are concerned for the mamtenance, progress, and vitality of St. John's College's educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. �10 (2) Members. The Board of Visitors and Governors shall consist of not more than sixty members, comprising the Presidents, the Deans, the Governors of Maryland and New Mexico, ex officio, and fifty-four members, of whom forty-five shall be elected by the entire Board and six shall be elected by the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, Visitors Emeriti may be elected to the Board who may attend all meetings of the Board, with voice in deliberation, but without vote. - (3) Elections by the Board. At each annual meeting, the Board shall elect a class of fifteen members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term at the meeting next following their election. The procedure for nomination and election shall be as follows: There shall be a Nominating Committee of seven members of the Board appointed by the Chairman. The Chairman and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, including each position as an officer of the Board. Additional nominations may be made in writing, addressed to the Chairman, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on nominations at annual meetings may be by ballot, each member present to vote for fifteen of the said nominees. In case the balloting results in a tie for one or more positions, the Board shall determine the procedure to resolve the tie. No nominee for member or officer of the Board shall be deemed elected who has not receiyed the affirmative votes of at least a majority of the members present at the meetmg. If there should be fewer than fifteen members in any class prior to the end of the term for such class, the vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. In the event that for any reason there should be fewer than three alumni members in any class prior to the end of the term of that class, the vacancy shall be filled by interim election, conducted in the same manner. Newly-elected alumni shall begin their term at the meeting next following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the students on each campus to attend all regular sessions of the Board on the campus to which they _belong, with voice in deliberation, but without vote. -.. - . (7) Graduate Institute _Director Representation at Board Meetings. Each Director of the Graduate Institute may attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberation, but without vote. (8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the students of the Graduate Institute on each campus to attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberation, but without vote. (9) Alumni Association Representation at Board Meetings. The President of the Alumni association shall be invited to attend all regular sessions of the Board, with voice in deliberation, but without vote. (10) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send two representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (11) Reelection. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term. (12) 1 (4) Elections by the Alumni. Each ·year in the spring, three alumni shall be elected to membership for a term of three years, in such manner that there shall be nine members of the Board elected by the alumni, consisting of three classes of three members each. Outgoing alumni members shall continue to serve until their successors are elected. The Directors of Alumni Activities shall request the Board of the Alumni Association to nominate at least one candidate for each vacancy. Additional candidates may be nominated by petition of any thirty alumni. All alumni shall be eligible to vote for the alumru members of the Board. Balloting will be conducted by mail by the Directors of Alumni Activities. 11 - Meetings of the Board. . (a) Regular meet_ings of _the Board shall be held quarterly in either Annapolis or Santa Fe. The Spnng meeting shall be called the annual meeting. The time andplace of regular meetings shall be determined by the Chairman, in consultation with the President, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chairman, the Executive Committee, or any ten members of the Board, not less than seven days after the dispatch of written, faxed, or telegraphic notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. . (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. �13 12 constitute a quorum for the (d) One third of the members of the Board shall transaction of business. ed and ex officio members, (e) The Board in regular session is open to elect President, and to official representato Visitors Emeriti, to Associates invited by the Alumni Association and Staff. tives of the Faculty, Students, Graduate Institute, to voting members and Visitors ed Attendance at Executive sessions shall be limit restriction. The Chairman of the ut witho open be Emeriti. Public sessions shall determine whether any meeting or Board, in consultation with the President, shall utive, or public session. poni on of a meeting shall be in regular, exec ing the Board shall elect a ( 13) Officers of the Board. At each annual meet office until the next annual hold to Chairman, two Vice-Chairmen, and a Secretary, Vacancies in any such offices may be meeting or until their successors are elected. meeting called for that purpose. Such filled at any regular meeting, or any special such offices, and such other duties as officers shall perform the customary duties of the Board may from time to time direct. (14) Committees of the Board. Vice-Chairmen, the Secretary, (a) Executive Committee. The Chairman, the bers chosen annually by the Board at the Presidents, the Deans, and four other mem Committee of the Board. In the annual meeting shall comprise the Executive utive Committee may act for the Exec intervals between meetings of the Board, the ated to some othe r committee, person, deleg ssly expre Board, except in those matters Committee present at a meeting shall or persons. Seven members of the Executive ess. constitute a quorum for the transaction of busin be a Presidential Search (b) Presidential Search Committee. There shall President as provided in Anicle IV(2). Committee to recommend the appointment of a nominating Committee for (c) Nominating Committee. There shall be a provided in Article ll(3). as Board membership of the Board and for officers of the ing Committee appointed by (d) Visiting Committee. There shall be a Visit meet at least once annually with the the Chairman. The Visiting Committee shall Visiting Committee shall discuss the Instruction Committee on each campus. The of the Chairman of the Instruction Statement of Educational Policy and Program of the College and how they are Committee and become acquainted with the aims bein g reali zed. ce Committee ·consisting of (e) Finance Committee. There shall be a Finan s of the College, ex officio, and six or the Chairman, the Presidents, and the Treasurer Chairman of the Board shall appoint more members appointed by the Chairman. The • Committee. In carrying out its one of the members to be the Chairman of the inon two working subcommittees, one functions the Committee may be divided into have . The Finance Committee shall vestments, one on budget, each with its Chairman the following powers and duties: r to direct the invest(i) The Finance Committee shall have full powe ge, including endowment and ment and reinvestment of all funds of the ColleBoard and the College are authorized restricted funds, and the proper officers of the Chairman of the Committee, with to carry out all written directions, signed by the h t at investments and reinvestments. . Th e committee shall repor . respect to such eac ing. meet ous regu 1ar meetmg any action taken hereunder smce the previ • h 11 (ii) The Finance Committe shal p ropo sedd annual budgets ew t h e revi l for n ntatio of the Colle_ge prior to their prese ands a make Boa the b d ~ e meetmg at which recommendations to the Board with respect to at dget u they are presented. dically advise the The Finance Com mitte e shall. study, and perio Board with res (iii) ge, and and practices of the Colle financial busmess policies to time time shall make resp ect to the from may d Boar the as ts repor an dies su request. t Committee of five persons, (f) Audit Committee. There shall be an Audi . . the Board. The Treasurers shall mcludmg a Chairman, appointed by the Chairman of serve as non-voting Staff to the Committee. annual report of the (i) The Committee shall review in_ detail the . with the auditors, unattended mdependent auditors and discuss audit findings by employees of the College. representatives f h (ii) The Committee shall meet with . dures and o t e indepenproce and e dent auditors to the next audit to discuss scop any other matters requ iring special atten tion. personnel any (iii) The Committee shall discuss with College correct n. tive action requi red as a result of the audit repo d the a ointment (iv) The Committee shall recommend to the Boar next fiscal year. or the uct the audit for reappointment of independent auditors to cond of • t to the Board annually on •1 revie (v) The Committee shall reporthe w ·t its any d Boar bring to the attention of matters related thereto the audl and dshall requiring Boar action. all be a Compensation Re(g) Compensation Review Committee. Th_ere sh_ . b , appointed by more e of mitteof Com viewChai d. than fiive mem ers, mcludmg a Chairman Boar the not rman the d policies for direct (i) The Committee shall recommend to thef Boar and . d. h b m direct compensation of Tutors Associate mem bers of t e Faculty, other Faculty members, and Staff at the College ' It shall ies the compensation topolic uall y review the 1s review and performance with respect to them and ann oard. B mend to the B d (ii) The Committee shall recomAdva . ensation comp thesurer oar Trea ncement , and ge Colle for s s of the Presidents, Vice-President of othe ege. •tt shall the Co (iii) In matters of policy and compensation mitte ee mm1 e. Com nce Fina consult the Presidents and the Chairman of the y Review Committee of (h) Polity Review Committee. There shall be a Polit �15 14 (1) There is delegated to the President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the College, and the President, in tum, may delegate his authority. not more than five members appointed by the Chairman every fifth year. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairmen of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the adoption of the report by the Faculty. There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the campus of which he is President, and the President, in tum, may delegate his authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, on matters of common concern. (i) Other Committees. The Chairman may appoint such other standing or special committees of the Board as he may deem desirable or which the Board may request. (j) Former members of the Board and Visitors Emeriti may be appointed by the Chairman to serve on Committees at his discretion. (k) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (1) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Nominating and Executive Committees, but without vote. (m) Whenever a Capital Campaign is in progress, its Chairman shall be an ex-officio voting member of the Finance and Executive Committees. (15) Execution of Contracts, Transfer of Securities, Etc. All contracts of $50,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chairman, or the Vice-Chairman, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. (16) Signing of Checks, Drafts, Etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (15) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. Article ill THEFACULTY The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College-the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates-"powers and authorities" for the "instruction, discipline, and government" of the College. Article IV THEFACULTY:THEPRESIDENT . . (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors, at least one of whom is an alumnus, the Deans, and one Tutor having tenure from each campus elected by the Faculty on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty and the Instruction Committee. (3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply. (4) The President and persons to whom he delegates his authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. (5) There shall be a Financial Committee on each campus cons1stmg of the President as Chairman, the Dean and Treasurer of the campus, and other members the President may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. (6) The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of his duties and for which no provision is made under Article IX. (7) If in the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. �16 17 Article V THE FACULTY: THE CHAIRMAN OF THE INST RUCTION COMMITTEE AND THE DEANS (1) The Chairman of the Instruction Committee. (a) There is delegated to the Chai sponsibility and authority for the organiza rman of the Instruction Committee reliberal ans that is followed by the Tutors tion of the program of instruction in the and the Students. (b) The Deans shall serve alternately, for a term of one year, as Chairman of the Instruction Com mittee. (c) Each year the Chairman of sultation with the Instruction Committee onthe Instruction Committee shall, after conInstruction Committee of the College, subm his campus, and after discussion with the it a Statement of Educational Policy and Program to the Faculty as a whole for discu Statement, together with an account of the ssion. The President shall present the 1t, as a report to the Board of Visitors and Faculty discussion of it and his response to Governors for its consideration. (d) The Chairman of the Instr uctio of the _Board of Visitors and Governors may n Committee shall, as he or the Chairman deem appropriate, report to the Board on mstruct1onal matt ers, and shall respond to such questions as the Board, through its Chairman, may direct to him. (2) The Deans. (a) Ther e is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the prog ram of instruction and for the general welfare of the students and for wha tever government of the students be necessary for the greatest possible attainme nt of aims of the program. Each Dean shall be. the Cha irma nof the Instruction Com In carrymg out his duties, each Dean shall mittee on the campus where he serves. consult regularly with the President and with the campus. Instr uctio n Committee and the othe r appropriate Faculty committees on that (b) The _Deans shall be appointed for term s of five years from among the Tutors by the V1s1tors and Governors on the reco mme ndation of the President after consultation with a special committee of seve n, four from the campus for which the Dean is being chosen and three from the othe r campus, selected from among themselves by the Tutors havi ng tenure. (c) A Dean shall be appointed from amon g the tutors who have themselves been_ appointed in accord with Article VI(3 ). If non-tenured, the appointee shall acquu~ tenure upon becommg Dean, in whic h case the provisions of Article Vl(3)(a) regardmg reap pom tmen t schedule s shall not apply. (d) To assist them in carrying out their dutie s, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. (f) During the absence of either Dean from the campus a Tutor with tenure named by him shall act for the Dean. (g) The Dean on each campus shall essary for the carrying out of his duues and appoint such committee~ _as may be necfor which no other prov1s1on 1s made. Article VI THE FACULTY: THETUTORS (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all pans of the St. John's Program. (2) The Tutors shall have aut honty • to recommend to the Visitors and Governors candidates for degrees on the resp ective campuses. (3) Appointment and Reappointment of Tuto rs. Tutors shall be appointed by the Visitors and Governors upon recomme ndation of The Pres1de_nt m accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach . (a) The schedule of regular appointment of Tutors on each campus shall be eithe r (i)(A) or (i)(B) below, to be decided be the Pres1_dent in accordance with the recommendation of the Dean and the Instr uction Committee on that campus where the Tutors so appointed shall teach: (i)(A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reap pointments shall be for _one Second and third reappomtments shall be for two and three years respective year. ly. (i)(B) New Tutors shall be appointed for two years unless they are ap ointed at mid-year, in which case the initial appointment shall be for a year . and a half. First and second reappointments shall be for two and three _years respectively. (ii) A Tuto r who has completed a three -year appomtment must eithe r be given a tenure appointment or not be reap pointed as Tutor. ~ Tuto r may, however, be given a tenure appointment as early as the conclusion _of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenu re appointment shall be initiated by the Dean and Inst ruct ion Committee, but not without the consent of the appointee, and shall not preJud1ce subsequent . cons idera tion for a tenure appointment. Tenure appo intm ents shall not cont mue beyond June 30th of the academic year in whic h a attracts in the age of 70. Tutors Eme riti shall retain their privileges and respons1b1hties in votmg at Faculty mee ting s. (iii) Befo re making recommendations to_ the President . on tenu re appointments the Dean on each campus shall cons ult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that appointment. (iv) A Tuto r, to be recommended for a tenur e _appomtment, mus t have served full-time at the campus where the recommendauon 1s to be made for the two years immediately preceding the year in which . that recommendation 1s made, the provisions of (ii) above notwithstanding. In ordmary cases, these two year s of service will be the second year of a twoyear appointment and the first year of a three-year appo mtm • ent. Th ese requirem • entt s may be waived by the Pres iden t on the reco mme ndat ion of the Dean and Instructio n Committee on that campus. �19 18 (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering non-tenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. (c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that his years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3) (a)(iv) prevail. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, but see (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (e) Visiting Tutors may be appointed for a term or a year. (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether his reappointment will be recommended to the Board of Visitors and Governors. If he is reappointed the President shall so notify him by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether his appointment will be recommended to the Board of Visitors and Governors. If he is appointed the President shall so notify him by July 31st of that same preceding year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor may have his appointment terminated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perform his teaching duties in a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before the President makes such a recommendation he shall advise the Tutor affected of his intention to do so, and the Tutor shall have the right to be heard by the Instruction Committee or, if he prefers, by another committee to be designated by the President for this purpose. (b) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the President that in the interest of instruction a Tutor be temporarily relieved of his duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It is understood that Tutors on such leave will not undertake full-time remunerative employment elsewhere and will return to the College. (a) Eligibility for sabbatical leave shall be upon the following conditions: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, provided he shall have completed the equivalent of seven full years of service to the College since his original appointment, or the equivalent of six full years of service since any previous sabbatical leave, and the sabbatical leave would not occur in the last two years of his tenure appointment. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than his regular salary. Sabbatical leave for a fraction of a year may not occur during the last two years of a Tutor's tenure appointment. (b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-sixth of the number of Tutors at that campus having tenure and not on full-time leave under the provisions of section (8) below, the President shall so notify the Board of Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. (c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; years; (ii) Those whose service has been continuous throughout those (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; �21 20 (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article VI(3)(d). (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon his application not later than January 1st. Article VIII THE FACULTY: THE ASSOCIATES (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (1) Associate members of the Faculty on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. The President shall have ultimate executive authority over the Associates. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College. (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (3)(d). priate. (2) Associates may be appointed Tutors under the provisions of Article VI (4) The Associates' Council may establish such committees as it deems appro- (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in Faculty meetings and all other College exercises. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. Article VII (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments_ of profesional members of the Library Staff shall be made upon the recommendation of the ... ibrarian to the Dean on each campus. THE FACULTY: THE VICE-PRESIDENTS FOR COLLEGE ADVANCEMENT AND THE TREASURERS (1) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relations, and alumni relations on their respective campuses. (2) The Vice-President for College Advancement on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (3) The Treasurers shall have charge, on their respective campuses, under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and property . transactions, and to receive and disburse funds, subject to the prov1s1ons of this Polity and other directions and arrangements pursuant thereto. (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with (c) The Directors of Student Activities and the Directors of Athletics. The Directors of Student Activities and the Directors of Athletics shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified Freshmen. (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. (f) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administration of financial aid programs. �23 22 nate between campuses. The Committee shall advise the President concerning Tutors' compensation and related matters; it shall make annual reviews of the College's statement of T utors' salaries and other compensation of Tutors and report to the Tutors and the President recommendations consequent upon the review. (g) The Directors of Placement. The Directors of Placement shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (b) Members of the Committee shall be elected annually on each campus for terms of three years in such a manner that the term of one member on each campus terminates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (h) Persons designated Associates under the provisions of Article I(3)(f) or of Article VII(3)(k) of this Polity as amended through April 20, 1985, whose offices are not specifically named in this Article, shall continue to be Associates until the expiration of their appointments to those offices. Article IX THE FACULTY: FACULTY COMMITTEES (1) The Instruction Committee (a) The Instruction Committee shares with its Chairmen responsibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The President shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campus the members of the Instruction Committee and the Dean as Chairman constitute the Instruction Committee of the College on that campus. The President sits ex officio with the Instruction Committee on each campus. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (c) If for any reason a member of the Instruction Committee is unable to serve for a part of his term, another Tutor shall be chosen to take his place for that part of the term. For this purpose the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (d) If the Instruction Committee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new Deans and after seeking the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpired terms. (2) The Tutors' Compensation Committee (a) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, whose chairmanship shall annually alter- - (3) The Library Committees. The President, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of the Committee, and the Librarian shall serve as Chairman. It shall be the duty of the Library Committees to assist the Librarians. in making the Libraries serve the ends of the College and its program; it shall be their duty to advise the Libranans in regard to Library policy and acquisitions. The Managers of the Bookstores may be invited to sit with the Committees. (4) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually at the first regular meeting of the academic session except in every third year, when one member shall be chosen. The President shall sit ex officio with both Committees. The Dean, one of the Assistant Deans, and the Treasurer on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings. landscaping of grounds, and all matters relating to the maintenance and development of the campus. (5) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (6) The Fellowship Committees. On each campus there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee. to inform students of fellowships for which they may be eligible, to assist them m applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (7) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. Article X THEFACULTY:FACULTYPROCEDURE (1 ) Procedure for Instructional Proposals. (a)(i) Any major proposal concerning matters of instruction affecting the College as a whole shall originate with the Dean and the Instruction Committee on . �24 25 / either campus, and the decision as to what proposals are not major shall require the concur rence of the Dean and the Instruction Committee on the other campus. In normal circum stances major proposals concerning instruc tion shall be formulated at the annual meeting of the Instruction Committee of the College. Written statements of such a proposal shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chairman of the Instruction Committee, either in his own person or through the other Dean as his representative. If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specifi ed therefor. If, after full discussion, a Tutor objects to the proposal and holds to his objectio proposal shall be submitted to vote of the Tutors at special Faculty meeting n, the s called by the President within a fortnight. In submitting the proposal to vote the Chairman of the Instruction Committee and the Dean on the other campus shall state whether it be a matter of confidence. The vote may then be taken and tallied by the President in such a fashion that the Tutors shall have recorded their decision acting as a whole. If the proposal be one that the Chairman of the Instruction Comm ittee and the other Dean have declared a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. If it be passed by majority vote, it shall become effective as of the date specified therefo r. For the confidence proced ure a quorum shall consist of three-fourths of all resident Tutors on each campus. and January only one regular meeting need be called. The President or, in his absence, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to preside. (b) Special meetings of the Faculty may be called upon due notice by the President, either at his own discretion or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. (e) Only Tutors may vote on instructional _ matters. All FacuLty membe rs may vote on all other matters not specifically restnct ed m the Polity. (3) The Secretary of the Faculty. At the last regular meeting of. an academic year the Faculty on each campus shall elect one of its members,. then m at least this third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the mmute s of such meetings, and shall collect and circulate reports of Faculty committees. Article XI (ii) Any proposal concer ning instruc tion that is not consid ered major shall originate with the Dean and the Instruction Committee on the campus where it is intended to be put into effect. It shall be presented by the Dean to the Faculty on that campus after obtaining the concurrence of the Dean and the Instruction Committee on the other campus that the proposal is minor and not major. The procedure set forth above for the approval or rejection of proposals shall be followed, except that it shall apply only on the campus concerned. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in his judgment such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Deans and the Instruction Committee shall continue in office. (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article V (2)(b). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Commi ttee on that campus shall consid er any recommendation concerning instruc tion and shall report to the Faculty within one year their proposal concerning it. They shall decide whether their proposal is a major proposal, and the procedure of Article X(l) shall apply. (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS-IN-RESIDENCE The Schola rs-in-R esidenc e and the Artists -in-Res idence shall be appoi_n ted from time to time by the Board of Visitors and Governors on the recomm endation of the President after consultation with the Dean and the Instruction Commi ttee on the campu s where the Scholars and Artists shall reside. Article XII THE STUDENTS (1) The primary responsibilities of the students are to study and to make themselves as competent as possible in all parts _of the St. Johns Program . Their advice and service shall be sought by the Faculty m such matters and in such ways as may best serve the general welfare of the College. (2) The students of St. John's College shall constitute the Student Polity of St. John's College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis. or Santa Fe may establish for itself a government which is representative of all polity members. The Dean. on each campus may delegate to the Student government a share of the respons1b1l1ty for the general welfare of the students and whatever government of the students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: (a) the management of funds available to the Student Polity; (b) the sanctioning of all student clubs, organizations, and activities, and �27 26 concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. their regulation, if necessary; (c) the representation of the students of St. John's College to the community outside the College; (d) the establishment and maintenance of formal channels of communication between the students and the Faculty; and (e) any other duties agreed upon by the students and the Dean. Article xm THE GRADUATE INSTITUTE (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chairman of the Instruction Committee, for the organization and supervision on his campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole the Director shall, in consultation with his fellow Director, be responsible to the Chairman of the Instruction Committee. Concerning matters limited to his own campus he shall be responsible to the Dean on his own campus. (b) Every three years, after consultation with his fellow director and the Committee for the Graduate Institute on his own campus, one of the Directors shall submit a Statement of Educational Policy and Program for the Graduate Institute to the Instruction Committee for discussion at its joint meeting. After making any revisions he deems appropriate, he shall submit it to the Faculty as a whole for discussion . (2) The Faculty of the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors of the Graduate Institute for summer appointment to teach in the Graduate Institute for one session. (b) During the summer term the Tutors of the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (4) Committees for the Graduate Institute. (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chairman. (c) Members of each Committee shall be appointed by the Director with the (5) Procedure for Instructional Proposals. (a) Major proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute and the Dean on his own campus. Such proposals shall be submitted to the Instruction Committee of the College; if approved, they shall come before the Faculty in accordance with Article X(l)(a)(i). (b) Proposals concerning instruction or policy that are not considered major shall originate with the Director on the campus where they are intended to be put into effect, after consultation with the Committee for the Graduate Institute and the Dean on that campus. Such proposals shall be submitted to the Instruction Committee on that campus; if approved, they shall come before the Faculty in accordance with Article X(l)(a)(ii). Article XIV THE ALUMNI ( 1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (2) The Alumni Association is the formal means by which alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, alumni share in the direction of that life. In these and other ways, alumni shall be given the opportunity to serve the College. (3) The College shall cooperate with the Alumni Association to enable alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Article XV THE STAFF (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. �28 (3) The Staff Council may establish such committees as it deems appropriate. Article XVI AMENDMENTS AND REVIEW (1) This Polity may be amended by a two-thirds vote of those members voting at any regular or special meeting of the Board, provided, however, that the amendment has been proposed by not fewer than ten percent of the members of the Board or a majority of the Polity Review Committee, and that the votes of no less than one-third of the members of the entire Board eligible to vote are in favor of such amendment, and further provided written notice of the proposed amendment has been given to members of the Board and to the Faculty not less than thirty days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the date of the Board meeting at which the amendment is to be considered. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. Twothirds vote of the entire Faculty in residence shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the Faculty in residence shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. Article XVII COMPLIANCE WITH LAW No prov1s1on of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. �26 28 (3) The Staff Council may establish such committees as it deems appropriate. Article XVI AMENDMENTS AND REVIEW (b) the sanctioning of all student clubs, organizations, and activities, and their regulation, if necessary; (c) the representation of the students of St. John's College to the community outside the College; (d) the establishment and maintenance of formal channels of communication between the students and the Faculty; and (e) any other duties agreed upon by the students and the Dean. (1) This Polity may be amended by a two-thirds vote of those members voting at any regular or special meeting of the Board, provided, however, that the amendment has been proposed by not fewer than ten percent of the members of the Board or a majority of the Polity Review Committee, and that the votes of no less than one-third of the members of the entire Board eligible to vote are in favor of such amendment, and further provided written notice of the proposed amendment has been given to members of the Board and to the Faculty not less than thirty days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the date of the Board meeting at which the amendment is to be considered. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. Twothirds vote of the entire Faculty in residence shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the Faculty in residence shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. Article XVII COMPLIANCE WITH LAW No prov1s1on of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. f o v ~ 1993 Article XIII THE GRADUATE INSTITUTE (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chairman of the Instruction Co mmittee, for the organization and supervision on his campus of the graduate p ro gram of instruction in the liberal ans and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole _the Director shall, in consultati_on with his fellow Director, be responsible to the Chairman of the Instrucuon Commmee. Concerning matters limited to his own campus he shall be responsible to the Dean on his own campus. (b) The Directors shall be appointed for terms of three years from among the Tutors by the Board of Visitors and Governors on the recommendation of the Pres ident, afte r consultation with the Deans and a special committee consisting of fou7: members, two from each campus, selected from among themselves by the Tutors havmg tenure . The Directors shall be Tutors of the Graduate Institute. (c) Every three years, after consultation with his fellow director and the Committee for the Graduate Institute on his own campus, one of the Directors shall submit a S tatement of Educational Policy and Program for the Graduate Institute to the. Instruction Committee for discussion at its joint meeting. After making any revisions he dee ms appropriate, he shall submit it to the Faculty as a whole for d iscussion. (2) The Faculty of the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate In stitute on that campus, and in accordance with the recommendation of the In structi on Committee on the same campus, shall recommend to the President Tutors of th e Graduate Institute for summer appointment to teach in the Graduate Institute for one session. (b) During the summer term the Tutors of the Graduate Institute on each campus sh all have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (4) Committees for the Graduate Institute: ~ ~ y -, �27 (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chairman. (c) Members of each Committee shall be appointed by the Director with the concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. (5) Procedure for Instructional Proposals. (a) Major proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute and the Dean on his own campus. Such proposals shall be submitted to the Instruction Committee of the College; if approved, they shall come before the Faculty in accordance with Article X(l)(a)(i). (b) Proposals concerning instruction or policy that are not considered major shall originate with the Director on the campus where they are intended to be put into effect, after consultation with the Committee for the Graduate Institute and the Dean on that campus. Such proposals shall be submitted to the Instruction Committee on that campus; if approved , they shall come before the Faculty in accordance with Article X(l)(a)(ii). Article XIV THE ALUMNI (1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (2) The Alumni Association is the formal means by which alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, alumni share in the direction of that life. In these and other ways, alumni shall be given the opportunity to serve the College. (3) The College shall cooperate with the Alumni Association to enable alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Article XV THE STAFF (1) Members of the Staff assist with the administratio n and maintenance of the College , performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. �. 28 (2) Members of the Staff on either campus may establis h for themsel ves a Staff Council for the purpose of better commun ication and understa nding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establis h and maintai n formal channel s of commu nication among the whole Staff and between the Staff and the appropr iate College Officers . The Treasur er on each campus shall review Staff employm ent regulati ons with the Staff Council and discuss with them any changes propose d. (3) The Staff Council may establis h such commit tees as it deems appropr iate. Article XVI AMENDMENTS AND REVIEW (1) This Po lity may be amende d by a two-thir ds vote of those member s voting at any regular or special meeting of the Board, provide d, howeve r, that the amendm ent has been propose d by not fewer than ten percent of the member s of the Board or a majority of the Polity R eview Commit tee, and that the votes of no less than one-thir d of the members of the entire Board eligible to vote are in favor of such amendm ent, and further provide d written notice of the propose d amendm ent has been given to members of the Bo ard and to the Faculty not less than thirty days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recomm endation with respect to the propose d amendm ent by the date of the Board meeting at which the amendm ent is to be conside red. (2) Amendm ents may be propose d at any regular meeting of either the Faculty in Annapo lis or the Faculty in S anta Fe upon petition of not less than ten percent of the member s on either campus . No such proposa l shall be acted upon earlier than the next regular meeting of the Faculty , whether in Annapo lis or in Santa Fe. Twothirds vote of the entire Faculty in residenc e sh all be required for approva l and the amendm ent shall not become effectiv e unless approve d by the Board in the manner set forth in Section (1) above. (3) Every fi ve years this Polity shall be reviewe d by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitt ed to one reg ular Faculty meeting and voted upon at the next regular Faculty meeting . A two-thirds vote of the Faculty in residenc e shall be required for approva l. Whatev er action is thus recomm ended by the Faculty shall be submitt ed to the Board for final decision in the manner set forth in Section (1) above. Article XVII COMPLIANCE WITH LAW No provisio n of this Polity shall be constru ed to contrave ne any applicab le federal or state l aw. If any provisio n is determi ned to contrave ne any such law, that provisio n shall be deemed not a pan of th.is Polity, and this Polity's remaini ng provisio ns shall remain in full force and effect. ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 1993 Description An account of the resource Charter and Polity of the College, amended and restated as of April 1993. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1993-04 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_1993 Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/538d8518f881db24b1567b9f41339227.pdf 988479ee31e9aa9d79fd5a00c781d08c PDF Text Text St. John 's Coll ege Charte r and Polity of the Colleg e Annapolis, Maryland Santa Fe, New Mexico Amende d and Restated as of July 1992 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �1 HISTORY St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents of St John's College. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make cenain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Chaner to authorize branches or extensions of the College. The Chaner was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Chaner. A Polity for the College was first suggested at a faculty meeting in 1943 by the Dean. A f acuity committee was elected and drafted a Polity which was then promulgated by the President. In April 1949 the Faculty elected a committee to revise the Polity. The resulting document was approved by the Faculty on April 9, 1950, and was adopted by the Board of Visitors and Governors on July 8, 1950. Subsequent quinquennial reviews were made by elected faculty committees, and desired amendments were recommended by the Faculty to the Board of Visitors and Governors. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970; February 18, 1972; October 25, 197S; January 24, 1976; November 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; and July 18, 1992. �2 3 CHARTER OF ST. JOHN'S COLLEGE establishing the said intended college. this General Assembly give and grant. and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the . name of "The Visitors and Governors of Saint John's College in the State of Maryland." and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October. 1744. by Stephen Bordley. Esq.. to Thos. Bladen. Esq.. then Governor. to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use. benefit and behoof of the said college and seminary of universal learning forever. WHEREAS. institutions for the liberal education of youth in the principles of virtue. knowledge and useful literature are of the highest benefit to society. in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life. both civil and religious. with usefulness and reputation. and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas. it appears to this General Assembly that many public spirited individuals. from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount. and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore. if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit. and this General Assembly. highly approving those generous exertions of individuals. are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination. who shall be freely admitted to equal privileges and advantages of education and to all the hterary honors of the college. according to their merit without requiring or enforcing any religious or civil test. or urging their attendance upon any. particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal. VicePnnc1pal or other Professor, Master or Tutor in said college on account of his particular religious profession. having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than forty-nine nor less than thirteen Visitors and Governors. to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided. however. that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community. corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase. have and enjoy to them and their successors in fee. or for any other less estate or estates. any lands, tenements. rents. annuities. pensions or other hereditaments by the gift. grant. bargain. sale, alienation. enfeoffment. release, confirmation. or devise of any person or persons. bodies politic or corporate capable to make the same. and such lands. tenements. rents, annuities. pensions or other hereditaments or any less estates. rights or interests of or in the same at their pleasure to grant. alien. sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money. and any kind, manner or portion of goods and chattels that shall be given. sold or bequeathed to them by any person or persons. bodies politic or corporate capable to make a gift. sale or bequest thereof and employ the same towards erecting. setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction. improvement and education of youth in the vernacular and learned languages. and generally in any kind of literature. arts and sciences. which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country. in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere · in all and all manner of suits, complaints, pleas. causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons. bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have. make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper. and to ascertain. fix and regulate the uses of both seals. by their own laws and the same seals or either of them to change. break. alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter. forever. shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal. a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences. and in the ancient and modem tongues and languages; and the said principal. vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; �4 - and by that name shall be capable of exerc1S1ng such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction. discipline and government of the said seminary and of all the students. scholars. ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid. and by these ordinances to appoint such a number of their own body not less than seven. as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal. vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science. be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose. have full power and authority to direct the principal. viceprincipal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both. the senior professor who may be present. shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be scaled with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the diffcrent professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees. or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination. but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers • . liberties and franchises in this Charter or Act of Incorporation granted. or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is 5 enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not. however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity. the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and bchoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branches in one or more states of the United States. - �6 7 Polity of St John's College Preamble Education is the making of men out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of men to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. In the Polity as hereinafter set forth the nouns "alumnus" and "alumni" and "man" and "men," e1'ther alone or in • compoun ds sueh as "ch airman • " an d "ch airmen, • " and the pronouns "he," "him," and "his," are to be taken as referring to persons whether male or female. St. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College. 1111111 1111111 1 1 .. �8 Article I THE COLLEGE (1) St. John's College is by its Charter a legal entity, carrying on its functions from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and vice-principal •of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." (a) The "principal" shall be the President, or if there are two Presidents, the Presidents. When 'president' is used in this Polity it shall mean: (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; (iii) with respect to actions under Article TT (12)(b) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii ), either President. (b) The "vice-principal" shall be the Dean who is serving as the Chairman of the Instruction Committee. (c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor - 9 Emeritus. Emeriti. Tutors who have completed their tenure appointments shall be Tutors (e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereinafter called Associates, who shall be on either campus, as the offices may be deemed necessary, the Registrar, the Librarian, the Director of Athletics, the Director of Student Activities, the Director of Admissions, the Director of Alumni Activities, the Director of Financial Aid, and the Director of Placement. (g) The "one learned body or faculty," composed of the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title The Faculty of St. John's College. (h) All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called The Faculty of the Graduate Institute. (j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when their class bas graduated, or b) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute, summer and winter, after the one in which they last enrolled. All who have ever been Alumni shall continue to be. (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (1) There shall be no discrimination at St. John's College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, on the basis of race, religion, age, sex, national origin, color, or physical handicap, discrimination in each case being understood in accordance with the proscriptions of federal law. (m) No one shall be employed by the College beyond June 30th of the academic year in which be reaches the age of 70, without the annual approval of the Board of Visitors and Governors. Article II VISITORS AND GOVERNORS (1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John's College's educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. �11 (2) Members. The Board of Visitors and Governors shall consist of not more than sixty members, comprising the President, the Deans, the Governors of Marylan d and New Mexico, ex officio, and fifty-four members, of whom forty-eight shall be elected by the entire Board and six shall be elected by the Alumni of the College, the manner and for the terms hereinafter provided. In recognition of meritori in ous service to the College, Visitors Emeriti may be elected to the Board who may attend all meetings of the Board, with voice in deliberation, but without vote. (3) Elections by the Board. At each annual meeting, the Board shall elect a. class of sixteen members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term at the meeting next following their election. The procedure for nomination and election shall be as follows: There shall be a Nominating Committee of four members of the Board appointed by the Chairman. The Chairman and the President shall sit with the committee, ex officio, when nominations to Board membership are being consider ed. The Nominating Committee shall recommend to each member of the Board in writing, not later than thiny days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, including each position as an officer of the Board. Additional nominations may made in writing, addressed to the Chairman, signed by at least five members of be the Board, prior to the date above provided for the repon of the Nominating Commit tee, and any such additional nominations shall be reported to the Board by the Commit tee at the time of its repon. Voting on nominations at annual meetings may be by ballot, each member present to vote for sixteen of the said nominees. In case the balloting results in for one or more positions, the Board shall determine the procedure to resolve thea tie No nominee for member or officer of the Board shall be deemed elected who has tie. not received the affirmative votes of at least a majority of the members present at the meeting. If there should be fewer than sixteen members in any class prior to the end of the term for such class, the vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. (4) Elections by the Alumni. Each year in the spring, three alumni shall be elected to membership for a term of three years, in such manner that there shall nine members of the Board elected by the alumni, consisting of three classes of be members each. Outgoing alumni members shall continue to serve until their two successors are elected. The Director of Alumni Activities shall request the Board of the Alumni Association to nominate at least one candidate for each vacancy. Additional candidates may be nominated by petition of any thirty alumni. All alumni shall be eligible to vote for the alumni members of the Board. Balloting will be conducted by mail by the Director of Alumni Activities. In the event that for any reason there should be fewer than two alumni members in any class prior to the end of the term of that class, the vacancy shall be filled by interim election, conducted in the same manner. Newly-elected alumni shall begin their term at the meeting next following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the students on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (7) Graduate Institute Director Representation at Board Meetings. Each Director of the Graduate Institute may attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberation, but without vote. (8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the students of the Graduate Institute on each campus to attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberation, but without vote. (9) Alumni Association Representation at Board Meetings. The President of Alumni association shall be invited to attend all regular sessions of the Board, with the voice in deliberation, but without vote. (10) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send two representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (11) Reelection. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term. (12) Meetings of the Board. (a) Regular meetings of the Board shall be held quanerly in either Annapolis or Santa Fe. The Spring meeting shall be called the annual meeting. The time and place of regular meetings shall be determined by the Chairman, in consulta tion with the President, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chairman, the Executive Committee, or any ten members of the Board, not less than seven days after the dispatch of written, faxed, or telegraphic notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special . meeting unless notice of such business bas been given, or has been waived as above provided. �12 13 (d) One third of the members of the Board shall constitute a quorum for the transaction of business. respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since. the previous meeting. (e) The Board in regular session is open to elected and ex officio members, to Visitors Emeriti, to Associates invited by the President, and to official representatives of the Faculty, Students, Graduate Institute, Alumni Association and Staff. Attendance at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restriction. The Chairman of the Board, in consultation with the President, shall determine whether any meeting or portion of a meeting shall be in regular, executive, or public session. (ii) The Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. (iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. (13) Officers of the Board. At each annual meeting the Board shall elect a Chairman, two Vice-Chairmen, and a Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. (14) Committees of the Board. (a) Executive Committee. The Chairman, the Vice-Chairmen, the Secretary, the Presidents, the Deans, and four other members chosen annually by the Board at the annual meeting shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delegated to some other committee, person, or persons. Seven members of the Executive Committee present at a meeting shall constitute a quorum for the transaction of business. (f) Audit Committee. There shall be an Audit Committee of five persons, including a Chairman, appointed by the Chairman of the Board. The Treasurers shall serve as non-voting Staff to the Committee. - (i) The Committee shall review in detail the annual report of the independent auditors and discuss audit findings with the auditors, unattended by employees of the College. (ii) The Committee shall meet with representatives of the independent auditors to the next audit to discuss scope and procedures and any other matters requiring special attention. (iii) The Committee shall discuss with College personnel any corrective action required as a result of the audit report. (b) Presidential Search Committee. There shall be a Presidential Search Committee to recommend the appointment of a President as provided in Article IV(2). (iv) The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. (c) Nominating Committee. There shall be a nominating Committee for membership of the Board and for officers of the Board as provided in Aniclc 11(3). (v) The Committee shall report to the Board annually on its review of the audit and shall bring to the attention of the Board any matters related thereto requiring Board action. (d) Visiting Committee. There shall be a Visiting Committee appointed by the Chairman. The Visiting Committee shall meet at least once annually with the Instruction Committee on each campus. The Visiting Committee shall discuss the Statement of Educational Policy and Program of the Chairman of the Instruction Committee and become acquainted with the aims of the College and bow they are being realized. (e) Finance Committee. There shall be a Finance Committee consisting of the Chairman, the Presidents, and the Treasurers of the College, ex officio, and six or more members appointed by the Chairman. The Chairman of the Board ahall appoint one of the members to be the Chairman of the Committee. In carrying out its functions the Committee may be divided into two working subcommittees, one on investments, one on budget, each with its Chairman. The Finance Committee shall have the following powers and duties: (i) The Finance Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by the Chairman of the Committee, with (g) Compensation Review Committee. There shall be a Compensation Review Committee of not more than five members, including a Chairman, appointed by the Chairman of the Board. (i) The Committee shall recommend to the Board policies for direct and indirect compensation of Tutors, Associate members of the Faculty, other Faculty members, and Staff at the College. It shall annually review the compensation policies and performance with respect to them and report the fmdings of this review to the Board. - (ii) The Committee shall recommend to the Board the compensation of the Presidents, Vice-Presidents for College Advancement, and Treasurers of the College. (iii) In matters of policy and compensation, the Committee shall consult the Presidents and the Chairman of the Finance Committee. (h) Polity Review Committee. There shall be a Polity Review Committee of �15 14 (1) There is delegated to the President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the College, and the President, in tum, may delegate his authority. not more than five members appointed by the Chairman every fifth year. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairmen of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the .adoption of the report by the Faculty. There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the campus of which he is President, and the President, in tum, may delegate his authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, ·on matters of common concern. (i) Other Committees. The Chairman may appoint such other standing or special committees of the Board as he may deem desirable or which the Board may request. (j) Former members of the Board and Visitors Emeriti may be appointed by the Chairman to serve on Committees at his discretion. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors, at least one of whom is an alumnus, the Deans, and one Tutor having tenure from each campus elected by the Faculty on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty and the Instruction Committee. (k) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (1) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Nominating and Executive Committees, but without vote. (3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply. (m) Whenever a Capital Campaign is in progress, its Chairman shall be an ex-officio voting member of the Finance and Executive Committees. (15) Execution of Contracts, Transfer of Securities, Etc. or more, notes, deeds, negotiable instruments, documents on behalf of persons, of whom one and of whom the other campus concerned. (4) The President and persons to whom he delegates bis authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. All contracts of $50,000 leases, mortgages, releases, bonds for security or indemnity, stock certificates, transfers, and powers, and like papers and the College or the Endowment Funds shall be executed by two shall be the President, the Chairman, or the Vice-Chairman, shall be the Secretary of the Board or the Treasurer of the (5) There shall be a Financial Committee on each campus consisting of the President as Chairman, the Dean and Treasurer of the campus, and other members the President may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. (16) Signing of Checks, Drafts, Etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (15) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. (6) The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of his duties and for which no provision is made under Article IX. Article Ill THEFACULTY The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College-th e President, the Deans, the other Tutors, the Tutors Emeriti the Vice-Presidents for College Advancement, the Treasurers, and the Associate s-"powers and authorities" for the "instruction, discipline, and government" of the College. Article IV THEFACULTY: THE PRESID ENT - (7) If in the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the fmancial . difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. , �17 16 (f) During the absence of either Dean from the campus a Tutor with tenure named by him shall act for the Dean. Article V (g) The Dean on each campus shall appoint such committees as may be necessary for the carrying out of his duties and for which no other provision is made. THE FACULTY: THE CHAIRMAN OF THE INSTRUCTION COMMITI'EE AND THE DEANS (1) The Chairman of the Instruction Committee. Article VI (a) There is delegated to the Chairman of the Instruction Committee responsibility and authority for the organization of the program of instruction in the liberal ans that is followed by the Tutors and the Students. THE FACULTY: THETUTORS (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (b) The Deans shall serve alternately, for a term of one year, as Chairman of the Instruction Committee. (2) The Tutors shall have authority to recommend to the Visitors and Governors candidates for degrees on their respective campuses. (c) Each year the Chairman of the Instruction Committee shall, after consultation with the Instruction Committee on his campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The President shall present the Statement, together with an account of the Faculty discussion of it and his response to it, as a report to the Board of Visitors and Governors for its consideration. (3) Appointment and Reappointment of Tutors. Tutors shall be appointed by the Visitors and Governors upon recommendation of the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. (a) The schedule of regular appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach: (i)(A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappointments shall be for one year. Second and third reappointments shall be for two and three years respectively. (i)(B) New Tutors shall be appointed for two years unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond June 30th of the academic year in which a Tutor attains the age of 70. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meetings. (d) The Chairman of the Instruction Committee shall, as he or the Chairman of the Board of Visitors and Governors may deem appropriate, report to the Board on instructional matters, and shall respond to such questions as the Board, through its Chairman, may direct to him. (2) The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the program of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greatest possible attainment of aims of the program. Each Dean shall be the Chairman of the Instruction Committee on the campus where he serves. In carrying out his duties, each Dean shall consult regularly with the President and with the Instruction Committee and the other appropriate Faculty committees on that campus. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the• recommendation of the President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors having tenure. (iii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above notwithstanding. In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and Instruction Committee on that campus. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accord with Article Vl(3). If non-tenured, the appointee shall acquire tenure upon becoming Dean, in which case the provisions of Article Vl(3)(a) regarding reappointment schedules shall not apply. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. 1 �19 18 (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. .Procedures for considering non-tenure appointments differ from those for cons1denng tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. (c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that his years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3) (a)(iv) prevail. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, but see (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (e) Visiting Tutors may be appointed for a term or a year. (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether his reappointment will be recommended to the Board of Visitors and Governors. If be is reappointed the President shall so notify him by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether his appointment will be recommended to the Board of Visitors and Governors. If he is appointed the President shall so notify him by July 31st of that same preceding year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor may have his appointment terminated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perform bis teaching duties in a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before the President makes such a recommendation he shall advise the Tutor affected of his intention to do so, and the Tutor shall have the right to be heard by the Instruction Committee or, if he prefers, by another committee to be designated by the President for this purpose. (b) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the President that in the interest of instruction a Tutor be temporarily relieved of his duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. (7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It is understood that Tutors on such leave will not undertake full-time . remunerative employment elsewhere and will return to the College. (a) Eligibility for sabbatical leave shall be upon the following conditions: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, provided he shall have completed the equivalent of seven full years of service to the College since his original appointment, or the equivalent of six full years of service since any previous sabbatical leave, and the sabbatical leave would not occur in the last two years of his tenure appointment. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or frac tional year shall be determined by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than his regular salary. Sabbatical leave for a fraction of a year may not occur during the last two years of a Tutor's tenure appointment. (b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-sixth of the number of Tutors at that campus having tenure and not on full-time leave under the provisions of section (8) below, the President shall so notify the Board of Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. (c) If in a year there arc more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; years; (ii) Those whose service has been continuous throughout those (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; �21 20 (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article VI(3)(d). (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon his application not later than January 1st. Article VIII THE FACULTY: THE ASSOClATES (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (1) Associate members of the Faculty on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. The President shall have ultimate executive authority over the Associates. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College. (3)(d). (2) Associates may be appointed Tutors under the provisions of Article VI (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full panicipation in Faculty meetings and all other College exercises. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. Article VII (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus. THE FACULTY: THE VICE-PRESIDENTSFOR COLLEGE ADVANCEMENT AND THE TREASURERS priate. (4) The Associates' Council may establish such committees as it deems appro- (1) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relations, and alumni relations on their respective campuses. (c) The Directors of Student Activities and the Directors of Athletics. The Directors of Student Activities and the Directors of Athletics shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (2) The Vice-President for College Advancement on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the Faculty on that campus. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified Freshmen. (3) The Treasurers shall have charge, on their respective campuses under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and property ttransactions, and to receive and disburse funds, subject to the prov1s1ons of this Pohty and other directions and arrangements pursuant thereto. (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. (f) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administration of financial aid programs. �22 (g) The Directors of Placement. The Directors of Placement shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (h) Persons designated Associates under the provisions of Article 1(3)(f) or of Anicle Vll(3)(k) of this Polity as amended through April 20, 1985, whose offices are not specifically named in this Article, shall continue to be Associates until the expiration of their appointments to those offices. Article IX THE FACULTY: FACULTY C O M M I T T E E S (1) The Instruction Committee (a) The Instruction Committee shares with its Chairmen responsibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The President shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campus the members of the Instruction Committee and the Dean as Chairman constitute the Instruction Committee of the College on that campus. The President sits ex officio with the Instruction Committee on each campus. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. (c) If for any reason a member of the Instruction Committee is unable to serve for a pan of his term, another Tutor shall be chosen to take his place for that part of the term. For this purpose the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (d) If the Instruction Committee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new Deans and after seeking the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpired terms. (2) The Tutors' Compensation Committee (a) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, whose chairmanship shall annually alter- 23 nate between campuses. The Committee shall advise the President concerning Tutors' compensation and related matters; it shall make annual reviews of the College's statement of Tutors' salaries and other compensation of Tutors and report to the Tutors and the President recommendations consequent upon the review. (b) Members of the Committee shall be elected annually on each campus for terms of three years in such a manner that the term of one member on each campus terminates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (3) The Library Committees. The President, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of the Committee, and the Librarian shall serve as Chairman. It shall be the duty of the Library Committees to assist the Librarians in making the Libraries serve the ends of the College and its program; it shall be their duty to advise the Librarians in regard to Library policy and acquisitions. The Managers of the Bookstores may be invited to sit with the Committees. (4) The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually at the first regular meeting of the academic session except in every third year, when one member shall be chosen. The President shall sit ex officio with both Committees. The Dean, one of the Assistant Deans, and the Treasurer on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (5) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (6) The Fellowship Committees. On each campus · there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (7) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. Article X THE FACULTY: FACULTY PROCEDURE (1) Procedure for Instructional Proposals. (a)(i) Any major proposal concerning matters of instruction affecting the College as a whole shall originate with the Dean and the Instruction Committee on �24 25 either campus, and the decision as to what proposals are not major shall require the concurrenc e of the Dean and the Instruction Committee on the other campus. In normal circumstances major proposals concerning instruction shall be formulated at the annual meeting of the Instruction Committee of the College. Written statements of such a proposal shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chairman of the Instruction Committee, either in his own person or through the other Dean as his representative. If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specified therefor. If, after full discussion, a Tutor objects to the proposal and holds to his objection, the proposal shall be submitted to vote of the Tutors at special Faculty meetings called by the President within a fortnight. In submitting the proposal to vote the Chairman of the Instruction Committee •and the Dean on the other campus shall state whether it be a matter of confidence. The vote may then be taken and tallied by the President in such a fashion that the Tutors shall have recorded their decision acting as a whole. If the proposal be one that the Chairman of the Instruction Committee and the other Dean have declared a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. If it be passed by majority vote, it shall become effective as of the date specified therefor. For the confidence procedure a quorum shall consist of three-fourths of all resident Tutors on each campus. (ii) Any proposal concerning instruction that is not considered major shall originate with the Dean and the Instruction Committee on the campus where it is intended to be put into effect. It shall be presented by the Dean to the Faculty on that campus after obtaining the concurrence of the Dean and the Instruction Committee on the other campus that the proposal is minor and not major. The procedure set forth above for the approval or rejection of proposals shall be followed, except that it shall apply only on the campus concerned. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in his judgment such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Deans and the Instruction Committee shall continue in office. (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article V (2)(b). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Committee on that campus shall consider any recommendation concerning instruction and shall report to the Faculty within one year their proposal concerning it. They shall decide whether their proposal is a major proposal, and the procedure of Article X(l) shall apply. (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December and January only one regular meeting need be called. The President or, in his absence, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to preside. (b) Special meetings of the Faculty may be called upon due notice by the President, either at his own discretion or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. (e) Only Tutors may vote on instructional matters. All Faculty members may vote on all other matters not specifically restricted in the Polity. (3) The Secretary of the Faculty. At the last regular meeting of an academic year the Faculty on each campus shall elect one of its members, then in at least his third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circulate reports of Faculty committees. Article XI THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS-IN-RESIDENCE The Scholars-in-Residence and the Artists-in-Residence shall be appointed from time to time by the Board of Visitors and Governors on the recommendation of the President after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall reside. Article XII THE STUDENTS (1) The primary responsibilities of the students are to study and to make themselves as competent as possible in all parts of the St. John's Program. Their advice and service shall be sought by the Faculty in such matters and in such ways as may best serve the general welfare of the College. (2) The students of St. John's College shall constitute the Student Polity of St. John's College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis or Santa Fe may establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the students and whatever government of the students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: (a) the management of funds available to the Student Polity; (b) the sanctioning of all student clubs, organizations, and activities, and �26 concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. their regulation, if necessary; (c) the representation of the students of St. John's College to the community outside the College; (d) the establishment and maintenance of formal channels of communication between the students and the Faculty; and (e) any other duties agreed upon by the students and the Dean. Article XIII THE GRADUA1E INSTITUTE (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chairman of the Instruction Committee, for the organization and supervision on his campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole the Director shall, in consultation with his fellow Director, be responsible to the Chairman of the Instruction Committee. Concerning matters limited to his own campus he shall be responsible to the Dean on his own campus. (b) Every three years, after consultation with his fellow director and the Committee for the Graduate Institute on his own campus, one of the Directors shall submit a Statement of Educational Policy and Program for the Graduate Institute to the Instruction Committee for discussion at its joint meeting. After making any revisions he deems appropriate, he shall submit it to the Faculty as a whole for discussion . (2) The Faculty of the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors of the Graduate Institute for summer appointment to teach in the Graduate Institute for one session. (b) During the summer term the Tutors of the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (4) 27 Committees for the Graduate Institute. (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chairman. (c) Members of each Committee shall be appointed by the Director with the (5) Procedure for Instructional Proposals. (a) Major proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute and the Dean on his own campus. Such proposals shall be submitted to the Instruction Committee of the College; if approved, they shall come before the Faculty in accordance with Article X(l)(a)(i). (b) Proposals concerning instruction or policy that arc not considered major shall originate with the Director on the campus where they arc intended to be put into effect, after consultation with the Committee for the Graduate Institute and the Dean on that campus. Such proposals shall be submitted to the Instruction Committee on that campus; if approved, they shall come before the Faculty in accordance with Article X(l)(a)(ii). Article XIV THE ALUMNI (1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (2) The Alumni Association is the formal means by which alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, alumni share in the direction of that life. In these and other ways, alumni shall be given the opportunity to serve the College. (3) The College shall cooperate with the Alumni Association to enable alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Article XV THE STAFF (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. �28 (3) The Staff Council may establish such committees as it deems appropriate. Article XVI AMENDMENTS AND REVIEW (1) This Polity may be amended by a two-thirds vote of those members voting at any regular or special meeting of the Board, provided, however, that the amendment has been proposed by not fewer than ten percent of the members of the Board or a majority of the Polity Review Committee, and that the votes of no less than one-third of the members of the entire Board eligible to vote are in favor of such amendment, and further provided written notice of the proposed amendment has been given to members of the Board and to the Faculty not less than thirty days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the date of the Board meeting at which the amendment is to be considered. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty, whether in Annapolis or in Santa Fe. Twothirds vote of the entire Faculty in residence shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the Faculty in residence shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. Article XVII COMPLIANCE WITH LAW No provision of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 1992 Description An account of the resource Charter and Polity of the College, amended and restated as of July 1992. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1992-07 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_1992 Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/60f95899ae05a24f7b6e357525a8b61f.pdf eec77ca9515c61f8e8433b0532178edf PDF Text Text �St. John's College Library Annapolis, Marvland ST. JOHN'S COLLEGE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO APRIL 1987 Founded as King William's School, 1696, Chartered as St. John's College, 1784 �HISTORY St. John's College was founded in 1696 as King William 's School in accorda nce with a Petition ary Act for free-sch ools of t he General Assembl y of the Colony of Marylan d. Followin g the Revolut ionary War, the General Assembl y of the new State of Maryland granted a Charter to St. John's College pursuan t to and a s a part of Chapter 37 of the Laws of Marylan d of 1784. This Charter was subsequ ently amended by the General Assembl y through Resolut ion No. 41 of 1832. The Visitor s and Governo rs of St. John's College in 1950 r evised the Charter to elimina te extraneo us and obsolet e matter a nd to make certain other amendme nts consist ent with present r equirem ents and conditio ns. It was the opinion of the Attorne y General of Marylan d that the origina l Charter of the College was s ubjec t to the general Corpora tion Laws of Marylan d and might a ccordin gly be amended by the Visitor s and Governo rs, pursuan t to t hese laws, without legisla tive action by the General Assembl y. Subsequ ent amendme nts were made in 1961, in 1963, in 1965, in 1 970 , and in 1975. When the decision was reached to establis h a second St. J ohn ' s College in Santa Fe , New Mexico, amendme nts were made to t he Charter to authori ze branche s or extensio ns of the College . The Charter was then filed with the Corpora tions Commiss ion of the State of New Mexico as a foreign corpora tion. The College was thus empower ed to grant degrees in New Mexico under the p rovision s of its Marylan d Charter . A Polity for the College was first suggest ed at a faculty meeting in 1943 by the Dean. A faculty committ ee was elected and d rafted a Polity which was then promulg ated by the Preside nt. In April 1949 the Faculty elected a committ ee to revise the Polity. The resultin g documen t was approve d by the Faculty on April 9, 1 950, and was adopted by the Board of Visitor s and Governo rs on J uly 8, 1950. Subsequ ent quinque nnial reviews were made by elected faculty committ ees, and desired amendme nts were recomme nded by the Faculty to the Board of Visitor s and Governo rs. The Polity was thus amended at regular meeting s of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; and April 19, 1986. Other amendme nts were adopted by the Board at regular meeting s on February 22 and Decembe r 9, 1961; February 23 and Septemb er 28, 1963; October 3, 1970; Februar y 18, 1972; October 25, 1975; January 24, 1976; Novembe r 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; and April 11, 1987. 1 �CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal educat i on of youth i n the principles of virtue, knowledge and useful li terature ar e o f the highest benefit to society, in orde r to train up and perpetuate a succession of able and honest men fo r di schargi ng the various offices and duties of life, both civi l and re l ig ious , with usefulness and reputation, and such institut ions of lea rni ng have accordingly been promoted and encouraged by the wi sest and best regulated States; And whereas, it appears t o this Gene ral Assembly that many public spirited individuals , from a n ear nest desire to promote the founding a col lege or seminary of lea rn i n g on the Western Shore of this State have subscri bed and procur e d subscriptions to a considerable amount , and th ere is r easo n to believe that very large additions will be obta ined to the same throughout the different counties of the said Shore, i f t hey we re made capable in law to receive and apply the same towa rds founding and carrying on a college or general s eminary of learning with such salutary plan and with such legisla tiv e assistance and direction as the General Assembl y might t hink fi t, and this General Assembly, highly approving tho se gene rou s exertions of individuals, are desirous to embrace the pre s ent favorable occasion of peace and prosper ity for making las t ing provision for the encouragement and advancement of all us eful knowledge and literature through every part of this State ; BE IT ENACTED: II. That a college or general seminary o f learn ing by the name of "St. John's College " be establ ished on the s aid Western Shore upon the following fundamenta l and invio l a ble princ iples; namely, first, the said college shall be found ed and main tained forever upon a most liberal plan for the benefi t of youth of every religious denomination, who shall be freel y admitted to equal privileges and advantages of education and to all th e literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urg ing their attendance upon any particular religious worship or serv ic e other than what they have been educated in or ha v e the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice Principal or other Professor, Master or Tutor in said college on account of his particular religious profess ion, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than fort y -nine nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon _as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said college by the name of "The Visitors and Governors of Saint John's College in the State of Maryland, and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq. to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any _lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in 2 3 �all and all manner of su it s, comp l a int s, pleas, causes, matters and demands of whatsoeve r kind, natu re or form they be and ·all and every other matter and thing t here in to do in as full and effectual a manner as any other perso n or persons, bodies politic or corporate within this State or any o f the United States of America in like cases may or can do. X. That the - said Visitors and Gove rnors and their successor s shall have fu l l power and aut hority to have, make and use one common and public seal and l ikew i s e one privy seal with such devices and inscriptio ns as th ey shall think proper, and to ascertain , fix and regulate the uses of bo th seals, by their own laws and the same sea l s or either of th e m to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successor s from time to time and at all times hereafter , forever, shall have full power and author i t y to c onstitute and appoint in such manner as they shall think best and mo st convenien t, a principal , a vice-prin cipal of t h e sa i d college and professor s with proper tutors and assistant s for instructi ng the students and scholars of the said seminary in al l the liberal arts and sciences, and in the ancient and modern tongues and languages ; and the said principal , vice-prin cipa l and professor s so constitut ed and appointed from time to time shall be known and distingui shed forever as one learned body or faculty by the name of "The Principal , Vice-Prin cipa l and Professor s of St. John's College"; and by that name s hall be capable of exercisin g such powers and authoriti es as the Visitors and Governors of the said college and their successor s shall by th e ir ordinance s think necessary to delegate to them for t h e i ns truction, disciplin e and governmen t of the said seminary and of a l l the students, scholars, ministers and servants be lo ng ing to the same. XIV. That a majority of t h e sai d Vi s itors and Governors for the time being and duly assembled a t any mee ting upon due notice given to the whole body of Vi si t ors and Go v e rnors shall have full power and authority to make fundamen tal ord inanc es for the governmen t of the said college and the instructi o n of youth as aforesaid , and by these ordinance s to appo int such a number of their own body not less than seven, as t h e y may think proper for transacti ng all general and necessary busin e ss of the said seminary and making temporary ru l es for th e governmen t of the same; and also by the said fundamen tal ordi n ances to delegate to the principal , vice-prin cipal and profess or s such powers and authoriti es as they may think best for the sta ndin g governmen t of the said seminary and of the execution o f t he ordinanc es and rules of the same; provided always that t h e y be not repugnant to the form of governmen t of any law of th i s State. XV. And for animating and encourag i ng the students of said college to a laudab l e diligence , industry a nd progres s in useful literatur e and science, be it enacted t hat t h e s ai d Visito r s and Governors and their successor s shall b y a wr i t te n ma n date u n der their privy seal and the hand of someone of the Vi s it o r s an d Governors to be chosen annually as their President , according to the ordinance to be made for that purpose, have full power and authority to direct the principal , vice-prin cipal and professor s to hold public commencem ents either on stated annual nary or occasiona lly as the future ordinance s of the said seminary may direct and at such commencem ents to admit any of the students in the said college or any other persons meriting the same (whose . names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties , arts and sciences and liberal professio ns to which persons are usually admitted in other colleges or universit ies in America or Europe; And it is hereby enacted that the principal , or in the case of his death or absence, the vice-prin cipal, and in case of the death or absence of both, the senior professor who may be present, shall ma~e ~ut and sign with his name diplomas or certifica tes of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporati on or college and delivered to the graduates as honorable and perpetual testimoni als of such admission ; which diplomas, if thought necessary _for doing greater honor to such graduates , shall also be signed with the names of the different professor s or as many of them as can convenien tly s i gn the same; prov i ded always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinance s which shall be from time to time made by the Visitors and Governors of the said college and their successor s with an account of their other proceedin gs and of the managemen t of the estate and moneys committed to their trust, . shall when required be laid before the General Assembly for their i nspection and examinati on, but in case at any time tereafter through oversight , or otherwise through misappreh ension and mistaken construct ions of the powers, liberties and franchise s in this Charter or Act of Incorpora tion granted, or intended to be granted, any ordinance should be made by the said corporati on of Visitors and Governors or any matters done and transacte d by the corporati on contrary to the tenor hereof, it is enacted that although such ordinance s, acts and doings shall in themselve s be null and vo i d, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpret ed or adjudged into an avoidance or forfeitur e of this Charter and Act of Incorpora tion, but the same shall be and remain unhurt, inviolate and entire unto the said corporati on of Visitors and Governors in perpetual successio n; and all their acts conformab le to the powers, true intent and meaning hereof shall be and remain i n full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithst anding. XVII. That this Charter and Act of Incorpora tion and every part thereof shall be good and available i n all things in the law according to the true intent and meaning thereof, and shall be construed , reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said 4 5 �Visitors and Governors and their successo rs, so as most effectually to answer the valuable end of this Act of Incorporatio n towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branches in one or more states of the United States. In the Polity as hereinafter set forth the nouris "alumnus" and "alumni" and "man" and "men", either alone or in compounds such as "chairman" and "chairmen", and the pronouns "he", "him", and "his", are to be taken as referring to persons whether male or female. 6 7 �Article I THE COLLEGE Polity of st. John's College Preamble Education is the making of men o ut of children by bringing them into the world of inherited customs,. intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the mora l and intellectual powers of men to enable them to fulfill be st their freely_ chosen tasks and thus to take their own re sponsible_part in shaping the future. St. John's College is a community of learning committed to holding these ends c onstantly in sight and to seeking the best means of attaining them. st. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be fo und. It is concerned with the unity of knowledge, an understanding of the great issues faced by men, and the mo r a l foundations_ o n which the conduct of men's lives can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after con sultation with t he Faculty, do ordain and establish this Poli ty for St. John 's College. (1) St. John's College is by its Charter a legal entity, carrying on its functions in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Students, the Graduate Institute, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and vice-principal of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal, Vice-Principal, and Professors of St. John's College'; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." (a) The "principal" shall be the President, or if there are two Presidents, the Presidents. When 'president' is used in this Polity it shall mean: (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article IV (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; (iii) with respect to actions under Article II (12)(b) or actions or procedures involving the entire College under Article IX (l)(a)(i) and Article IX (l)(a) (iii), either President. 8 9 �(bl The "vice-principal" shall be the Dean who is serving as the Chairman of the Instruction Committee. (cl There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor Emeritus. Tutors who have completed their tenure appointments and are no longer teaching shall be Tutors Emeriti. being understood in accordance with the proscriptions of federal law. (ml No one shall be employed by the College beyond June 30th of the academic year in which he reaches the age of 70, without the annual approval of the Board of Visitors and Governors. (e) There shall be Vice-Presidents for Co llege Advancement and Treasurers. (fl There shall be Associate members of the Faculty, hereinafter called Associates, who shall be on eithe r campus, as the offices may be deemed necessary, the Registrar, the Librarian, the Director of Athletics, the Director of Student Activities, the Director of Admissions, the Directo r of Alumni Activities, the Director of Financial Aid, and the Director of Career Counseling. (g) The "one learned body or faculty," composed of th e President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title The Faculty of St. John's College. (hi All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called The Faculty of the Graduate Institute. (j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when their class has graduated, or b) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute, summer and winter, after the one in which they last enrolled. All who have ever been Alumni shall continue to be, (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (1) There shall be no discrimination at St. John's College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, on the basis of race, religion, age, sex, national origin, color, or physical handicap, discrimination in each case Article II VISITORS AND GOVERNORS (1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John's College's educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. (2) Members. The Board of Visitors and Governors shall consist of not more than sixty members, comprising the President, the Deans, the Governors of Maryland and New Mexico, ex officio and fifty-four members, of whom forty-eight shall be elected by the entire Board and six shall be elected by the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, Visitors Emeriti may be elected to the Board who may attend all meetings of the Board, with voice in deliberation, but without vote. (3) Elections by the Board. At each annual meeting, the Board shall elect a class of sixteen members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term at the meeting next following their election. The procedure for nomination and election shall be as follows: There shall be a Nominating Committee of four members of the Board appointed by the Chairman. The Chairman and the President shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places_to be filled by such election, including each position as an officer of the Board. Additional nominations may be made in writing, addressed to the Chairman, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. 10 11 �Voting on nominatio ns at annual meetings may be by ballot, In each member present to vote for sixteen of th e said nominees. , positions more case the balloting results in a tie for one or No the Board shall determine the procedure to resolve the tie. nominee for member or officer of the Board shal l be deemed elected who has not received the affirma tive vot es of at least a majority of the members present at the meeting. If there should be fewer than si xte en members in any class prior to the end of the term for such class, the vacancy may be filled pursuant to the procedure provided above for regular elections , except that the election may take place at any regular meeting. A member elected to fill any such vac ancy shall hold office for the remainder of the term of th e class in which such vacancy occurred. (4) Elections by the Alumni. Each year in the spring, two alumni shall be elected to membersh ip fo r a term of three years, in such manner that there shall be six members of the Board elected by the alumni, consistin g of three classes of two members each. Outgoing alumni members shall continue to serve until their successor s are elected. The Director of Alumni Activitie s sha ll request the Board of the Alumni Associati on to nominate at least one candidate for each vacancy. Additiona l candidate s may be nominated by petition of any thirty alumni. All alumni shall be elig ible to vote for the alumni members of the Board. Balloting will be conducted by mail by the Director of Alumni Activitie s. In the event that for any reason there should be fewer than two alumni members in any class prior to the end of the term of that class, the vacancy shall be filled by interim election, conducted in the same manner. Newly-ele cted alumni shall begin their term at the meeting next following the annual meeting of the Board. Faculty Represen tation at Board Meetings. Three (5) members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberat ion, but without vote. Student Represen tation at Board Meetings. Two students (6) shall be elected by the students on each campus to attend al l regular sessions of the Board on the campus to which they belong, with voice in deliberat ion, but without vote. (7) • Graduate Institute Director Represen tation at Board Each Director of the Graduate Institute may attend all Meetings. regular sessions of the Board on the campus to which he belongs, with voice in deliberat ion, but without vote. (8) Graduate Institute Student Represen tation at Board Meetings. A student of the Graduate Institute shall be elected by the students of the Graduate Institute on each campus to attend all regular sessions of the Board on the campus to which he belongs, with voice in deliberat ion, but without vote. (9) Alumni Associati on Represen tation at Board Meetings. The President of the Alumni associati on shall be invited to attend all regular sessions of the Board, with voice in deliberat ion, but without vote. (10) Staff Represen tation at Board Meetings. The Staff on each campus shall be invited to send two represent atives to all regular sessions of the Board at that campus, with voice in deliberat ion, but without vote. (11) Reelectio n. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecuti ve terms, but may, after a second consecuti ve term, be reelected to membersh ip at the annual meeting in the year following the expiratio n of the member's second term. (12) Meetings of the Board. (a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe. The Spring meeting shall be called the annual meeting. The time and place of regular meetings shall be determine d by the Chairman, in consultat ion with the President , and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President , the Chairman, the Executive Committee , or any ten members of the Board, not less than seven days after the dispatch of written or telegraph ic notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendmen ts), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. (d) Twelve members of the Board present at a meeting shall constitut e a quorum for the transacti on of business. (e) The Board in regular session is open to elected members, to Visitors Emeriti, to Associate s officio ex and invited by the President , and to official represent atives of the Faculty, Students, Graduate Institute , Alumni Associati on and Staff. Attendanc e at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restrictio n. The Chairman of the Board, in consultat ion with the President , shall determine whether any 12 13 �meeting or portion of a meeting shal l be in regular, executive, or public session. (13) Officers of the Board. At e ach annual meeting the Board shall elect a Chairman, two Vice- Chairme n, and a Secretary , to hold office until the next annual meet ing or unti l the ir successors are elected. Vacancies i n any such offices may be filled at any regular meeting, or a ny special meeti ng c alled f or that purpose. Such officers shall p e rform th e customa ry dutie s of such offices, and such other dut ies as th e Board may from t i me to time direct. (14) • (ii) The Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. Committees of the Board . Executive Committee. The Cha irma n, the Vice(a) Chairmen, the Secretary, the Presi dent, the Deans, and four oth er members chosen annually by the Board at th e an nual meeting shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, t h e Executive Comm ittee may act for the Board, except in those ma tt e rs expres s ly de l e gated to some other committee, person, or persons. Seve n members of the Executive Committee present at a meeting sha ll cons titute a quorum for the transaction of bus i nes s. (b) Presidential Searc h Committee . There shall be a Presidential Search Committee to recommend the appoin tment of a President as provided i n Artic l e I I I(2). (c) Nominating Commi ttee. There sha ll be a nomina ti n g Committee for membership of the Board a nd for office r s of the Board as provided in Article II ( 3). (iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. • (d) Visiting Committee. Ther e s hall be a Visiting Committee of not more than ten persons a ppo inted by th e Chairman. There shall be an eastern and a western Co-C ha irman of the Visiting Committee, and the Committee ' s me mb er s hip shal l i nc l ude an equal number of members from the t wo sect ions of the co u ntry. Each half of the Visiting Committee sha ll ma k e at least one visit to the campus in its area each y ear to repo r t to the Board on how well the aims of the College are being rea li zed . Each half of the Visiting Committee shall meet at least once annually with the Instruction Committee on the campus i n it s a r ea to discuss the Statement of Educat i onal Pol i c y a nd Program of th e Chairman of the Instruction Committee and to acquain t th emse lves with other educational matters. Finance Commit t ee. There sha ll be a Finance (e) Committee consisting of the Ch a i r man, t h e Pr e s i den t, and the off i c i o , and s i x members appointed Treasurers of the College, by the Chairman. The Chairman of the Board s h a ll appoint one of In carrying out the members to be the Chairman o f th e Committee. its functions the Committee may be d i vided int o t wo working subcommittees, one on investments , one on budget , e ac h with it s Chairman. The Fi nance Committee shall have the foll ow ing po wers and duties: 14 (i) The Finance Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by the Chairman of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (f) Audit Committee. There shall be an Audit Committee of three persons, including a Chairman, appointed by the Chairman of the Board. The Treasurers shall serve as nonvoting Staff to the Committee . (i) The Committee shall review in detail the the independent auditors and discuss audit of annual report findings with the auditors, unattended by employees of the College. (ii) The Committee shall meet with representatives of the independent auditors to the next audit to discuss scope and procedures and any other matters requiring special attention. (iii) The Committee shall discuss with College personnel any corrective action required as a result of the audit report. (iv) The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. The Committee shall report to the Board (v) annually on its review of the audit and shall bring to the attention of the Board any matters related thereto requiring Board action. • (g) Compensation Review Committee. There shall be a Compensation Review Committee of not more than five members, including a Cha i rman, appointed by the Chairman of the Board. (i ) The Committee shall recommend to the Board policies for direct and indirect compensation of Tutors, 15 �Associate members of the Faculty, other Faculty membe rs, a nd Staff at the College. It shall annually review t h e compensati o n policies and performance with respect to them and r e p o rt the findings of this review to the Board. (ii) The Committee shall recommend to the Board the compensation of the Presidents, Vice-Presiden ts for College Advancement, and Treasurers of the College. (iii) In matters of policy and compensation, the Committee shall consult the Presidents and the Chairman of the Finance Committee. (h) Polity Review Committee. There shall be a Polity Review Committee of not more than five members appointed by the Chairman every fifth year. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for co n sidera tion at the annual meeting when the final review of the Po li ty i s co nsummated. The respective Chairmen of the Board and Facu l ty Rev iew Committees shall make such arrangements as they deem appropr iate for joint consultation prior to and after the adopt io n of the report by the Faculty. (i) Other Committees. The Cha irman ma y appoint such other standing or special committees of t h e Board as he may deem desirable or which the Board may request. (j) Former members of the Board and Visitors Emeriti may .be appointed by the Chairman to serve on Committees at his discretion. (k) Except for the Presidential Searc h Committee and the Polity Review Committee, committee appointme nts shall be ma d e annually. Members of the Committees serve unti l t he ir success or s have been appointed. (1) Any member of the Board may, without invitatio n, attend any Board committee meeting, except those of t he Presidential Search and Executive Committees, but witho ut v ote. (15) Execution of Contracts, Transfer of Secur ities, Etc. All contracts of $50,000 or more, notes, deeds, l eases, mortgages, releases, bonds for security or indemnity , negotiable instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chairman, or the Vice-Chairman, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. (16) Signing of Checks, Drafts, Etc. All acceptances, and similar orders for the payment behalf of the College may be signed by the same authorized to execute contracts, etc., pursuant checks, drafts, of money on persons to Section (15) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. THE FACULTY The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College - the President, the Deans, the other Tutors, the Tutors Emeriti, the VicePresidents for College Advancement, the Treasurers, and the Associates - "powers and authorities" for the "instruction, discipline, and government" of the College. Article III THE FACULTY: THE PRESIDENT (1) There is delegated to the President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the College, and the President, in turn, may delegate his authority. There shall be a President for the Annapolis campus and a President for the Santa Fe campus, each appointed as provided in Article III (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the campus of which he is President, and the President, in turn, may delegate his authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, on matters of common concern. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors, at least one of whom is an alumnus, the Deans, and one Tutor from each campus selected from among themselves by the Tutors on that campus having tenure. This Committee shall be known as the Presidential Search Committee. It shall consult with all appropriate persons on both campuses prior to making its final recommendation and shall arrange for the candidates to meet with . the Instruction Committee on each campus. (3) The President shall concurrently be a Tutor, but the provisions of Article V need not apply. 16 17 �(4) The President and persons to whom he delegates his authority shall consult with the Deans, other appropr i ate persons, and appropriate Faculty committees in matters o f po licy, initiation of programs, and setting of priorities af f ec ting the general welfare of the College. (5) There shall be a Financial Committee on each campu s consisting of the President as Chairman and the Dean and Treasurer of the campus. It will review proposed budgets prio r to their being presented to the Finance Committee o f the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary s trengths and weaknesses. The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of his duties and for which no provision is made under Article VIII. (6) If in the judgment of the Board of Vis itors and Governors, the College is facing a financial exig ency at eithe r or both of its campuses which could call for a reduction in the number of Faculty positions, both President s shal l immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the be st way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet th e problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Pres i dents. The Preside nt s shall jointly then determine a plan which specifies a preferr ed course of action to be taken. All necessary steps must be ta ken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act o therwise in the event of need to reduce or eliminate Faculty pos itions. • (c) Each year the Chairman of the Instruction Committee shall, after consultation with the Instruction Committee on his campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The President shall present the Statement, together with an account of the Faculty discussion of it and his response to it, as a report to the Board of Visitors and Governors for its consideration. as he may Governors questions Chairman, (2) • (d) The Chairman of the Instruction Committee shall, deem appropriate, report to the Board of Visitors and on instructional issues, and shall respond to such about instructional matters as the Board, through its may from time to time direct to him. The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the program of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greatest possible attainment of aims of the program. Each Dean shall be the Chairman of the Instruction Committee on the campus where he serves. In carrying out their duties, the Deans shall consult regularly with the Instruction Committee and other appropriate Faculty committees. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the recommendation of the President after consultation with the special committee of six, three from each campus, selected from among themselves by the Tutors having tenure. (c) The Deans shall be Tutors with tenure, the provisions of Article V(3) notwithstanding. Article IV (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to be appointed by the President with the title of Assistant Dean. THE FACULTY: THE CHAIRMAN OF THE INSTRUCTION COMMITTEE AND THE DEANS The Chairman of the Instruction Committee. (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. (a) There is delegated to the Chairman of the Instruction Committe responsibility and authority for the organization of the program of instruction in the liberal arts that is followed by the Tutors and the Students. (f) During the absence of either Dean from the campus a Tutor with tenure named by him shall act for the Dean. (1) (b) The Deans shall serve alternately, for a term of one year, as Chairman of the Instruction Committee. • (g) The Dean on each campus shall appoint such committees as may be necessary for the carrying out of his duties and for which no other provision is made. 18 19 �Article V THE TUTORS THE FACULTY: (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (2) The Tutors in Annapolis and the Tutors in Santa Fe shall have authority to recommend to the Visitors and Governors candidates for degrees. (3) Appointment and Reappointment of Tutors. Tutors shall be appointed by the Visitors and Governors upon recommendation of the President in accordance with the recommenda tion of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. (a) Regular appointment of Tutors shall be upon the following terms: (i) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial First reappointments appointment shall be for a year and a half. shall be for one year. Second and third reappointments shall be for two and three years respectively. Tenure appointments shall not continue beyond June 30th of the academic year in which a Tutor attains the age of 70, subject to the provisions of Section (6) below. (ii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus having tenure. (iii) A Tutor who has completed two one-year appointments followed by a two-year appointment and a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a Procedures leading to a recommendation three-year appointment. for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to · be made for the two years immediately preceding the year in which that recommendation is made, the In ordinary cases, provisions of (iii) above notwithstanding. these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. The requirement that the service be full-time may be waived by the Dean and Instruction Committee on that campus. 20 (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering non-tenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are For a tenure appointment the applied more rigorously. application is especially strict. (c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his regular appointments. The Tutor may ask that such an appointment be counted as a regular In the case of a appointment for the purpose of (a) above. permanent transfer a Tutor may ask that his years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3) (a) (iv) prevail. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, but see (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether his reappointment will be recommended to If he is reappointed the the Board of Visitors and Governors. President shall so notify him by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether his appointment will be recommended to the Board of If he is appointed the President shall Visitors and Governors. so notify him by July 31st of that same preceding year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (a) A Tutor may have his appointment terminated by the (6) Board of Visitors and Governors for one of the following reasons (i) failure or inability to perform his teaching duties in only: a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the 21 �Before the Instruction Committee of the campus co n cerned. President makes such a recommenda ti on h e s hall advise the Tutor affected of his intention to do so , a nd the Tutor shall have the right to be heard by the Instruct i on Committee or, if he pref 7rs, by another committee to be designated by the President for this purpose. (b) Either Dean, with the a pp roval of the Instruction Committee on the campus concerned , may r ec omme nd to the President that in the interest of instruction a Tuto r be temporarily relieved of his duties in whole or in p art at any time. When such action is taken, the Tutor's sal ary s h a ll be continued for the remainder of the current acad emi c year . (7) The sabbatical leave p rogram i s designed to provide Tutors with an opportunity for s tudy , re st , and renewal of It is the objective spirit, in anticipation of future te achi ng. of the program to grant all applicat ions f o r sabbatical leave meeting the conditions for eligib ility set out in (a) of this section. It is understood that Tut o rs on such leave will not undertake full-time remunerative e mp loyment elsewhere and will return to the College. Eligibility for sabbat ica l leave shall be upon the (a) following conditions: (i) A Tutor who has rece ive d a tenure appointment may apply for a full year of sabbatical leave at full salary, provided he shall have completed the equivalent of seven full years of service to the College since his o riginal appointment, or the equivalent of six full years of service since any previous sabbatical leave, and the sabbat i ca l leave would not occur in the last two years of his tenure appo i n t men t. Such a Tutor ma y a pp ly fo r an earlier (ii) sabbatical leave of a full year at pa r t ial sala ry, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of y ears of te aching completed in relation to the prescribed tota l for e i t h er a n initial or a In no case subsequent sabbatical leave, as the case may be. Sabbatical salary. ar l egu r shall a Tutor be paid more than his leave for a fraction of a year may not occur dur ing the last t wo years of a Tutor's tenure appointment. If, in the judgment of the President, f ina n c ial o r (b) academic needs at a campus should require tha t fe we r s abbatic a l leaves be granted there in a given year than there a re qualifi ed applicants, and if the number that can be gra n ted there shoul d be smaller than one-sixth of the number of Tutors a t that campu s having tenure and not on full-time l eave under th e pr ovisio ns of section (8) below, the President shall so notif y t he Boa r d of Visitors and Governors and seek its approval for de l a yin g a sabbatical leave for one or more of the applicants. 22 (c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; (ii) Those whose service has been continuous throughout those years; (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon his application not later than January 1st. (8) The President, with the concurrence of the Dean after cqnsultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic in which the leave is to be taken, but not year before the year later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (c) Tutors on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in Faculty meetings and all other College e·xercises. 23 �Article VI THE FACULTY: THE VICE-PRESIDE NTS FOR COLLEGE ADVANCEMENT AND THE TREASURERS (1) The Vice-Preside nts for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising , public relations , a n d alumni relations on their respective campuses. (2) The Vice-Preside nt campus shall be appointed by on the recommendati on of the with the Dean on that campus resolution of the Faculty on for College Advancement on each the Board of Visi t or s and Governors President made afte r co nsultati on and a committee con stituted by that campus. (3) The Treasurers shall have charge, on thei r respecti ve campuses, under the supervision of the President , of all fund s and property, and shall have authority to carry o ut fiscal and property transactions , and to receive and disbursemen funds, ts subJ ect to the provisions of this Polity and other directions and arrangements pursuant thereto. (4) The Associates' Council may establish such committees as it deems appropriate. (5) There shall be the following Associates, as deemed necessary on each campus, with the powers and responsibil ities provided. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendati on of the Librarian to the Dean on each campus. (c) The Director of Student Activities and the Director of Athletics. The Director of Student Activities and the Director of Athletics shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (4) The Treasurer on each campus shall be appo inted by the Board of Visitors and Governors on the recommendat io n of the President made after consultation with the Dean on t hat campus and a committee constituted by resolution of the Faculty on that campus. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified Freshmen. (5) The Vice-Preside nts for College Advancemen t and Treasurers may be appointed Tutors under the provis ions of Article V(3)(d). (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Preside nts for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. Article VII THE FACULTY: THE ASSOCIATES (1) Associates on each campus shall be appointed by the Board of Visitors and Governors on the recommendat ion of the President in consultation with the Dean of that campus. (2) Associates may be appointed Tutors under the provisions of Article V (3) (d). (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering college matters of concern to them and communicatin g with other members of the College. (£) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administrati on of financial aid programs. (g) The Directors of Career Counseling. The Directors of Career Counseling shall be responsible to the Deans on their respective campuses for counseling students with respect to graduate and professional schools and careers. (h) Persons designated Associates under the provisions of Article I(3)(f) or of Article VII(3)(k) of this Polity as amended through April 20, 1985, whose offices are not specifically named in this Article, shall continue to be Associates until the expiration of their appointments to those offices. 24 25 �I I • Article VIII THE FACULTY: (1) FACULTY COMMITTEES The Instruc tion Committ ee The Instruc tion Committ ee shares with its Chairme n (a) respons ibility for the program of instruc tion of the College . It shall consist of twelve Tutors in additio n to the Deans. The Preside nt shall sit with the Committ ee ex officio . Six of the Tutors shall be elected from each campus of the College . The Instruc tion Committ ee shall meet annuall y. On each campus the members of the Instruc tion Committ ee and the Dean as Chairma n constit ute the Instruc tion Committ ee of the College on that campus. The Preside nt sits ex officio with the Instruc tion Committ ee on each campus. (b) Each of the members of the Instruc tion Committ ee shall serve for a term of three years, and the terms shall be arrange d in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day followin g commenc ement exercis es. Annuall y, and separat ely at each campus, the Preside nt with the Dean on his campus, after consult ing with the Instruc tion Committ ee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominat e four Tutors of whom two shall be elected by the Tutors to members hip on the Instruc tion Committ ee. The Faculty shall be informe d of the names of the nominee s prior to the meeting at which the electio n occurs. At the expirat ion of the three-y ear term a member of the Instruc tion Committ ee shall for one year be ineligib le for reelect ion. I ' The Library Committ ees. The Preside nt, in consult ation with the Libraria n and the Dean, shall appoint three Tutors on each campus to serve as a Library Committ ee. The Preside nt, the Dean, and the Libraria n shall themsel ves be ex officio members of the Committ ee, and the Libraria n shall serve as Chairma n. It shall be the duty of the Library Committ ees to assist the Libraria ns in making the Librarie s serve the ends of the College and its program ; it shall be their duty to advise the Librari ans in regard to Library policy and acquisi tions. The Manager s of the Booksto res may be invited to sit with the Commit tees. I (a) There shall be a Tutors' Compen sation Committ ee of six Tutors, three to be elected by the Tutors on each campus, whose chairma nship shall annuall y alterna te between campuse s. The Committ ee shall advise the Preside nt concern ing Tutors' compen sation and related matters ; it shall make annual reviews of 26 I I (3) I I The Campus Planning Commit tees. The Faculty on each campus shall elect five of its members as a Campus Plannin g Committ ee. Two members shall be elected to the Committ ee annuall y at the first regular meeting of the academi c session except in every third year, when one member shall be chosen. The Preside nt shall sit ex officio with both Commit tees. The Dean, one of the Assista ntDean s, and the Treasur er on each campus It shall shall sit ex officio with the Committ ee on that campus. be the duty of the respect ive committ ees to advise the Preside nt on the constru ction of new buildin gs, the renovat ion of old buildin gs, landsca ping of grounds , and all matters relating to the mainten ance and developm ent of the campus. (4) • The Prize Committ ees. Every three years the Preside nt shall appoint five Tutors on each campus to supervi se the awardin g of prizes on the respect ive campuse s. The Committ ees shall have full authori ty to decide what prizes shall be awarded and to name the recipie nts of the prizes. (5) If the Instruc tion Committ ee resigns with the (d) Deans on a matter of confide nce and the resigna tions are accepte d, the Preside nt, in consult ation with the new Deans and after seeking the advice of the other Tutors, shall nominat e nine Tutors for the six vacanci es on each campus in such a manner that two out of each three nominee s shall be elected by the Tutors for each of the three classes to fill the unexpir ed terms. The Tutors' Compen sation Committ ee Members of the Committ ee shall be elected annuall y on each campus for terms of three years in such a manner that the term of one member on each campus termina tes each year. The Tutors' Compen sation Committ ee on each campus shall provide the Tutors on that campus with two nominat ions for each vacancy on the Committ ee on that campus. Additio nal nominat ions may be made at the Faculty meeting when election shall be made. (b) If for any reason a member of the Instruc tion (c) Committ ee is unable to serve for a part of his term, another Tutor shall be chosen to take his place for that part of the For this purpose the Preside nt and the Dean, in term. consult ation with the Instruc tion Committ ee on the campus where the vacancy occurs, shall nominat e two Tutors of whom the Tutors shall elect one in a regular Faculty meeting . (2) the College 's stateme nt of Tutors' salarie s and other compens ation of Tutors and report to the Tutors and the Preside nt recomme ndations consequ ent upon the review. The Fellows hip Committ ees. On each campus there shall It shall be the be a Fellows hip Committ ee appoint ed by the Dean. hips for fellows of s student inform to duty of this Committ ee for applying in them assist to which they may be eligibl e, matter any in College fellows hips, and to act on behalf of the relating to applica tion for fellows hips. (6) • Other Commit tees. The Faculty on each campus shall have authori ty to elect, or to request the Preside nt to appoint , addition al committ ees that may from time to time become necessa ry. (7) 27 �Article IX THE FACULTY: (1 ) I I Ii FACULTY PROCEDURE Procedure for Instructiona l Proposals. (a)(i) Any major proposal concerning matters of instruction affecting the College as a whole shall originate with the Dean and the Instruction Committee on either campus, and the decision as to what proposals are major shall be within the discretion of the said Dean and Instruction Committee who shall then consult with the Dean and the Instruction Committee on the In normal circumstance s major proposals concerning other campus. instruction shall be formulated at the annual meeting of the Instruction Committee of the College. Written statements of such a proposal shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chairman of the Instruction Committee, either in his own person or through If, after full discussion the other Dean as his representati ve. of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective If, after full discussion, a as of the date specified therefor. Tutor objects to the proposal and holds to his objection, the proposal shall be submitted to vote of the Tutors at special In Faculty meetings called by the President within a fortnight. Instruction the of Chairman the vote to submitting the proposal Committee and the Dean on the other campus shall state whether it be a matter of confidence. The vote may then be taken and tallied by the President in such a fashion that the Tutors shall If the proposal have recorded their decision acting as a whole. and the Committee Instruction the of Chairman the be one that it be if and confidence of other Dean have declared a matter defeated by majority vote, the Deans and the Instruction If it be passed by majority Committee shall immediately resign. vote, it shall become effective as of the date specified For the confidence procedure a quorum shall consist of therefor. three-fourth s of all resident Tutors on each campus. (ii) Proposals concerning instruction that are not considered major shall originate with the Dean and the Instruction Committee on the campus where they are intended to be put into effect, and shall be presented by the Dean to the Faculty on that campus. The procedure set forth above for the approval or rejection of proposals shall be followed, except that it shall apply only on the campus concerned. In the event that the proposal be defeated (iv) and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article IV (2)(b). Upon petition of not less than one-tenth of the (b) campus, the Dean and Instruction Committee on either Tutors on that campus shall consider any recommendati on concerning instruction that may be made by the petitioning members, and the Dean and the Instruction Committee shall report to the Faculty within one year their proposal concerning it. They shall decide whether their proposal is a major proposal, and the procedure of Article IX(l) shall apply. (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December and January only one regular meeting need be called. The President or, in his absence, the Dean, shall preside. In the absence of the President and the Dean, the Faculty shall elect one of its members to preside. (b) Special meetings of the Faculty may be called upon due notice by the President, either at his own discretion or at the request of five Faculty members. (c) Due notice shall be construed to mean no less than three days' notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. (3) The Secretary of the Faculty. At the last regular meeting of an academic year the Faculty on each campus shall elect one of its members, then in at least his third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circulate reports of Faculty committees. Article X I I I (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in his judgment such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Deans and the Instruction Committee shall continue in office. 28 THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS-IN-R ESIDENCE The Scholars-in- Residence and the Artists-in-R esidence shall be appointed by the Board of Visitors and Governors on the recommendati on of the President after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall reside. 29 I �Article XI Article XII THE STUDENTS THE GRADUATE INSTITUTE The primary responsibilities of the students are to (1) study and to make themselves as competent as possible in all Their advice and service shall parts of the St. John's Program. be sought by the Faculty in such matters and in such ways as may best serve the general welfare of the College. The students of St. John's College in Annapolis shall (2) constitute the Student Polity of St. John's College in Annapolis; the students of St. John's College in Santa Fe shall constitute the Student Polity in Santa Fe. The Student Polity in Annapolis or Santa Fe may (3) establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the students and whatever government of the students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: Polity; (a) the management of funds available to the Student the sanctioning of all student clubs, (b) organizations, and activities, and their regulation, if necessary; the representation of the students of St. John's (c) College to the community outside the College; the establishment and maintenance of formal (d) channels of communication between the students and the spokesmen of the Faculty; and the Dean. (e) any other duties agreed upon by the students and (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chairman of the Instruction Committee, for the organization and supervision on his campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. He shall consult with the Dean on his own campus concerning matters that affect the Graduate Institute there and with his fellow Director concerning matters that affect the Graduate Institute as a whole; when necessary, the final decision shall be reached by the Coordinator of the Graduate Institute in consultation with the Chairman of the Instruction Committee of the College. (b) The Directors shall be appointed for terms of three years from among the Tutors by the Board of Visitors and Governors on the recommendation of the President, after consultation with the Deans and a special committee consisting of four members, two from each campus, selected from among themselves by the Tutors having tenure. The Directors shall be Tutors of the Graduate Institute. (2) The Coordinator of the Graduate Institute. (a) That Director who resides on the same campus as the Chairman of the Instruction Committee of the College shall be designated Coordinator of the Graduate Institute for that year. He shall be responsible for coordinating the work of the Graduate Institute on the two campuses. (b) Every three years, after consultation with his fellow director and the Committee for the Graduate Institute on his own campus, the Coordinator shall submit a Statement of Educational Policy and Program for the Graduate Institute to the Instruction Committee for discussion at its joint meeting. After making any revisions he deems appropriate he shall submit it to the Faculty as a whole for discussion. (3) The Faculty of the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors of the Graduate Institute for summer appointment to teach in the Graduate Institute for one session. 30 31 �(b) On each campus the Tutors of the Graduate Institute shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (4) Committees for the Graduate Institute. (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chairman. (c) Members of each Committee shall be appointed by the Director with the concurrence of the Dean on the same campus, after consultation with the Committee for the Graduate Institute on that campus. I (5 ) I I I I Procedure for Instructional Proposals. (a) Major proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute and the Dean on his own campus. Such proposals shall be submitted to the Instruction Committee of the College; if approved, they shall come before the Faculty in accordance with Article IX(l)(a)(i). (b) Proposals concerning instruction or policy that are not considered major shall originate with the Director on the campus where they are intended to be put into effect, after consultation with the Committee for the Graduate Institute and the Dean on that campus. Such proposals shall be submitted to the Instruction Committee on that campus; if approved, they shall come before the Faculty in accordance with Article IX(l)(a)(ii). • (3) The College shall cooperate with the Alumni Association to enable alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Article XIV THE STAFF (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. (3) The Staff Council may establish such committees as it deems appropriate. Ii Ii Article XIII THE ALUMNI (1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. I (2) The Alumni Association is the formal means by which alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, alumni share in the direction of that life. In these and other ways, alumni shall be given the opportunity to serve the College. 32 Article XV AMENDMENTS AND REVIEW (1) This Polity may be amended by a two-thirds vote of the members present at any regular or special meeting of the Board provided written notice of the proposed amendment shall have been given to members of the Board and to the Faculty not less than thirty days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with 33 �respect to the propose d amendme nt by the date of the Board meeting at which the amendme nt is to be conside red. (2) Amendm ents may be propose d at any regular meet ing of either the Faculty in Annapo lis or the Faculty in Santa Fe upon petitio n of not less than ten percent of the members on either campus. No such proposa l shall be acted upon earlier than the next regular meeting of the Faculty , whether in Annapo li s or in Santa Fe. Two-thi rds vote of the entire Faculty in resi dence shall be require d for approva l and the amendme nt shall not become effectiv e unless approve d by the Board in the manner set forth in Section (1) above. Every five years this Polity shall be reviewe d by a (3) committ ee of the Faculty elected by a majorit y vote of the Faculty . The report of the Committ ee shall be submitt ed to one regular Faculty meeting and voted upon at the next regula r Faculty meeting . A two-thi rds vote of the Faculty in res idence shall be require d for approva l. Whateve r action is thus recomme nded by the Facu lty shall be submitt ed to the Board for final decisio n in the manne r set forth in Section (1) above. Article XVI No provisio n of this Polity shall be constru ed to contrav en If any provisi on is any applica ble federal or state law. determi ned to contrav ene any such law, that provisi on shal l be deemed not a part of this Polity, and this Polity' s remaini ng provisio ns shall remain in full force and effect: 34 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data PDF Page numeration Number of pages in the original item. 34 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charter and Polity of the College, 1987 Description An account of the resource Charter and Polity of the College, April 1987. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1987-04 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource PDF Subject The topic of the resource St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_1987 Charter and Polity