15 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5b41190c42bef6dbaf41bbb1bfbde81d.jpg 11514f92a174f58d88bcc956bdbb1753 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1169 Title A name given to the resource Alumni on Campus during during the 275th Anniversary Celebration, Annapolis, Maryland, 1971 Description An account of the resource 1 sheet : 36 proof prints from 35mm film : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1971-10 Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d09a69544050eae4b122f255d37252f0.jpg 0a4d779e0363449daf8bbf268a9c5814 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1718 Title A name given to the resource Alumni Playing Soccer and Standing on Back Campus during Homecoming, Annapolis, Maryland Description An account of the resource 1 sheet : 8 photographic prints : b&w Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1e38f1a1c70cef1072818dee43522c25.jpg 65ff5e72e487e2db1c5baf559202234d 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 18 x 12.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0789 Title A name given to the resource Alumni Seated at Seminar Table at an Alumni Seminar during Homecoming, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Subject The topic of the resource St. John's College (Annapolis, Md.) -- Alumni and Alumnae. Homecoming (St. John's College, Annapolis, MD) Seminar (St. John's College, Annapolis, MD) Date A point or period of time associated with an event in the lifecycle of the resource 1960-1970 [circa] Creator An entity primarily responsible for making the resource Unknown Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. 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 Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1c4977e550f6b53c818b6f8f76e3dc6c.jpg 81064e9213d78baac0aca0b3a098506c 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10.5 x 7.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data cyanotype print Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0506 Title A name given to the resource Alumni Seated at Table Eating Crabs during Homecoming, St. John's College, Annapolis, Maryland, 1970 Description An account of the resource 1 [cyanotype] print : b&w Subject The topic of the resource Homecoming (St. John's College, Annapolis, MD) 1970. St. John's College (Annapolis, Md.) -- Alumni and alumnae. Date A point or period of time associated with an event in the lifecycle of the resource 1970 Creator An entity primarily responsible for making the resource Unknown Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. 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 Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4f616b36c0e59ffe081aebdea9325d55.jpg 64ffe0120cff2a903bd77ef82d21f1ed 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1254 Title A name given to the resource Alumni Seated during Homecoming, Annapolis, Maryland, [ca. 1972] Description An account of the resource 1 photographic print : b&w Subject The topic of the resource Homecoming (St. John's College, Annapolis, MD) Date A point or period of time associated with an event in the lifecycle of the resource 1972 (circa) Creator An entity primarily responsible for making the resource Dos Remedios, Steven Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. 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 Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e7646e324458eda9adc3fee8a0a3a42c.jpg 25ae5ca84cd5ca56b208959b2050dbd8 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1717 Title A name given to the resource Alumni Talking and Seated at Dinner Tables during Homecoming, Annapolis, Maryland Description An account of the resource 1 sheet : 8 photographic prints : b&w Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7b54d40d2e4c1254dc109f3c3d76730e.jpg 265ab355705c9e73a6badaaa3164581e 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1716 Title A name given to the resource Alumni Talking and Seated at Seminar Table during Homecoming, Annapolis, Maryland Description An account of the resource 1 sheet : 8 photographic prints : b&w Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d6f39725ddb1828610067938a0bf60e7.mp4 0777bfd32b8c3ac1c3295150f7430cbb 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 Speeches, presentations, and other lectures Description An account of the resource Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM. Click on <a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures 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 Identifier An unambiguous reference to the resource within a given context speechespresentationsotherlectures Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:47:50 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 America and Russia in the Information Environment: How to Survive in Today’s Social Media Battlefield Description An account of the resource Video recording of a lecture delivered on April 21, 2021 by Dr. David V. Gioe as part of the LCDR Erik S. Kristensen Lecture Series. David Gioe is an Assistant Professor of History at the U.S. Military Academy at West Point, a History Fellow for the Army Cyber Institute, and, currently, a Visiting Senior Research Fellow in the Department of War Studies, King’s College, London. In his Global Professorship at King’s College, he is examining why and how state intelligence services have harnessed emerging technologies – social media platforms in particular – to shape the information environment for strategic ends. This interdisciplinary project applies intelligence history, strategic studies and technological perspectives to evaluate and to counter influence operations that seek to advance state security interests in an asymmetric manner short of war. Gioe was an intelligence officer, serving as a counterterrorism analyst and serving multiple overseas tours as an operations officer. His articles have appeared The Washington Post, The Washington Times, The National Interest, and Foreign Policy. The lecture is part of a joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in the education of naval and military professions. Creator An entity primarily responsible for making the resource Gioe, David, 1977- 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 2021-04-21 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 to make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library. To make a recording of my lecture available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Disinformation National security Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gioe_David_2021-04-21 Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/462abf139c93f47845e0667932745c84.mp3 84d40560ff98e2b8eb87cec3dc4d2644 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. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. Click on <a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a> to view and sort all items in the collection. 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.) 00:39:40 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 American Identity in the Age of Trump (Steiner Lecture) Description An account of the resource Audio recording of a lecture delivered on March 31, 2017, by Lydia Polgreen as part of the Formal Lecture Series. This lecture is also part of the Steiner Lecture Series, which is made possible by a gift from the Steiner family in memory of Andrew Steiner, an alumnus of the college from 1963. The lecture series was established to bring notable speakers to campus from a variety of disciplines and endeavors, in recognition of Steiner’s intellectual versatility, and for the sake of continued learning. Creator An entity primarily responsible for making the resource Polgreen, Lydia 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 2017-03-31 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 to: Make an audio recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in 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 Language A language of the resource English Subject The topic of the resource National characteristics, American Identifier An unambiguous reference to the resource within a given context Polgreen_Lydia_2017-03-31 Alumni Friday night lecture Steiner lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb9dc0bef97496b79163bf22cb5e18e2.pdf 9ab34b57f771b34a11de936ddfe84c8f PDF Text Text AMERICAN RED CROSS BENEFIT Concert IGLEHART HALL March 1st, 1942 \ \- u~ Program ~H OVERTURE TO IMPRESSARIO Mozart TWO MOVEMENTS OF CONCERTINA FOR CLARINET Introduction Finale Soloist : CosrMo ABAT O Carl Maria von W eber SUITE FOR STRINGS IN D Rondeau Slow Air Air Minuet H enry Purcell CHORUS NO BLADE OF GRASS CAN FLOURISH - - Wilh elm Friedmann Bach THREE ENGLISH FOLK SONGS: Gossip Joan I Love My Love Swansea Town SYMPHONY NO. 2 IN D Adagio Allegro Andante Minuetto Allegro- Trio Allegro Spiritoso arr . Geoffrey Shaw arr. G. T. Holst arr. G. T. Holst Josef Haydn St. John's Community Orchestra and Chorus NICOLAS NABOKOV, Conductor � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe. Click on <a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a> to view and sort all items in the collection. 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 Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 1 page Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource American Red Cross Benefit Concert Date A point or period of time associated with an event in the lifecycle of the resource 1942-03-01 Identifier An unambiguous reference to the resource within a given context Bx1-29 Description An account of the resource Program of the American Red Cross Benefit Concert. Performers include St. John's Community Orhcestra and Chrous with conductor Nicolas Nabokov Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Nabokov, Nicolas, 1903-1978 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d89bf1dc454134f9843d7a99dd79ea5c.jpg 05f4e08a84141722b069bcd777249655 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9 x 12.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Identifier An unambiguous reference to the resource within a given context SJC-P-2479 Title A name given to the resource American Revolutionary War Reenactment Actors Changing into Costume on Back Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : color Date A point or period of time associated with an event in the lifecycle of the resource 1982-01 Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8df75368ff8aee8317b698ab4609dfcc.pdf f4e27c629bc287e1425faeb15a20319a PDF Text Text .... Trustees .. .. NT ER. �AN ACCOUNT OF THE CEREMON Y OF LAYING THE CORNER STONE OF THE NEW BUILDING, AT ST. JOHN'S COLLEG E, PERFORMED BY THE Hon. JOHN STEPHEN, Judge of the Court of Appeals WITH AN ADDRESS DELIVERED ON THE OCCASION, BY .JOHN .JOHNSON, Esq., one of the Visitors and Governors JUNE 18TH, 1635. WITH A HISTORICAL NOTICE OF THE INSTITUTION, A CATALOGUE OF THE OFFICERS AND STUDENTS, AND .A. COPY OJ' THE SUBSCRIPTIONS MADE TO THE FUNDS ANNAPOLIS Published by request of the Board of Trustees JEREMIAH HUGHES, PRINTER �E. ORI GIN OF ST. JOH N'S COL LEG ide THE first act of Assembly in Mar ylan d, to provding for foun for Collegiate Education, passed in 178 2, requ ired , was a Seminary on the Eastern Sho re. It be raised ld shou by the char ter, that a sum of money £50 0 for to l eqna by contribution, for its endowment, s were year five each county on the Eastern Sho re; and. In an . itic,n cond allowed for the performance of this at ted prin , king erta account of the progress of the und , a1ly hatic emp d, urge Phil adel phia in 1784, it was D GOO hy e, mad be t that ''las ting pro1Jisions mus n of PA• EDU CA TIO N,fo r trai ning up a successio for LIB NEs; D1v1 and ES TRJO Ts, LAW GIV ERS , SAG re her fair ER TY will not dei~n to dwell, but whe by her side; companion KNOWLEDGE flourishes ered, but nor can GOVERNMENT be duly administ , VrnT uE, w~ere the principles of REL IGIO N, JusT ICE ENC E SCI CON for CE, DIEN SonRrnTY and OBE people of SAK E, are uph eld. " Thi s appeal to the . In less the Eastern Sho re, was not made in vainsubscribed e than.five months, upwards of £10 ,000 wer that Sho re; on ties coun ous vari the in for the College, to put the and measures wer e immediately adopted list of the Sem inar y inh> operation. An accu rate count, ~c." subscribers, is pres erve d in the above "./l.c sense of its w'.1ich exhibits, in a strik ing manner, the shington Tfla importance then felt by the people. , and own Colle!fe was accordingly opened at Chestert erconf the held its first Annual Commencement, for at rch Chu ring of Degrees, May 16th , 1783, in the aPhil of D. that place. The Rev. W. Smi th, D. son having delphia, pres ided on the occa~ion, and his �4 the been !ho ugh t ,vo rth, y of Th e Dfirst honour, spoke the valedictory oration egree of Bac hel or of trt s, was con ferr ed on fiv men, Alumni oft he ollege. Copies of the e gen~Je ~tory and salu tato ry or~ti_ons: are p1·eserved in v;~ed1 _e a ove ",llccount &c " ~n rnd1cate tha t the were of unco'mm. i,nterest and effect I exercises 4, the College on 178 ay, •.. nfM Gen W was l,onoured with a v,s1 t rom , who ToN be I.NG ASH • 13 th of er ..:ame a memb e oa rd of Tru stee s ai d •IS enrolled among th cent of its ; t l Th e College Ed'fie most munifi ns. was l60 feet in len gth ,a trhoree stories in hei gh/a bee ove the b ~ !se me nl, and con tain ed rooms ior more than 100 St uae • was nts. Per h aps 1t to an . err or, ere ct one b ·1d· of tl~ese dimensions, t~t ea, f of following the i:u atg l ? of sep ara te Halls pa o1 a smaller num ber each o different par ts of th; College grounds. In cod n e of this arra nge ;en t,hw hen the bui ldin g :;~ t~~I e some yea rs sin ce , e w ole was red uce d to ru·ms. A ? err or of more conse e wa_s committed by forming the Universitlj of if.uen~ and rn two Bra nch es one on the Eastern a~d one ar,11 tl~e We ste rn Sho re' !n_the preamble to the cha rt on • '' ashington C II of er it is ~tated tha t ''th • ~i a17 J_ la~dable und er~ ah: hat h been reta rde d ry mcz den ts of a p bl' nat ure , but chiFjiy b th gre _u g zc fi.rin di.fficulty ot'. a ~'h oree if at 'J situ atio n on eit"tter u. th • iSem a for te, Sta _zsh ' ~biar,1/ of uni ver sal learningo' 'Vmc mig ht b if • enefit and c _~f ::• youth of bothe;ho'J,~tha ~;11wa~ dete;:i.:~"::~•e~ t circumstances ze inh abi tan ts of each Sh ese sho t' fet't be uld . nce ore ;1 • o con• fi sui t· the. ir own co nvenze fre ely and g din ~un n :;: ;w i'lg a College or Sem h::t1/I ng rni lea al <;r gen if for themselves, und er p ,; law of:' n : sanctio 'd • er haps the re wer e co 11 s1 cra twn 'J • t hat p · d s m operation at ex /r1 0 , ren der ing suc h a course necessary or are we r pe ient, of which res :ot now sensible. Inteligen~ men on both Sho er, ver y generalJy, question the pol icy of tha~ a:: ::vgem ent , and app ear tyg;::~ e been far bet ter to to be convinced tha t it would hav Sta te at some one con cen trat e the pat ron age of the establishment of a the for point favourably situ ate d, n, nuw so fre que ntly Sta te University. Th is opinio the people of Ma ryex pressed in eve ry qua rter , b) effect in the Annual land, is P.mbodied wit h gre at the Hon. JoH N B • Rep ort to the Leg isla ture , by ted to visit St. Joh n's MoRRls, of the com mit tee app ni;i 3. College, De cem ber session, 183 College is dee me d n's "T he pro spe rity of St. Joh t the you th from tha a sub jec t of gre at imp ort anc e, so ns of the Sta te, isio div at eve ry portion of the two gre assurance of ed und gro l may convene wit h the wel education, and at the being able to a1.:.quire a libe ral riot ic anticipations of same time, consummate the pat ion bet wee n the two the cha rter ; ''th at the connex by uniformity in shores, will be gre atly increased the adv anc em ent of mannf:!rs and join t efforts for no way can this paLit era tur e." It is believed in d as by sustaining rental aspiration be so well rea lize rnin g at the sea t Lea on a liberal scale a Sem ina ry of chi ld are con ven ed, and ent par e her n-w of Leg isla tio me re511latio ns for the one to aid in devisrng wholeso oth er to acq uire the the welfare of So cie ty- the in the reg uhr coursP. prin cip les of knowledge, wh ich n und er the favoraof events is to be put in requisitio nne rs" and ear ly ma ble auspices of "un ifo rmi ty of associations." not be chosen to Language more felicitous could neous sentiments of utt er wh at must be the sponta who knows the story eve ry true friend of the Sta te, St. John's, like . of this unf ortu nat e institution sub jec t to calamity Washi11g/0'1, College , has been ten ce, almost simuland adv ers ity -ca lled into exis l action by a wis e tan eou sly , and set into successfu , it seems to hav e gov ern me nt and a liberal peo ple strike the m bot h, uld been fate d tha t the paralysis sho manent vigour and per the in atta before eith er could ma ture d institutions. efficiency tha t belong to well �6 e name is "l'he same wor thy agen t, whose venerabl ton College, enrolled in the earl y Hecords of Washing nt and estabtook the most active part in the endowme versity. A lishment of this second bran ch of the Uni , for the him list of the subscriptions obta ined by the books on benefit of St. John 's CoJJege, is pres erve d equal to was of the Board of Trus tees . The amount ch on bran r othe that which had been obtained for the two sum ch whi of , the Eastern Sho re; i. e. £10 ,000 and tor Rec ''the by thousand pounds wer e subs crib ed subsc:rip Visit01·s of the .11.nnapolis Scho ol." This Ann athe of tors Visi tion secu red to the Rec tor and tors Visi two g intin appo polis School, the priv ileg e of also e ileg priv a ege; Coll and Governors of St. John 's in the same exte nde d to tbe othe r class of subscribers, £10 00 each for r erno Gov and tor ratio, viz: -on e Visi Thi s corsubs crib ed and secu red for the College. Wil liam 's poration was originally called ''Ki ng s, the balScho ol," and possessed considerable fund convey to St. ance of which, 1t was proposed, also, to pleted. The John 's College, after it should be com to coup le the Rec tor and Visitors, how ever , proposed tion, that in following condition with thei r subscrip Visitors and case of a vacancy in thei r number of enin g, out happ Governors, ''to fill up the vacancy so th £10 00 wor be l of such citizens of Annapolis as shal not apwas n tatio curr ent money each ," Thi s limi ernors, Gov and prov ed or acee pted , "the Visi tors prin the izn wit! rty, not thinki:ng themselves at libe ded, foun is ege Coll the ciples of equ ality upo n 'Which conbe l shal ncy vaca that the choice to fill up such this from And lis." apo .fine d to the citiz ens of .llnn ool, Sch the of tors Visi proposition the Rec tor and s11hscription unanimously agre ed to rece de. The ir Visitors ancl two and e, mad of £20 00, was ther efor e Boa rd. the to rned retu and Gover11ors were elected 7 chosen by subscribers, The original. members, were the foll owr ng:WJL LIA ~ WCELsrGgE¥;r ' D. D. THO MA S J. NIC HOL AS CARROLL, Esq. JOH N H . STO NE, Esq. WIL LIA M BEA NES , Esq. RIC HAR D RID GEL Y, Esq. SAM UEL CHA SE, Ellq. JOHN THO MA S, Esq. THO MA S STO NE, Bsq: N ' Es q. ALE XAN DER C. HANSO THOMAS JEN NIN GS, Esq. b the Visitors and en d \ver e the following-: me1:11bers {bn The othe rcons titut e t e oar , Governors to JA~ IES BRI CE, JOH N ALL EN THOMAS, GUS TAV US R BROWN, EDW ARD GAN TT, CLE MEN T HIL L, RIC HAR D SPR IGG , CHA RLE S CAR ROL L, of C. JER EM IAH T. CHA SE, CHA RLE S WA LLA CE, os h JOH N CAR ROL L, D. D. 1,; t . Feb held h Boa rd was • fled before A. C. The first mee tmg oft e Cou rt, by 178 6. The members wer e fq~~e1 General thei r beof ion arat Hanson, one of the J ~d.ges o decl two oaths the ng taki d a repe atin g and_ s?bscr1b~n.~ Laws of and n utio ti Can h10n lief in the Chr1s.t1an Rehg ons e t by of fidelity reqm red h B ard proc eede d to this State. . ~·ng the ColJege. On the 1st of Mar ch 178 6 t i .llnnanolis and t1sd er for es!a fix upon a place prop . r e , ts wer 1 wer e .nomrna e give n . ballo Two places on Y latte r plac e. Upper Mar l borough; wheia1;:~efor the term s of the to , rdin for the former, and two. of four lot a of •of acco is, Thi s election of Annapol possess1 f the ed use o the for d base . secu r the Cha rter, with pure , in the city acre s of land r ~r �8 the public, and conveyed, in 1744, by Stephen Bord- . Iy, Esq. to Thomas Blad~n, Esq. t~en Governor of Maryland. 1 his lot has smce remarneJ the property of the College, and is the scite on which the present buildings stand. . . On the 10th of March 1786, it was resolved to finish the building, then standing on the ground, for the purposes of the College, and to add wings on the· North and South ends, according to a plan furn ished by Mr. Joseph Clarke. This plan was never executed, and is probably lost. The following gentleme n composed the Building Committee. ALEXANDER CONTEE H ANSO K , NIC HOLAS CA RRO LL , RICH ARD RI DGEL Y, Esquires. DR. JoHN McDoWELL was the first officer chosen to preside over the College as Professor of Mathe~atics; and he was afterwards promoted to the station of Principal, which office he discharged with great ability for many years. The 11th day of Nov. 1789 was selected for the occasion of opening the Institution, and the Rev. Dr. Smith was requested to attend· as Principal of the College, pro tempore, and to deliver a sermon. The dedication was performed with much solemnity, all the public bodies being in attendance, and forming a long procession from the State House to the College Hall. In addition to the sermon by Dr. Smith} an oration, by Mr. Higginbottom, Professor of Ancient Languages, was delivered on the advantages of classical education. And from the account published by the authority of the Trustees, it is evident that the high reputation of this College, for its classical course, has been owing, in a great measure, to the thorough discipline which was then provided, and which has been preserved to the present time. The Trustees proceeded to the appointment of other Professors, as the increase of their funds gave them the necessary means; and in 1792 the sum of EJ7·5 was expended for the purchase, in Loadon, of 9 ihe requisite Philosophical apparatus. Most of the articles are still found in the College, thou_gh $ome important ones, among which was a th~odolite, have been lost, At this period there were six l'rofessors and Teachers, constantly employed in the College; ~nd, for ~nany years, its reputntion was such that. a. long succession of distinguished scholars took then• ., deg rees at its annual Con1me nc'ements, On Friday, N ov. 2 2d 1805 (a day or singular fatality and ill -omen to education in Maryland,~ lea~e was granted in the Ho.use of Delegates to br_mg 1 . ''an act to withdrn:µJ the funds f rom f,flashington and St. John's Cqtleges." The strongest possiblf!: influence whi-ch the enemies· of ,the College could command was concentrated; and brought to bear upon it; but so firm were .;:he convictions of the impolicy and injustice of the a0t, then felt, that a majority pf but eight members, unde}• all the exciteme nt of the ticcasion , could be zll'evaile'd on to take the fatal step. "{his decision was not had in the House of Delegates till thy 1st of Ja111rary, 1806. And a strong indication of the dispassionate judgment of the Honse~ on this important matter, is founi;l in the vote subsequently taken at the s~me s~ssion: upon a r esolution introduced to restor~ S 1600 per annum from the funds which had been withdrawn, for the p urpose of enabling _the Trustees to continue the institution. The question was t~ken upan this resolution on the '27th· Jan. 1806, and was lost by only a· sing1e vote. In consequence of this a,ction on part of the Gov~ ernmer;it, tht:: Visitors arid Governors were under the r!ecessity of passing the following resolufion on tho. 12tQ of May 1806. . "Wherea~, by virtue of an act of the Legislature of ldaryland, at their last session, the donationfrom the State to St . .John's College of £1750 per, 9nnum,. wilt,cease am/ determine on thtJ 1§.t day of J,une next, therefore,-Resolved, that the , Principal, Vice Principal, Professors and M aste.rs of said College, be discontinued on tile 10th day of Au,'.: ~ • I �• 11 10 gust, ne:i:t." Such provisions we1·e made, howev:1, at the same time, as the funds would allow for the mamtenance of a respectable school; but its character as a College was lost. Yet the Visitors and Gover~ors hav_e never abandoned the hope under the rnostpressrng period of their necessity, of ultimately fulfilling the designs of its founders. They have, accordingly, appealed to the Legislature, at several periods, for a restoration to the enjoyment of their rights, and the justice of their claim has been repeatedly acknowledged; and acts of partial indemnity have been passed in theit• favour. In 1811 an act was passed, appropriating 81000 per annum on the same terms, with similar sums granted to other county Seminaries. In 1821 a lottery was also granted, v,hich added ~20,000 to the permanent funds. Finally, in 1833, an act of compromise was passed, by whic-h 82000 per annum, in addition to former grants, were secured to the College forever, which the Visitors and Governors accepted in full of their legal and equitable claims; and the deed of release, required by the act, was executed and entered upon the records of the court of appeals. By the same act, ten of the highest ofti• cers of the State Government were introduced into the Board of Trustees. These measures have gone far to restore to the College the confidence of the people of Maryland, and the consequent increase of patronage, has required the addition of another building for the accommodation of students. It was accordingly resolved, Feb. 15, 1835, to solicit funds, by subscription, for this purpose and for the general improvement of the library and apparatus. Upwards of deven thousand dollars have been already subscribed, and a commodious edifice, 80 feet by 40, 3 stories in height above the basement, has been commenced, and will be completed by the ensuing spring~ The foundation walls are built of stone, in the most substantial manner, furnishing one large and convenient public room, in the basement story, in addition to a kitchen, ct:llars, &c. of sufficient size for a public establishment. The walls above the basement, are of brick, with partitions of the same material, and will contain twenty-five sepa1·ate rooms, for the accommodation of fifty Students, besides rooms for the family of a· Professor of the College. The Corner Stone was cut from a single block of granite, in the form of an Octagon, four feet across, corresponding with the form and dimensions of the angular buttresses. The ceremony of laying the Corner Stone, was preceded by Prayer, by the Rev. Dr. Humphreys, the President of the Coilege. The following inscrip• tion, enclosed in a sealed gla1s vase, was deposited in a mcta\\ic box, undt•r the stone: "This corner stone wits laid on Thursday, the 18th day of June, A. D., 1835, by the Hon. John iStephen, Presiding Judge in the Court of Appeals, the Rev. Hector Humphreys~ D. D. President of St. John's College, and John Johnson, Esq. one of the Visitors and Governors, being present and assisting; His Excellency .11.ndrew Jaclrson, being President of the United States; His Excellency James Thomas, being Governor of Maryland, and the Hon. John S. Martin, Thomas Veazey, Geol'ge C. Washington, .Nathaniel F. Pftilliams, and Gwinn Harris, being the :Executive Council; and Dr. Dennis Claude, being Mayor of Annapolis. Ramsa.1/ Waters, John Johnson, Building Committee. Nicholas Brewer, Jr. R. C. Long, Architect, Elijah Welts, Builder." ! After the ceremony was performed, the following remarks were m&.de by the presiding Judge, standing on the Corner Stone. "The object of erecting the Edifice, of which the corner stone has just been laid, is one of vital importance to the future happmess, prosperity and welfare �12 ~r .that community of which we are members. fier~ likewise, is to be laid the corner stone of that mteliectual cultivation, which is to develope the powers of the youthful mind, and enable it to gather w~alth from those treasures of antiquity, which have outh~ed the wreck of Empires, and s?rvived the a!l-moulderrng hand of time. J;Iere the rising generat10n are te ac~ guire the rudiments of s~ience,_ aud to ~e taught thostl elemental principles of learmng, which elsewh~re, :µnder pigher auspices, are to be foster~d and cherished and receive additional culturP, until they expand in(o full growth and maturity. To the mind ~f the Patriot, the spectacle which the _ceremony of this day has exhibited, must bring a tram of thought, o~ t~e roost gratifying and consoling character. Withm these walls, the first lessons of that wisdom are to be taught, which is to guide and control the f~ture ~estinies of this rising Republic, to sway the dehberat1?ns of its Rulers, and elevate its character to that high ~egree of splendour,· d!gnity and ~enown, to whi~h, under the benignant smiles of Provi9ence, and a virtuous and enlightened administration of its affair&, it ~eems to be tt:nding with a step as certain as fate, aud :.ureas the advance of time itself. To the friend and Jover of his country, 'no human interest can present stronger claims to patronage and support, than the cause of science arid literature; by their lights ar.d influence, the mind is invigorated, the taste refine~, and the heart warmed with noble and elevated sentiments. But above all, in a Government founded, as ou1·'s is, upon the virtue and intellig~nce of ~he pe_ople, a gen6ral diffusion of knowledge is essential to its prosperity and permanent existence. May we not then, indulge the pleasing, the delightfol hope, that from within these w . dls, the lights ot science will go forth and pervade every corner of our land, illumine the mind() of the rising generation, and impart to posterity those blessings which learning and virtue never fail to bestow. ADDRESS BY JOHN JOHNSON, Esq. l)ELIVERED IN THE HALL OF ST. JOHN'S COLLEGE~ June 18th, 1835. The occasion which calls us together is one which ~u]dresst>s itself mo,,t powerfully to the best aftections of the human heart. We are engaged in providing means tor the education of the rising generation. In supplying that aliment for the minds of those who are to fill the places now occupied_ by us, without ;Vhich the glorious institutions transmitted by our fore1athers to ourselves, would be but a barren and unprofitable inheritance. In vain did the Heroes of the Revolution toil and bleed to free us from the galling yoke of Colonial servitude. In vain did the warm currents of their lives best blood, 8tream over the fields, whose ab~ndance we now enjoy, if we, their sons do not furnish the future owners of all these blessings, with a full knowledge of their inappreciable value: . ~t may be truly said, that the eyes of the whole c1 v1hzed world are anxiously directed to the career of youthful America. The friends of freedom regard her progress with exulting anticipations it is true, but with hopes sometimes overcast with gloomy forebodings of the future. The advocates of despotic authority, dreading the influence which her bright example may extrt over those who have so long been the victims of that authority, watch every indication of degeneraCY, eagerly longing for _the moment, when. the spectacle of bleedin~ and dismembered America may be a warning to ~woid, rather than an example to follow. ,!\nd shall we not employ all the means placed by a �14 gracious .i.Jrov1oence within our reach, to fulfill the hopes of our friends, and disappoint the expect ations of our enemies? Shall we preter mit any effort~ which may sustain, in all their purity , the be<1utiful fabric of Repub lican Institutions, purcha sed with the blood of our glorious ancestors, from a nation whose valor until then, had never been successfully resisted? and how is this priceless treasu re to be preser ved-th ese inestimable institutions upheld and defend ed, but by teachin g their full value to those to whose keepin g they must ere long be confided? There is no way in which this can be done, unless education is diffused widely among the people . To apprec iate a blessing, its worth must be known, and it can only be known , by assiduously cultiva ting the mi.nds of those upon whom the impression is to be made. A glorious destiny awaits Repub lican Ameri ca if she is faithful to the principles which led to her indepe ndence . She has already taken the lead of the older nations of Europe in the science of Government. The votaries of freedom there, pant in vain for the high prize which descen ded to us from our venera ted forefa thers- oppressed and borne down as they are with the barbar rous institutions, of barbarous and benigh ted ages; institutions interw oven with the very web of their social systems, and which cannot be overth rown, or even essentially modified, withou t dange r to the fabricks themselves; ages must roll away before the same perfec tion in Gover nment is attaine d there, as exists with us-no ne disput e our superiority in every thing which relates to political organization. It is admitted and unquestionable, and if we can likewise outstri p other nations in the cultiva tion of the sciences and the lessons of practic al wisdom, we shall prove ourselves deserv ing of the blessings we enjoy. It is not to be expec ted, or perhap s desire d, that the same high finish and elegant polish in literature, shall be acquir ed in this countr y, as is to be fount! in the higher grades of Europ ean society; There the great accumulation and concentration of wealth, in 15 the hands of a few, enable them to dedica te thcil whole lives to the cultiva tion of those arts which serve rather to adorn than benefit niank ind-w ith us, this can never be the case. 1 he genius of OUl'institutions is alike opposed to the monopoly of \~e.alth or_kno:V· ledge. They were framed 111 a sp1_r1t of d1ffus1 vc philan thropy , and \vhilst the law provides that we.llth shall not accumulate for ages, the avenues to knowledge are thrown open alike to all. The great object is to enlighten the mass. The int_elligence_of a nation consists in the aggreg ate of the wisdom of its people , and not in possessing a few dazzling ~uminaries, whos_e brilliJncy but deepen s the surrounclrng gloom. It ~s not meant that the minds of all can be equally cultivated. Societ y is a chain of dependencies, and some are invited to the discha rge of duties, which rtquir e higher attainments than are necessary. to the parts which others are called on to play. Whilst therefo re, the streng th and durabi lity of the Government, and the happiness and indepe ndence of ~he ~eople, arc essentially promo ted by the spread of rntelhgence and education 2 it is of the highes t importance that means should be liberal ly provid ed, for the more elaborate instruc tion of those who may be regard ed as the especial conser vators of the institutions of the countr y, and upon whose success in the great strugg le for mental superi ority, th@ fame of the nation must necessarily rest. For this reason, it is the duty of all who cheris h the honor and welfare of the State, not only to furnish abund antly the means of improvement to the mass of the community, to enable them to ap• precia te truly, the happiness of their condit!on, and to choose discre etly, those to whom the machi nery of Government shall be confided, but it is also their imperativ e obligation to supply semina~•ies, _where the most perfec t cultur e, of which the mmd is capabl e, may be afforded. In propor tion as these are multiplied, and society is filled with a class of men, eminently qualified for �16 the discharge of its most important duties, the danger of selecting unfaithful or incompetent trustees of the public we]fa!'e, is diminished. The conduct and qualifications of every candidate for the popular suffrage, will be vigilantly and searchingly examined, and it wiH rarely happen, that ignorance will escape detection, or presumprion fail of its rebuke. And should the various States of this happy country, ri val each oth e1· in the cat1se of education, with the same zeal which they now display in improving thei r physical condition, in opening avenues to wealth, and adding new impulses to commer<?e, a degree of pros• perity may be attained, which the imagination of the wildest visionary has not yet conceived. Every motive to exertion, which can actuate the human heart, :must exist in a nation like this. Witlt us, there are no privileged orders1 Lorn t-o fill the high places in the State. No sense of conventional inferiority, presses upon the mind here, deadening its energies, and smothering its virtuous aspirations, The highest posts in the State; posts, the possession of which; might thrill with a palpitating gladness, the bosom of the loftiest monarch of the world, are accessible to the humblest iudividual. The staridard of merit in this nation of 1:epublicans, is virtue, intelligence, integrity and devot10n to the public welfare. These are qualifications which depend aot, on blood, on wealth, or adventitious influences of any kind. The son of the humblest peasant within the wide borders of our almo~t li1~itless territory, 01: !he offspring of the poorest artisan 1n our numerous C1t1es, may by his merit alone rise to a height of true glory, whose elevation would r;nder giddy the head of the proudest potentate of Europe. He may be placed at the head of a nation of freemen, whvse selection of him for such a trust stamps him with ~ perpetual and glorious immortalit/ With these motives to stimulate to exertion, who can set bou~ds to Am:erican genius, if proper appliances· are furnished for its careful cultivation. 17 In most of the States of the confederacy, ~his momentous subject is engaging much of _the pubhc attP.?· tion, and large sums have been contr1bu~ed by pubhc and private munificence, for the promotion of ed~ca• tion. In Maryland, a fatal lethargy for ~ long time, seems to have brooded over the public mrnd. In all the other elements of greatness, sufficient activity has been manifested, especially within the compass of the last few ye11rs. Efforts have been made, and are now making, to attract within our borders, by stupen~ous works of internal improvement, the rnexhaustible riches of the western world. The lofty Alleghanies are to be pierced o~ scaled, and a tide of commerce and wealth poured rnto our lap from fields and vallies, which it was supposed we;e separated by impassable barriers. T!iese are achievements to which Maryland enterpr1ze, and Maryland treasure are freely devoted, and if successful as can scarceli be doubted, will reflect imperishabl~ honor upon those who devised, and ~hose. who executed them. But whilst we are pressmg vigorously on the heels, if not ontstrippin~ ou_r sister States in the race of physical and commercial 1mpr?vement, it is not to be disguised, that we are far bc_hrnd _m~st of them ' in furnishino-b the means of educat10,1 w1th1,1 Ve have not yet among us, any our own borders. great State lnstitu~i~n, affor<l~ng adequate facilit~es to our y,mth, of acqmrrng the higher branches of intellectual improvement. In consequ_en?e of the.absence of a liberally endowed and flour1shmg seminary of learning, our youth are compelled to resort ~o o_ther States, where feelings and prjnciples may be 1mbibe_d in opposition to the best interests of the land of their birth. It is natural to the human heart, to feel a strong yearning of affection for the spot_ where the light ?f wisdom first beamed upon_ the mm?·. The pla~~s m which we abode "when hfe was m its sprmg, and which are associated with our freshest recollections-: 3 �IS where the capacities of the mind were first unfolded a1!d the Jessons of virtue and wisdom originally in: ~tilled, ~re alw~ys remembered, even to the dying hour, with fe elings of gratitude and love. Would it not be wise then to tie the sons of Maryland by these golden cords of affection to the land of t~e~r birth, a~d not exp?se them to the perils of a .divided alleg1a?ce? I_t 1s far from the purpose of lhis _ad~ress to excite sentiments of hostili ty, or even of md1fference, to the welfare of our sister States. ~Te all constitute one great family, banded toge1her in the holy brotherhood of affection and mutual interests -Jiving un~er one common government; pursuing the same objects, and Jinked together by a thousand recollecti?ns of mutual dangers ·and mutual support, ~ha~ed with, a?d afforded to each other. The prosperity .o~ each Is the prosperity of the whole, and may the brilliancy of the constellation never be dimmed by the obscuratio n of a solitary star-on the contrarv' PU; earnest w~sh is~ that they may grow brighter, a~d bri~hter, until then· rays shall illuminate the farthest ends o_f the earth: A ll that is urged is, that it is the true d1c~ate of wisdom to bind the sons of Maryland to her s01l, by every sympathy which can penetrate to the recesses of t he human heart. They should be ,t aught_to regard the_land of their birth, as the land by which every blessmg they enjoy has been bestowed and to_whose glory and advancement, they are bound ~o dedicate the best e~ergies of their nature. They ..hould not be permitted to reflect, that whilst they ~re Mary~anders, by the _accideut of birth, they owe to other S~atcs all f~r w?1ch life is worth preserving; 1he educati?n of t heir mrnds, that moral culture which ~nsures. their resp~ct amo~g men, and those religious 1mpressions, on whwh their hopes for eternity are reposed. In additj?n to these inducements, which are surely of so?1e _weight~ the effort now making to establish a !)qur1shrng s~m;nary of learning in Maryland is re- 19 commended by considerations of the truest economy. . The amount annually expended by our young men, who are sent abroad for their education, must necessaril y far exceed the interest of the sum, which would be required to build up a college at home, adequate for every purpose. Independently of \Vhich, what is carried abroad is lost, or only returned rn attachmen ts severed from home; whilst what is expended at home is promotive of the pnblic good, by being more widely diffused . It cannot be doubted, that 8100,000 spent abroad impoverishes the State more than five times t hat su :U spent among ourselves-whilst the first is so much taken from the general mass, never to be restored ; the latter after performing a round of circulation, giving employment to the \lOor, and food to th_e ind ustrious. is returnect to the sources from whence 1t was contrib'uted, by a thousand channels. Why education has been so long neglected in Maryland it is difficult to conceive. A-. early as the year 1784 the attention of the State authorities was called to this subjec t, in order as the preamble t? the charter of Wushington College declares "to raise up, and perpetuate a succession of able and honest men, for dis charging the v.irious offices and duties of the commu11ity, both civil and religious, with usefulness and r eputatio n," and in 1784 an annual donation of £1250 was granted to this College, to be applied to the payment of the salaries of the principal, professors and tutors. In the same year 1784, an act was passed for founding a College on the western shore, and constituting the same, together with Washington College on the.eastern shore, one university, by the name of '.'the Universi ty of Maryland." This institution was in orporated by the name of the Visitors and Govern• ors of St. John's College, and for the purpose of providing a "permanent fund for the further encourage• ment and establishment of the said College," the sum of £ 1750 was ''annually and for ever thereafter given and granted, as a donation by the public, to the US" �20 'lf_thc_ saicl College on the western shore," to be applied rn the same manner as the donatiou to Washington C~lle 9e, "for. the liberal education of youth in the prmc1ples of virtue, knowledge, and useful literature." Thus it will be seen, that our ancestors, those who fought t_he b_attles_ of the Hevolution, and bequeathed us the rich_ inheritance _of freedom, were fully sensible of the mcalculable importance of education and coun_ted not price, in the means of furnishing it. They had Just emerged from the dangers of a bloody and f~arful contes}; and "frighted peace had hardly found time to ]?ant, after the ferocity of the struggle. The music of the martial trumpet, and "the earth9uake shout of victory," had scarcely ceased to ring m the1~ cars, when ~he paramount importance of education arrested their attention and in the circumstanc.e~ in which they were plac~d, the most liberal prov1si_on ~as ma~~ for it. For not only did the St~te, rn its political capacity, grant the donation which has been mentioned, but contributions to the ~m~u~t of upwards of £10,000, were furnished by md1v1duals, for the same elevated and benevolent purpose. . Among these contributors, beside a list of name:-:! "'.h1ch any age or nation might be proud to exh1b1t, 1s to be found that of Washington himself, the man, who had not only "filled the measure of his C()Untry's glory,'' but who had raised the standard of h~~amty, throughout the limits of the civilized world. ' ' 1th _the means thus supplied, St. John's College was estabhshed, and pursued for many years a career of usefulness and honor, dispensing the bles;ings of educat10~ upon hundreds of her sons, and bidding fair to raise the reputation of the State, which founded and foste_red her, to an equal height at least with any ' of her sisters. In 1805, less enlightened and liberal counsels appear to have prevailed, and the funds which had been perpetu~lly dedicated to the support of this institution, were withdrawn. It is not our purpose to speak 21 harshly of the proceedings of that day. It is enough to say, that they fell heavily upon the hearts of those, to whom the interests of education were dear, and that the brightening beams of St. John's were shorn of their lustre. The University, within whose walls had been educated many of the most illustrious men of the age, who had sent forth from her venerable shades, a number of the States, most distinguished ornaments, was doomed for a season, to sicken and languish, from the indifference of the parent, who had engaged by every sanction, to nurture her to the last. But may we not indulge the hope, that these days of neglect are past? That the minds of our fellow citizens are fully awakened to the vjtal importance of building up, and sustaining here at home, a high seminary of learning, commensurate with the progress of society, and the dignity and honor of the State. The Legislature of 1832, influenced by enlightened counsels, and stimulated by a sense of justice, restored a portion of the funds withdrawn in 1805, and incorporated in the Board of Trustees, several of the chief ufficers of the State, thus clearly impressing upon it, the characteristics of a State institution. From that auspicious moment, the progress of the College has been rapidly onward. The Board of Trustees had previously @ngag'ed the services of a gentleman in the capacity of Principal, eminently qualified for the duties of such a station. To the advantages of much experience, deep and various learning, a character of the most elevated cast, he adds a · zeal and devotion which knows no flagging, and a perseverance and assiduity which has never faltered. Under his guidance, with the growing interest manifested by the community for our welfare, the full realization of our hopes can hardly be doubted. · Occupying a position in the confederacy, eminently favorable to the development of her resources, Maryland cannot fail to become one of its most conspicuous · members, if she is faithful to her own best interests. No apathy on the subject of these interests has been' �22 displayed, save only with respect to education. In opening channtls of communication with the distant and fr uitful west, gigantic efforts have been, and arc being made, and mil lions of t1·easure unhesitatingly expended. T o ascertain what hidden treasures lie buried in the bowels of the land, and contribute our portion to the cause of science, liberal provision has been made, and we have the proud consciousness of knowing, th at with reference to the latter objects, we have taken the decided lead. The benefictal results of these wise measures, are already most sensibly felt. The spirit of commerce, which had begun to droop beneath the incubus of inactivity, 1s now buoya~t with reno vated life, and whitening every ocean with h er wings. The farn1er pursues his meritorious occupation, wit h the well founded assurn11ce of being amply r em unerate<l for his toil, and the industrious artiza ns of our towns and villages, partake largely of the general prosperity. In the midst of this reioicing, this ac t ual fruition of abundant causes of pr~sent gratulation, and prospects for the future most cheering to the hea r t of the philanthropist; it is our happiness to kn ow, that the hopes of the friends of St. Joh n's are once more reviviug. In addition to the recent bounty of the State, already adverted to, and the steps which ha ve been taken towards placing her in the footing of a State institution, a considerable accession of fu nds has been derived, from the voluntary contribution of i ndividuals. With the means thus acquired, the Ed ifice, the corner stone of which has just been laid, is to be erected. The object of the building is, to acco mm odate with board, students from a· distance, whose paren ts or guardians may wish to exclude them fro m the city. The want of such an appenda&'e to the College, has been Jong felt; and ~hen fimshed, we confidently hope, will infuse new vigour i_nto !ts r~vi ving energies. The appeal however which 1s berng made to the public liberality has been hut partially r esponded to. ' 23 T o place the institution upon the lofty ground, which i t deserves to occupy, to ena~le it to f~lfil the h opes of its friends, and to a~compl~sh the high J?Ur • poses of the patriotic generat10n which founded it, a far more generous supply of means is ~ndispeosab)y necessar y. That they will not be furlllshe~, we_w~ll not believe- Maryland can, and will maintain w1thm her bosom one high seminary of learn_ing, where her sons may drink freely, of those '.ountnrns _of trot~, of wisdom and of virtue, so essential tf) their happrness and pro'motive of her aggrandisement. _Why should not th e pu re and elevating lessons of ph~l?sophy, the profoun d recesses of science, the beaut~fu\ and cap tivating graces of Grecian and H.omart literature, be as effectually incukated, explored, and un_folde? here, as el sew here? The libel, that the ''gemu~ sickens, and the fancy dies" in A 111erica, has long srnce been ex ploded. The p1·oductions of our st~tesmeu, and our orators, our poets, and_ our men of ~cience, arc b0rne across the broad Atlantic, to be admired_, wond_ercd at, and imitated, by those who taunted us rn our _infancy. The profound argument, the deep discuss10n, th e clear perc eption of the duties of gover~m_ent,. the flashing wit, the withe:in_g sa:cnsm, the brilliant _ima• gination, which have d1st111gu1shed our c~ngress10nal debates, not only demonstr;lte that gemus does not languish in America, b~t that she has f?und new worshippers here, to krndle her _flames rnto a ret brigh ter effulgence. Wl~at _Ame_rican does not i~el h is bosom swell with patnot1c pn<le, when he hears the p raises of her sons wafted back from tlie shores of E urope? What has become now of th_c ~neer, '~w~o :-ea<l s an American hook?" Where, w1tl~m the hnnts of the wide world, are such accurate news of (?o· vern ment ente rtained? Where so pure a morality inculcated, and such rapid advances in ~II that ca~ adorn and elevate humanity, made, as m youth~ul America. The nations of Europe, though c~nturies pefore us in the order of time, :tre nearly distanced �26 24 in the race of prosperity. In reforming their political constitutions, in tearing down the cumbrous ma~hi~er~ of remote ages, and substituting in their place, I?stitutions better adapted to the progress of civilization. In ab0lishing complications which oppress, and supplying simplicity which relieves; in destroying de_spotism and establishing freedom, the example of this west_ern Republic is exerting a mighty ard most salutary influence. In all these important requisites of human. happiness, the space between us and them, can har~ly be measured by comparison. We are young, vigorous and free, full of present e;njoyment and radiant with hopes of the future. They old f~eble, and enslaved, Jiving under institutions cr:1mb~ hog be~eath the hand ~f time, and heaving to their foundat10ns under the billows of popular discontent. Th_e same shores which received the pilgrim fathers, flymg from shackles forged for their consciences, are now t~e. refuge ~o~ the oppressed of every clime. The victim of political m,urpation, he who is made to contribute from his scanty means to support a church whose creed carries no consolation to his bosom; th; !over ~f freedom, and _the slave of tyranny; the starv1ng Irish, and the exiled Pole, all seek and find an asyl?m on the shores of happy America. With these motives to warm our hearts with gratitude towards our creator, should we not strain every nerve tor the fulfilment of his holy precepts? And why should not on_e great Temple to learning be erected here on ~his spo~, associated as it is, with some of the :Uost rnterestrng events in our history? 'Twas here the father o[ his ~ountry resigned that sword, which had waved m trrnmph over the fields, on which the batt~es of inde_pendence ha~ been fought. 'Twas here he bade adieu to au~hor1ty, suppressing, if he ever felt them, the promptrngs of ambition, and presenting to the world a spectacle of sublimity, which never has been eqq.alled, and never can b~ excelled. If education is to be fostered in Maryland as its importance demands, no location more favo.rable for its cultivation could be selected than this. The building now existing,_ and th~t in the course of con• struction are seated m a plam of great extent and unrivalled beauty. The climate of the place is un• surpassed for salubrity, and whilst the moral co~taminntion incident to the vicinity of a large Town, 1s not to be dreaded, the presence of the seat of Government is full of advantages. Every thing conspires to render St. John's a favo• rite of the State. It was built up by the purchasers of our freedom, whilst the storms of the revoluti~n, were yet rocking the battlements of the Repuhhc. It has enrolled among its alumni some of the brightest ornaments of the nation, and continued its usefulness to the last, though frowned.upon a~d discouraged ~y the parent which cre~ted 1t. . It i~ endeared by its origin; venerable for Its age; 11lustr1ous for the great minds nurtured within it:i walls, and entitled to our gratitude for yet striving to do good. Let us then hope, as we do hope, that the days of its discouragement are past, and that from the walls now about to rise, a race of virtuous and enlightened men may he sent, who shall add new lustre to their country's glory, until the bright star of the Republic shall scatter the rays of liberty to the uttermost ends of the _Earth. No maxim is more universally admitted than that wealth and knowledge are mighty elements of power. That nation which is possessed of these, in the largest abundance, not onlyholds her own liberties impregnable to the _assaults of o~hers, but the fate of others is generally i!l her kee~rng._ Extensive territory, and a teeming popula~1~n if ~es• titute of these resources, so far from givmg vigor to a Government, invite aggression and encourage rapacity. Points accessible to attack are generally plUltiplied in proportion to territorial extent; and the dangers of internal dissentiou are increased by the ex:4 �26 istence of a dei,se, if unenlightened, populatio n. Iq every nation spre ad over a large exte nt of surface, thr.re must, by the unalterable laws of natu re, exis t geographical distinctions, whic h wisdom and patr iotism can alone appease. If these are wanting, not only 'Yill actual diversities of inter est impel to disunion, ~nd ensure weakqess, but inte rests only seemingly ~onflicting, will be ia:flamed by the designin g into irreconcilable differences. Wha t was it, but the sound good sense of thf' Ame rica n people, the love of coun try and jts laws, which result from understan ding thei r ~'Xce11ence, which saved these Unit ed Stat es ftom dismemberment, duri ng the rece nt violent poli ~gitations. It was said, and no doubt believed, tical by the pe~ple_ of ~n imp~ rtan t division of the coun try, that thei r r~ghts a~d mter ests were sacrificed to enri ch pthe r sections, less favored by natu re than them selves. The y were told that the bounties whic h Prov iden ce had showereq upon them with a prodigal libe ralit y, ~ere wr~sted from thei r enjoyment by a tyra nnic al ~ourse of legislation. Eve ry avenue by whic h the ~urnan hear t can be appr oach ed, was assa iled with maddening an~ soul stirr ing appeals. The ir thei r interei:;ts, thei r feelings of Stat e prid e, honor, the natural in~ignation of a gallant people at oppr essio n, ~ere all m turn addr esse d by the eloquent victims of ~ . fearful delus~~n. It is impossible to cont emp late with out shud deri ng, the consequences whic h mig ht have rei;µltetl fr~m th~se ~auses, if the peop le of these Unit ed Stat es haq not felt, and known, the value of pheir gove mme nt. The Halls of Congress would in vain hay~ rung wjth the eloquent voices of our unfiV!U~d oratorll. Tpe ir warnings, thei r invo cations, the~r deep s~ga~ity, thei r solemn adjuratio ns, and th!11' beseeching appeals, would have been all, all in yam, and the same fields on which Green and How ~r.d had fought for thei r coun try's inde pend pught have been crimsoned with American bloo ence , d shed ~y A~~ ri~a n han~s. ' 27 nd how is 1t that the English nation, for so many centuries, has maintained liel' ascendancy amo ng !he nations of Europe? Her terri tory and popu lation compared with many of them, ~ould, b~t for othe r causes plac e her far below them 1a the scale of grea tness. 'The se causes are, her superior weal th and knowledge. By thei r means: s~e has not on!y and maintained herself on a footing of equa pla~ed lity, w1t.h the most powerful of th_em all,_ but has been ~nal>le_d to interpose her prot ectrn g reg1~, to sa~~ them rn thei r extr eme st danger. The warlike spm t of ~ran_ce, blown into an intx ting uish able flame, by the whir lwm d of the Revolution, and guid ed and cont:entrated by the matchless genius of N~poleon, threatened the world with universal conquest. One _after a?~t her, nations of Euro pe yielded to his domuuon . ~he . I he Alps and the 1-yrene~s, presen~ed no _obstacle to the victorious march of his conquerrng leg10ns, and deat h and desolation follo\'Ved resistance to his will. Italy , the seat of th~ once prou d mistress of t_he_ wo:l d, Spain, unmindful of the glory which ?nee d1st1 ~gmshed her atnong the nations, Aust:ia, Prus ~ia, a?d Russia with theil· countlesg armies and imperial scep tr;s, had all quailed before the eagles of invincible Fran ce. In this full care er of conquest, however, ther e was one spot to which thei r victorivus pinions could neve r reach, and that was the land of our forefathers· that island anchored in the deep, who se wealth and whose knowledge bid defiance to thei r flight. Not only did she preserve_ her own sh?res, unprofaned by a hostile foot, thougo ever y nat10n of Euro pe, at one time, was leagued for her overthro w,. but I?ersevered in the struggle, until the star ot the victo r pale d before her bann er, and "the arbitP.r of othe rs' fates, became a supp liant for his ?Wn." _And thes e mig hty efforts were made, and this sple~d1d consummation accomplished, by the potent engrnes of wealth and knowledge, for ''no towers or bulwarks along the stee p," ever were deemed necessary to tht safety of England. �28 Whilst however, the power which reswlts from i!ea]th, ex_erts a treme~dous _influence upon the destmy of _nations, tha~ which arises from superior knowledge, .1~ far more hkely to ensure thei1· happiness and tranquility. The acquisition of the former not un• freq~ent1y brings with it, luxuries which vitiate the pubhc morals, and vices that contaminate the ver) sour~es of pub]i~ vir!ue; whilst the latter expels cor• ruphon, where 1t existed before, and purifies, as with :fire, the foulness which preceded it. In seeking therefore,. to better our condition, to promote ou: own happ~ness, and a~vance the power of the nation, let us not !n the pursuf~ of riches:, overlook the paramount ~la1ms of ed~cation; but rather, let us be doubly desirous to acquire th~ latter, that the vast energies of the former may be directed to better and holiel' purposes. SUBSCR iPTIONS MADS 1'0 THJ_,; FU N.U • The subscription mentioned in the prefatory re• marks, was made in three, equal, annual, instalments. It wa·s carried through the several counties on the Western Shore. and the amount obtained, was· ten thousand pounds. In 1821 , at a meeting of the Alumni, in the Senate Chamber, at Annapolis, a plan of subscription was drawn up, a condition being inserted that the whole should be void, unless the sum of ten thousand dollars should be obtained. Severa\ names were subscribed upon the spot, but no agent was appointed; the requisite sum was not obtained, and the subscrip• tion paper has been lost. The only record of it t~at remains, is the payment of the following sum, which was discharged by the donor, though not required to do so by the terms~ 8200. Isaac McKim, for the plan a exhibit s The following resolution in the now and 1834, in same object, undertake n courie of prosecution. Resolved, by the Visitors and Governors of St. John's College, that the Principal be authorised and requested to collect subscriptions, payable to the Visitors and Governors, to be applied by them, in the erection of suitable buildings, for the accommodation of students, and for improving and extending the Library and Philosophical Apparatus of the College, and that the Treasure r be authorised to pay to the Prinitipal, the expenses he may incur, in carrying ,to effect this resolution. Resolved, by the Visitors and Governors of St; John's College, that the Governor of this State, His Excellency JAMES THoMAs, and the Hon. BENJAMIN S. FoRREST, and the Hon. THOMAS WRIGHT, 3d. �31 members of this Board, be a committee to co-operate· with the Principal, in making all suitable preparations to carry into effect the resolution of the Board, to coUect subscriptions for the benefit of this institution: St. John's College, Feb. 15th, 1834. COPY OF THE SUBSCRIPTIO N. We, the subscribers, hereby agree to pay to the Visitors and Governors of St. John's College, at Annapolis, Maryland, or order, th'e sums of money opposite our names, respectively, in two equal instalments, to be applied in carrying into effect the foregoing resolutions: provided, however, that this subscription shall be void, unless at least ten thousand dollars shall be subscribed, as aforesaid; and on the completion o{ said subscription, the first instalment above mentioned, shall become due, and the other instalment, twelve months thereafter. Sept. 9, 1834. James Thomas; William Hughlett; Robe1·t W. Bowie, Wm. H. Marriott, ~lexancler C. Magruder, Henry Maynadier, H. H. Harwood, George Mackubin, Dennis Claude, Ramsay Waters, John Johnson, Nicholas Brewer, Jr. Alexander Randall, Thomas S. Alexander, George "\\'ells, Brice J. Worthington, Richard Harwood, of Thos. Richard I. Jones, Thomas Oliver, J. I. Cohen, Jr. Walter Farnandis, $500 ' 300 .250 250 •· 200 200' 200 200 20() .200 200 200 200 200 200 200 200 200 200 200 lbO Hector Humphreys, Robert W. Kent, Dauiel Clarke, Gabriel Duvall, Fielder Cross, William D. Bowie, John H. Sothoron, William Reeder, Robert Ghiselin, Samuel Mayn11rd, Thomas Franklin, R. M. Chase, Thomas S. Culbreth, Hyde Ray, James Iglehart, Swann ~ Iglehart, George F. Worthington, George G. B~ewer, John B. Moms, Andrew McLaughlin, IJ.'homas B. Dorsey, William G. Tilghman, Charles Goldsborough, John C. Henry, Joseph E. Muse, Henry Page, G. C. Washington, Benjamin S. Forrest, J. Nevitt Steele, Allen Thomas, Charles W. Dorsey, R. G. Stockett, R. W. Dorsey, Larkin Dorsey, John C. Weems, Chas. S. W. Dorsey, Daniel !v.l urray, John H. Alexander, Gwinn Harris, N. F. Williams, '!'homas Sappington, Thomas Snowden, George Brown, F. S. Key, $100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 JOO 100 100 100 100 100 100 100 100 100 llJO 100 JOO JOO 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 �82 v·rga Maxcy, Joseph Todhunte r Thos. H. Carroll, , .Jonathan Ellicott & Sons, Francis Thomas, John S. Sellman, Robert H. Goldsborough E. 8. Winder, ' Andrew Skinner J:is. B. Steele ' Brice J. Gold;borough Thomas Hayward ' William W. Eccle~ton Chas. J. Kilgour, ' J. H. W ilkiuson 'l'humas E. Sudl~r J. Hughes, ' R. I. Cowman, John Randall, George McNeir Basil Shephard ,, R..J. Crabb, Thomas Duckett, Jo~n. H. Waring, W Ilham Ghiselin J. G. Chapman, ' Leonard Iglehart, Wm. D. Merrick, Charles H. Steele Wm. T. Goldsbo:ough H. W. Evans, ' Nathan R. Smith Daniel Randall 2 James Wilson ' David Baruum' James Carroll J' Wm. Denny, R. Potts, John Tyler, Benry K, Randall Thomas J. Dorse'tt John Iglehart, , A~n Iglehart, ft1chard Marriott, 33 $100 100 100 100 100 100 50 bO 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 pO 50 60 50 50 50 50 50 50 50 50 50 50 50 The names of future subscribers will be embraced in the next Annual Report of the College, to the Legislature, It is proposed to collect at least thirty thousand dollars, for the above objects. The present buildings, when completed, will be insufficient for the purposes of the College. The old building contains all the necessary public rooms for such an establishment, being 80 feet in length, by 60 feet in width, and three stories high, above the basement. But a separate building is required, for the exclusive accommodation of the GRAMMA R ScnooL. And, should the number of students increase, according to present prospects, a third CoLLEGE EDIFICE will J)ecome necessary, at no distant period. tiO 50 s �BOA RD OF VISI TOR S AND GOV ERN O,!IS OF ST. JOH N'S CO LLE GE . His Excellency JAME S THOM AS, ex-officio Presid ent. Hon. ,, JOHN BUCHANAN. JOHN STEP HEN . " STEV ENSO N ARCH ER. " THOMAS B. DORSEY. " EZEK IEL F. CHAM BERS . " C. ASA SPEN CE. " THEODORIC IlLAND. " JOHN G. CHAPMAN. " WILLIAM J . .BLAKISTONE. " JOSE PH KEN T. " RO.BERT W. BOW IE. ALEX AND ER C. MAG RUD ER, Esq. SAM UEL RIDOUT, Esq. JAME S .BOYLE, Esq. NICHOLAS BREW ER, Esq. HEN RY MAY NAD IER, Esq. WILL IAM H. MAR RIOT T, Esq. THO. MASH . CARROLL, Esq. THOMAS S. ALEX AND ER, Esq. JOHN N. WAT KINS , Esq. THO.MAS FRAN KLIN , Esq. RAM SAY WAT ERS, Esq. DR. DENN IS CLAU DE, Esq. NICHOLAS BREW ER, JR. Eiq. JERE MIAH HUG HES, Esq. GIDEON WHI TE, Esq. ALEX AND ER RAN DALL , Esq. JOSE PH H. NICHOLSON, Esq. JOHN JOHNSON, Esq. TRE ASU RER , GEOR GE ~1ACKUBIN, Esq. SECR ETAR Y. GEOR GE WELLS, E;11. FA CU LT Y. Rev. HEC TOR HUMPHREYS, D. D., PRESIDENT AND PROFESSOR OF MORAL SCIEN CE. JULIUS T. DUCATEL, M. D., PROFE SSOR OF CHEM ISTRY , JIIINER ALOGY , AND GEOLO GY. EDW ARD SP ARKS, 1\1. D., PROFE SSOR OF .ANCIE NT LANGU AGES, THOMAS E. SUDLER, A. .M., :ilRO.F.ESiOR OF IIIATH EMAT ICS AND CIVIL ESGIN EERfl' \'O. WILLIAM B. LEAR Y, A. M., PROFE SSOR OF GRAlll MAR. CHA RLES T. FLUSSER, Esq., PROFE SSOR OF .l\ICIDE RN LANG UAGE S. �37 JUNIO R CLASS RESIDEN CE, NAMES, CATAL OGUE OF THE STUDE N1'S OF ST. JOHN 'S COLL EGE. 1835. • George B. Dunkel, John Buchanan Hall, John W. Martin, Joseph Trapnell, Trueman Tyler, • CLASS GRADUATED, FEBRUARY 21st, 1835. NAlllES. RESIDEN CE, THOMAS HOLME HAGNER, A. B. ABRAM CLAUDE, A. B. EDWIN BOYLE, A. B. RICH.A.RD SMtTH CULBRETH, A. B. RICHARD CREAGH MACKUBIN, A. B. RICHARD WEEMS, English Diploma, Washington City. .llnnapolis. .llnnapolis, Caroline County. .llnnapolis. .llnne Jlrundel Co, • SENIO R CLASS . NAlllES. Thomas Granger, George Grundy , William R. Hayward, Joshua D. Johnson George F. Johnson', George Edward Musa, William I. Reder John H. Reeder ' ' . Henry W. Thomas Franklin Weems ' gton, Nicholas B. Worthin St. J\fary's County, Charles County. Baltimore City. Washington County. Cambridge, Frederick. Prince George's County . John M. Bt·ome, Frederic k S. Brown, SOPHO MORE CLASS . RESIDEN CE. NAMES, William Tell Claude, Marius Duvall, Jlnnapolis. Do lJavid Edgar, Thomas Iglehart, Charles N. Mackuhin, Jlnne Jlrimdel Comity. Baltimore City. .flnnapolis. Do Baltimore County. William C. Thompson, Edward Worthington, • RESIDEN CE. FRESH MAN CLASS. Queen .llnne's County. Baltimo re City. Cambri.dge Frederick. .fl,mapolis, Cambridge. Baltimore City. no St. Mctry's County. Ellcridge. .llnne .flrundel County, NAMJ,:S, RESIDEN CE. .llrmapolis. John M. Brewer, Do Philip Culbreth, . Elkridge Cale Iii Dorsey, Do "William H. G. Dorsey, Do John Thomas B. Dor11ey, .llnnapolis. John W. Duval!, Calt•ert County. Thomas C. Gantt, Somerset County. Benjamin Gray, �38 39 Reverdy Ghisclin, Jeremiah L. Hughes, Richard II ughl ett, Thomas R. Kent, Absa'om Ridgely, William C, Tuck, Prince George's County. .!lrmapolis. Talbot County. .!Jnne .!lrnndel County, .linnapolis, Brice J. Worthington, .!lnne .llrundel County. Do B. Thos. B. W orthin 0o-ton. D<J • PARTIAL STUDENTS. NAMES, R E SIDE N CE. WiJli11m R. Goodman Edwin E. Pratt, .llnnapolis. Queen Jlnne's County. .llnne .llrundet County, ' Samuel Ridout, • STUDENTS IN THE NAJIIES. GRAMMAR SCHOOL. RESIDENCE, George Barrott, John Basil, Robert Bowie, Lewellin Boyle, Jeremiah T. Chase J0hn Clayton, 1-lenry Duvall, ' Richard R. Gaither , Alexander H. Gambrill Benjamin H. Hall, Dennis D. Hart Benjamin Harwood, George S. Ilumphrevs, John T. E. Hyde, ' Washingto,1 City. Jlnnapolis. Prince George's County, .linnapc,l is. Do Do Do Do Do Jlnne .lirundel County. .!lnnapolis. Jlnne .lirundtl Count y, .IJ,mcipolis . Do Edward G, Maynard, Walter McNeir, George McNeir, Amiapolis. Do Nicholas Holland, James McNeir, Washington City. Annapolis, George Miller, Edward C. Mills, Thomas McParlin, Henry M. Murray, Horatio S. Ridout, Samuel Ricrout, Richard Ridgely, Allred G. Ridgely, William Ridgely, Richard H. Schwarar, Francis H. Stockett, John T. Taylor, ;)ennis C. Thompson, James C Welch, Do Do Jlnne .flrundel County. Jlnnapol is. Do Jlnne Jlrundel County, Jlnnapolis. Do Do Do Do Anne .llrundel County. .finnapolis. Do Levin Winder, James M. Winder, Charles F. Worthington, Do Easton. Do .finne .11.rundel County; Nathan Moore, John G, Gamble, Baltimore City. Weelaunee, Florida. ~dam Smith, Allan Quynn, Baltimore City. .finnapolis. �41 SOPHOMORE CLA.SS. FIRST TERM, f0.URSE ~F STUDIES, EXPENSBS, &c! Juvenal, ( Leverett's.) Homer'& Iii ad, (Robinson's.} Plane Geometry, (Legendre's.) SECOND TERM, Pl:tEPARATORY STU;DIES, VIZ: ;English G:rammar; Geography; Arithmetick; Latin Gram'Q ~ar; C?rderms~ lEsop's Fables; Eras ,, us; C~sar's Com~ men~anes, '!r _Sallu~t; Eclogues, and first six books of th~ 1En_e1d, of V1rg1l; Cicero's Orations; Mair's Introduction, or L aun Tutor; Greek Grammar; Greek Delectus; and Jacob's Greek Reader, and Prosody. • Pupils not intending to enter College will als b • t h E 1· h ' , o e rece1v• e d m o t e , ng 1~ Departm~nt, and will pursue such ·t ~ranches of Education, embraced in the course as Jheir particular views. ' ' iµay sui Cicero de Oratore, or Quintilian. Grreca Majora, (Odyssey and Hesiod.) Solid Geometry, (Legendre's.) THIRD TERM. Rhetorick and Belles Lettres.-(Whateley.) Grreca Majora.-(Tragedians.) Logarithms; Plane and Spherical Trigonometry: Exercises in original Compositidn and Elocution, during the year. • JUNIOR CLASS. P O ~ L E G I ~ 'I' E COU R s E . FRESHMAN CLAS$. · FIRST .T ERM. ,olsom's Livy. Prreca Majora-(Xenophon Herodotus Thucyd' d J preek and Roman 'Antiquiti;s, History, ~nd Myth~l!;y. SECOND TERM. 1Jorace, (~des.) 'firgil's Georgicks. 1rreca MaJ?ra, (Lysias, Demosthenes Isocrates ) _ gebra, with Arithmetic revised. ' • • FIRST TERM, Grreca Majora. (Minor Poets.) Applications of Trigonometry to the Mensuration of Heights . and Distances, Navigation, Surveying, Levelling, 4-'c. Moral Philosophy. Abercrombie's Intellectual Powers. SECOND TERM , Tacitus.-(History.) Conick Sections. Chemistry, with Lectures. (Turner's.) G , A TH!RD TEJ.UI. Hora~,,, (Satires and Epistles.) GAlrreca ~ajora, (Xenophon's Memorabilia Plato ) gebra completed. ' • raus!at!ons, Them~s, and Declamations du~ing the y~ar,. 'f THIRD TERM. Tacitus-(Manners of the Germans, and Life of Agricola.) Natural Philosophy, with Lectures. (Olmsted's:) Elements of Criticism, with Lectures on the Frne Arts.. (Karnes') Debates, Compositions, and Declamations, during the year• 6 �42 43 SENIOR CLASS. EXPENSE S. FIRST TERM. Natural l?hilosophy, finished, with Lectures. (Olmsted's.) Horace, De Arte Poetica; with Lecturns on Taste, and a Revision of Latin. J,qgic, and Philosophy of the Mind. (Whateley's.) SECOND TERM. Astronomy-wi th Lectures. (Cambridge.) Political Economy-with Lectures. (Say's.) ~vidences of Christianity and Natural Theology. (Paley's.) THIRD TERM. Laws of Natwns-Consti tution, and Civil and PDlitical History ot the United States. (Kent.) Butter's Analogy. Civil Engineering-(c onstruction of Machines, Bridges, Roads, Canals, &c.) Mineralogy and Geology. (Shepard's.) ))ec:amat1ons of Original Pieces, Extemporaneou s Debates, • and Exercises in Criticism, during the year. The study of the Modern Languages, shall be so arranged ~snot materially to interfere with the College course. The officers of instruction, will endeavor to make the horough as possible; and in no case will course of study as t_ a Scholar be allowed to pass, to an advanced standin"', till he _shall _have sustained all the previous examinations, to the ~atisfasllon of the Faculty. Full Courses of Lectures are delivered to th€' classes on (;hemistry, Mineralogy and Geology, and on Natural Philosophy and Astronomy. . The State Cabinet of Minerals, collected by the Geolo~ gist of Mary Ian~, is deposited in the College, anJ may be us~d, together with the College Cabinet, which ot !!self is quite respectable, in illustrating the Lectures on Miner.1logy ~nd ~eology. The College Bills are payable quarterly, in advance, as ol lows, viz: $24 per annum. English Department, do. 40 do. Preparatory Classes, do. Freshman and Sophomore Classes, 40 do, do. 50 do. Senior and Junior Classes, The above Bills include all extras. No Commons are established; but board may be had in . private families, for $120 per annum. Parents and Guardians are requested to place all momes intended for the use of the students, in the hand~ of ~ne ?f th p ofessors who will exercise a parental discret10n, 10 th:ir ~isburse~1ent; and lhe following ~aw o~ the ~late, passed December session, 1834, is published for the rntor• mation of all persons concerned. Section 1. Be it enacted by the General .lissembly of .Jl,faryland, That no person or persobn~ shall ~'!Ve cre?htt tot atnhy e Student of St. John's College, emg a mrn~r, wit ou consent, in writing, of his Parent or Guarclian, or ?f such Officer or Officers of the College, as may be authorised by the government thereof, to act in such cases, except for . ,, washing or medical aid, Sec. 2. .find be it enacted, I hat if any_ person or person$ shall give credit to any minor as afotesa1d, c~ntrary to the provisions of this act, he or they shall fo~fe1t and pay to the Treasurer of the H' estern Shore of this State, a sum not Jess than tv,enty, nor more than three hundre~ doll~rs, according to the nature of the offence, and at tl!e d1scret1on of the Court of Anoe Arundel Countr, which may be recovered in any proper nction, before said Court. Sec. 3. .!lnd be it enacted, That it s~all be the duty of the Attorney General of this State, or _his Deputy, on the complaint of any of the Officers aforesaid, to prosecute for all violations of this act. �� 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 Speeches, presentations, and other lectures Description An account of the resource Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM. Click on <a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures 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 Identifier An unambiguous reference to the resource within a given context speechespresentationsotherlectures 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. 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 An Account of the Ceremony of Laying the Corner Stone of the New Building, at St. John's College, Performed by the Hon. John Stephen, Judge of the Court of Appeals, with an Address Delivered on the Occasion, by John Johnson, Esq., One of the Visitors and Governors, June 18th, 1835, with a Historical Notice of the Institution, a Catalogue of the Officers and Students, and a Copy of the Subscriptions Made to the Funds Description An account of the resource An Account of the Ceremony of Laying the Corner Stone of the New Building, at St. John's College, Performed by the Hon. John Stephen, Judge of the Court of Appeals, with an Address Delivered on the Occasion, by John Johnson, Esq., One of the Visitors and Governors, June 18th, 1835, with a Historical Notice of the Institution, a Catalogue of the Officers and Students, and a Copy of the Subscriptions Made to the Funds. The pamphlet was published by the Board of Trustees and printed by Jeremiah Hughes. 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 1835 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 Cornerstone laying College trustees College students Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LD_4811_A249_S14 Contributor An entity responsible for making contributions to the resource Stephen, John, -1844 Johnson, John, 1798-1856 Humphreys Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f7094f3c75e20f99b46d2a2f241ba2bb.jpg 5bb0afdd3869ca3891e420a94176d598 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2396 Title A name given to the resource An Act for Founding a College on the Western Shore Date A point or period of time associated with an event in the lifecycle of the resource 1785-01-15 Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Description An account of the resource 1 photographic copy of a document : b&w https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/135600a7c8b2c603c02b676683a05162.jpg f5e8b79fa67da5e8fd4211bfb7299a23 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1247 Title A name given to the resource An Alumnus Speaking while Holding his Award during Homecoming, Annapolis, Maryland, [ca. 1972] Description An account of the resource 1 photographic print : b&w Subject The topic of the resource Homecoming (St. John's College, Annapolis, MD) Date A point or period of time associated with an event in the lifecycle of the resource 1972 [circa] Creator An entity primarily responsible for making the resource Dos Remedios, Steven Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. 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 Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Homecoming https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a3f0217f2a7fd29b29d8452202164f72.pdf c87307f54d47330a746bd902335468b2 PDF Text Text Ev!I Brenn .. St. John's Callega, Mey 1972 An Appreciation of K•nt 'e Critigue ~ .!:!:!!!.. Reason .. for Students An Introduction ·Pert I. · THE CRITICAL ENTERPRISE a. Tha Problems b. Tha c. Gr~tique The System Part II. THE CRITiCAL HAN 11. b. Tha Pradlc21ta c:: ~ Th• Object · d. (Exp1rience) 11. The Cri tigup The Subject Tha £!! f!.!!!. MQ~rli,,g R!t!!pn in 1ts final f'orm hes 884 pegaa. Of these tho l••t. five ara clevotad tn • history of metephysice. . In 1t Kent c'eete en aya aver ell the efforts prec1ding and eaea·them ell ae structures his~ Then ha cla1ee with these words (my italics): in ruine (8 BBO). critic'l way elone 1e still ap11n. 11 The If the randar hes be11n obliging end patient. anough ta wander over it in mv company, he mev now judge whether, if he le willing to contribute his part in order t _ meka this. foot-path a royal road, a' acmathing which meny centuries heve been unable to accomplish may not be attained before lb!. ct111pletian . gf !b.!, preeent century: I namely, thet human raeson ehall, in thane matters which have et ell times, though before this in vain, engaged ite desire ta know, be given c1311plate aatisfection." The vaer ie 1?87. •A,S : pegin~tion of first end second editions; other works are cited paragraph, where po1eible; P: Prolegcmap] !e, An~ Future Metaphysics. by �I have quoted this last paragraph to establish th·e full tremendousness of this book. It means revolution; more swift, radical, and complete than ' the two great political revolutions in France and Pmerica between which it falls. Kant himself emphasizes this revolutionary character, taking as his paradigm the Copernican Revolution, that change of paint of view which turns the human being from the quietly central spectator of the moving heavens into the circulating observer who sees in nature only his awn restlessness (8 XVI, XXIII, n.). I shall try in this presentation to work out as exactly as possible the effect of our acceptance of this reversal on our humanity, but to do this it will be necessary to try to strip the Critique of those defensive outworks which, while intended to make the newly established position of liberation secure, really turn it into a new orthodoxy •. For like all radical positions, the Critique is meant to be completely and irresistibly compelling, which means that those who yield to its compulsion and join, so ta speak, the party, must come to see their position as given and obvious and in no way wonderful. This lack of wonder is just what Kant aims at when he says that within the next two decades human reason phall have its desire to know completely satisfied. The compulsion of the Critique is expressed by Kant in the sentence: critical way alone is still open.'' "The Therefore, if we want to remain open to the impact of the book, we must refuse to be herded along this road, though we must follow it. We shall try to look at the Cri tigue not "critically", that is, as insiders, but appreciatively, .as outsiders. This has one immediate consequence for our reading of the text -- those compelled to live within the system must tinker with it constantly to make it livable, but an outsider can afford to take it in its integrity. I shall, thGrefore, accept Kant's clear statements to the effect that his system was in every part complete 2 �in the first edition of 1781 and ·that he made no change or addition when he revised the text for the secoAd edition, and desired none to be made subsequently (8 XXXVIII). To avoid the compul_ion of the "critical way" we must see what it i!'>, and s there is only one way to do that, which is to regard the Critigue, as Kant himself does, as a great dwelling, an architectural work (B 736), erected on the ruins of preceding structures, through which we allow ourselves to be led as prospective inhabitants, the while seeing_ more and different matters than our guide intended and thus preserving our inner independence. Let me i~lustrate what I mean by simply launching into . this brief liberating tour of the Critigue. The first part of this presentation will, then, deal with the Critical Enterprise as a whole, under three headings: the Problems, the Critique, the System. Part I THE CRITICAL ENTERPRISE a. . The Problems The outworks and forecourts of the Critigue are the problems through which Kant compelS .: everyone to enter his book. Let me first road them off (B 20 ff.): How is pure mathematics possible? How is pure natural science possible? How is metaphysics possible?, and finally, the translation into Kant's technical language of these three I together (8 19): How are a priori synthetic judgments possible? The first three questions express Kant's two mpin preoccupations for many years before the critical answer came to him, namely the value and trustworthiness of Newton's mathematical · science of moving bodies on the one hand, 3 �en.cf the self'-coritradictoriness ·and uncertainty of metephyai.c s on the other. Vet they constitute not so much the opening of en inquiry as the gates to the straight end nerraw path of a eoiution. unwitting captives of Kant'~ cestle, we must If we ere not to become the ~ecoma ·thoroughly E;11Jere of the constraints the formulations of these .problems impose on our· way. First of ell, whet does Kant imply by asking how such kntldledge is possible? In the case of m~themetics end mathematical physics (Which is sO'iance only as fer as it is methemetic~l (Metaphysical . Principles .E! Ne1turel . Science; Intro.)) the question expresses no doubt whatavar about ite actuality nothing is more cert~in, and requires the reader's assent more es a matter of course, then that methemat1c·a1 ecienca exists end contains binding lewe (8 X ff., 20). What it does express is e· very peculiar Kantian approach to what is actual, namely that precisely bec115uea.iit exists . it must be given a foundation, that we must find the grounds upon which t~et which is actually known can be ours, not only in th13 sense of being ·eveileble ·but else es a firm and certain poe•eaaion (Pra·kegmiena 5). Metephyeics, on the other hand, is not en actual science at ell CB 21), since up tc ' the time of the Critigue there has been, depressingly, no metaphysical ·1ew proved fer whose contradictory an equally convincing proof cannot be constructed; for instance, it can be equally convincingly demonstrated that the world muet have a beginning in time and also that it cannot have such a beginning. Kant calls such parallel opposing proofs "antinomies" or 11 counter-l&.1e" (8 434), and he hed been occupied with the devastating pbssibili ty of ccn_ tructing them long e before he wrote the Critique. Therefore the project of finding the grounde of the poeeibility of metephysice will imply bringing it into being; Kant will have to find the first uneeseilable metaphysics. 4 �:. • . Secondly, what doee Kl!lnt 1mpl'y in using the word "pure" in th11 f'1ret three questions? We must f'iret attand to tha 'vary fact that there.!!, ' ' ' "pure" -- in contrl!et to ca~teminst•d ""... khlJldledge. "Pure" is clear_y a l key concept of the. Cri tigue E!,. f!:!!:!. Reeeon , er:id it does , indeed, es we shall see, meen · 11 uncont$nineted by anything alien" (A 11). · We must expect the irrmsculateness of our conceiving to play a central role in the book. There ·is a further implication: Since pure mathematics and· pure naturel science have indeed long been actual, while msta_ hVsics, by which Kent st this point p understands merely the knabiledge obtained by the pure intellect not yet in ex1etence _ among men, the former mu~t CB XIV), is represent knowledge which . is on the one . hand unconteminat.ed by alien ·eeneation, and on the other altogether inteilectual: !!.2!. the implication is that . there muet be a pure !!2!?,- intellectual knowledge; and indeed, the discovery of a second. faculty of knruledge, tn every way apposed· to the intellect, a nicul ty capable of pure sensing, wee Kant• s first cri ticel find CQ!l !t!!..F~m !!29_ Princlplee Ef. ~. S!npible and Intellectual World, 1770). And finally, what does the juxtaposition of the three questions imply concerning their interrelations? Kant, in expl~ining how he came to the critical enterprise, attributed his awakening frc:m his "dogmatic .slumber", that is, his faith in the traditional metaphysics, to David Hume (P, Intra.). What Kant had learned from Hl.llle was precisely · that his own two orig.inal p;reoccupetione (the success of mathematical phy?ics and the natural human predisposition toward metaphysics) were deeply involved with eech other. For Hume had pointed out that a type of connection between ideas, central to all metaphye1ca, I . namely that of cause .lf'ld effect, could be made neither by mere reasoning, nor by observing events in nature. For no one has ever seen a cause act ar an effect ensue·. · If, for instance, one billiard ball hits enother, which thereupon 5 �begins to. mpve, ·a sequence .of distinct events can be obsar\ied, but no element in this sequence clearly bears any mark of being the "cause" of another which appears as its "effect"; in Hume'e werda: nno object ever discovers, by the qualities which appear to the senses, either the effects which will arise from standing IV, 1). ti it;~·· ~he causes which produced it, or (Er!, Enquiry. Concerning Human Under- But if Hume had thus ·showed that the · central notion of meta- . physics is unknowable, he had showed as well that ths central notions of Newtonian physics are superedded to ita observations;. ail our sense experience can give us is that nature seems to be in the habit (Enquiry V, 1) of following certain sequences, b~t that same of the events of such a seq~ence ere the ceusei af others is not an assertion capable pf experimental verification , e,t ell. Hume's attack on metaphysics is also an attack an the certainty and · of science. But because Hume's ~ssault Ttiur aignificenc~ was made with a tw.o-edged &'-'ord, Kent conceived, and so his questions, taken together, imply, that t .he. defense might also secure both metaphysics and experimental science et once; this would be the case if. !t!!!, former physi~were ~nothing .!!!!, .lh!, g_round £!. ~ letter, if the n8W meta- to be pre-eminently what is nbepind physics", its ground (B 8?3). Furthennore, Ht.1ne's peculiar proceeding of elevating experience by attacking its conclueiveneas, conf1:nned Kent in the assumption that there is only one criterion of certainty and that is purity -- nothing that comes to us adventitiously, nothing that is given to us by sense experience from the outsidE can be guaranteed, far yet another observation might reveal an 'alternete eaquenc which will prove our first conclusions to be neither always nor inevitably true, net ther universal !1!-J.r. necessary. certain, then it must procee~ . fran If observational science is to be propositions which are dependent on nothing · alien, which ere pure of aensation, Which is to say : . ~ .!:!!!. !.!:!!!!. first. !!:!! very The Latin phrase fer "fran the very first 11 is "a priori" (8 2-3). 6 �We may now recapitulate the assumptions to which Kant's introductory problems co1T1Tiit us by studying their final enunciation: "How are a priori synthetic judgments possible?" (8 19). We see that this formulaion assumes that there~ a priori judgments, that is, propositions which arise purely out of our own faculties .of knowledge. "synthetic", It assumes also that these are "Synthetic" means "put together". Synthetic judgments are propositions in which, as opposed to analytic ones, the predicate does not merely make explicit what is already thought in the subject, but in which truly different things are put together; we might say simply: new or interesting judgments, precisely of the sort science is expected to contain (8 14). shall leave for later the reason why Kant calls propositions judgments.) (We And finally the enunciation of the problem, in asking about possibility, commits us to the grounding enterprise. This means that we accept in fundamental questions the necessity of perfectly circular argument (8 765). For as Kant explicitly shows, to ground the actual means first to find those elements which make it possible; and when we have, with the aid of a lucky clue, found such grounding elements, to show that on these and only on these grounds we can get what we already consider ourselves actually to possess. Critical grounds are therefore in some sense like the hypotheses, rationalizirg constructs, of astronomy (A XVII) • Here, however, the peculiar aptness of .t he Copernican paradigm begins to come out; just as Copernicus differs from Ptolemy in refusirig to regard his theory as merely another hypothesis but thinks of it as revealing the true nature of the heavens, so those grounds are not intended as mere constructs but as truths (8 800). Thus aware of the constraints under ·which we enter, let us pass straight to the central court deer within the dwelling. on here goes under the name of: 7 The enterprise carried �b. ·.J.b2. Critique E! ~ Reason. Kant uses the word "critique" in a general way to mesn a radical review of knowledge in terms of its grounds (which, it turns out, ere the faculties of . . ., ' knowledge), but in its central use the word h~s precisely the aggressive meaning 1t appears to have. ·. Far in the largest middle section of the Cri tigue, Kant undertakes the negative work which gives the book its nE111e, theexppsure £!:pure reason·, of reeson on its (Hence the title of Kant's book has CliJn. two meanings -- · 1t refers bath to the destruc.t ion of the pretensions of a higher faculty, specifically called the reason, anclthe establishment es a ground of kncwledg. of a lowa1· faculty properly called the ·understanding, though e sometimes cCJnprehended under the general term reason.) The center of the book is, then, ~ha· scene of devastation. Here we sea the ruins of all farmer metaphysical enterprises about which .the new edifice is built. We know fran K nt•e early notee that preeminently this central · a portion .·was called "Critique" and that a suggested title for the whole . work . was "On ·the Limits of Senee and Reason". The critique here practiced is no longer a search for the ground of knowledge but the annihilating criticism of any previous metaphysics. Kant is very explicit about . the centrally negative and destructive · character of the Critique (8 23); it is because of this that Moses Mendelssohn called him the "universal pulverizer". He regards it es a great purification which must precede the new era, as e profound reinterpretation of the Socratic knowledge of ignorance, for while the latter intends to prepare a way into the apparently unkn0bl1, the critical revelation of the impotence of reason is intended to prevent for ever· any venture into the provably unknowable (B 786). In his Philosophy E! History, Hegel, in a penetrating f1 fty page review, calis Kantian philosophy "enlightenment .made methodical" -- the 8 1 �the central Critique is methodical enlightenment. In order to understand why the critique of metaphysics is cast in the f orm of an attack on pure. r e ason it is necessary for a moment to look at the form of the book itself. l ooi c ~ text book of on logic. All but the first part of it is cast in the form of a o vg2~ 1 zed in part like the manual for Kant's own lectures In fact it rec apitu l a t es, with some signifi cant s hifts, the parts of Aristotle's Or !=] c:m-- .. or on - ~· -~ ~ 11 J1 1strument 11 for the acquisition of knowledge. i',s such it deals in orde r with the elements of the fcrms of thought, namely concepts, t heir combinat i on j n ..judgmonts, and finally with inforences, and t he art of argument. Categories, _ On uses the nam 2 (The cDrrr::sporiding Ar :.stotelian treati ses are the Inter' prot a tiL~ , ~} v!J c j: he A nalytics_ and the I_opics ( B 324).) Kant fo:c t\":E! fi rs t two of thes e s ub j Gct matters (which we th c t is, of syllogisns and t h2 c:1 1 of argume nt, in to ;:.he huge middle section -i r .: c1 ? his book which he calls ':Dialectic", or better, wrranscendental Dialectic". The u rd "transcendental " literally mea ns noth i ng more than "going 1n beyond 11 • Jn the language of thE! s chools those terms CJ re called transcendent which intend something bByonci s ens o experience, such as the One, the True, the Good (B 113). Kant chooses t he tradi ti cm; tiJh8t8 11er lJ form of this Lc1ord to ma r k his overcoming of goes beyond experience is transcendent and without r:redi t unl ess it is ;:; trc:msc r:: nd1:2nta l anst<Jer to the c r i t ical question: CJ:., 2 the gro unds of s e:nse exporfo nc e ?" (B 25 , 80). 11 What The opposite of "trans- c i:mdental 11 is "immanont 11 or dtt.1elling "within 11 experience. The critical logic i s therefo re a trans cendental logic, a logic not of the world itself but o f the conditions of knowing it; as Kant says, a logic of truth (B 87). f or the word 11 dialec t ic 11 , Kant completes the degradation which Socratic 9 As �"conversation" had begun ta undergo in Aristotle's Topics (VIII, 1). There the dialectic method of argument is that which addresses itself to the convincing tha interlocutor by likelihoods rather than to the production of · truth. Kant goes further -- dialectic is .simply the logic af illusion (8 349) end transcendental dialectic is the critique cf the production of illusory . argt.nnents in the realm beyond sense experience. We possess, it tums out, a special faculty of deluding ourselves (8 353 ff.). This faculty is "pure reason", reason by itself, without any alien additions: human reason on ite q.m is a faculty for -- illusion. The problems with which the Critique begins, you will remember, could not i~clude th~ fon:nulation "How is metaphysics asa science possible" since no one could exhibit such e science. What I omitted so aay then was that Kant had substituted an alternate formulation based on the human fact that metaphysics has Qlwaya been attempted. Kant therefore regards metaphysics as a universal human activity and asks: "Hru is metaphysics as a natural disposition possible?•• I had in the last section md.tted the very last statement of one of the problems of the introduction, which ia~precisely: "How is metaphysics as B natural disposition possible?" (8. 22). Human beings, this question assumes,· do actually have such an inescapable disposition, for, in the face of never-ending failure, they never cease to attempt to gain purely intellectual knowledge. (I might interject here . the observation that it is a consequence of making a science of the grounds end faculties of human knC1&Jlec1ge that they all become universal; no hunan soul can have a nature basically different in constitution from any other -- this might be c~lled the scientific republicanism of the Kantian revolution (8 859).) We are naturally disposed toward operation of our reason (8 355 ff.). metaphysi~s because of the peculiar The reason, a dubious English substitute 10 �for the German word 11 Vemunft 11 , which originally means a faculty .for "taking in", is traditionally that highest knowing faculty, which sees directly into things. Kant retains its position as the higher of two cognitive faculties, but this ranking is now degraded ~higher means farther removed from experience, from the illll1ediate production of truth -- secondary (8 362). this, its tradition al Latin name, 11 As a token of intellect", is taken from reason and attached to that primary faculty of thought called the understanding which we shall look at later. Reason does no original work of understanding, it merely uses the concepts and judgments which the logic supplied to it and combines them into derivative ones called syllogisms or inferences. This dependent faculty is, however, by its very nature not content to collect and combine the matter supplied but insists an exceeding itself. The Transcendental Dialectic shows haw the faculty of reason, which is beyond experience, is irresistably, by its very ·nature, compelled to lase itself in a definite number of definite fundamental logical illusions of the type of the antinomies I mentioned before. It does this in the fallowing way: . it notices that its chains of inferences seem to run backwards in three ways (B 379): In the first of these, the premises run backward in such a way that each prior premise has a more inclusive subject, as in the syllogism "All men are mortal, Socrates is a man, Socrates is mortal • in which the i, subject of the minor premise, Socrates, is narrower than_that of the major, man. So also syllogisms regress from consequences to conditions as in "if-then" syllogisms, and from a disjunctions to a collection of possibilities as in "either-or" syllogisms. Now reason is inevitably driven by its own "interest" to do what it is not fit ta ~o; ta originate concepts and judgments which it posits as the principles or absolutely first premises of each of the three types of chain. Thus it creates the concept and posits the 11 �existence of 1• . a vary first and all-inclusive subject, 2. every first; unconditional or fraa condition end 3. a being in which all pose1b1lit1as are contained. Such illegitimBte creations ere called 1deas of reason, after the Platonic ideas CB 370). · Different prcceeeesof illusion ere eaeociated . with each of the three ideea; among them ere those antimonies of metaphysice which had early disturbed Kant. Now the ideas of r'aeon are only the logical f01111Ulatiane . . thraa human . concerns which . together exhaust which itself is or . neve~8'11Bra th~ field of philosophy. For th•t subject predicate belonging to another subject but Which -- rather itself supports ell predicates. is the soul, which belongs only to itself . . while an· knowledge but moves unmo~ed, belongs to it; end the condition which itself has no cause spontaneously, describes freedan; and that being perfect in containing all possibilities is God. wh~ch is · In questions concerning God, freedom · and the soul Kant recognizes the totel content of all previ[Jus metaphysics (8 ·? ,826). He has · just eha.iln that substantial en1111ers to such· questions ere beyond our cOD1petence. lie in All the old constl'llctions .of metaphysics ruins within his a.11 . edifice. Thie;than, le the anewar to the problem: Holil is it possible that we have a natural dispositia~ .t werd a study which . brings us nothing .but undemonetrable, contradictory fictions? as naturally . . to lead to excesses: Uur highest faculty is so constituted lt is the business of B critique of.cur reaeon(a way to eelf-knDldledga which gives us a radically new version oT' Socratic ignorance, nemely certified ignorance (A XI, B 22)), to discipline this prapeneitv by .displaying it clearly • .Kant's promise ti1atour desire to kn°"' will c. ~hQrtly be laid t1:1. ,rest is hence fulfilled. The Sy1tBll) · \iav\\ng .briefly surveyed:. the very beginning al")d the middle . of . the Critigue 12 �the time has now come to look at the blueprint of the whole critical edifice, as set out in the last part of the Cri tigue, which, '. Still in accordance with its presentation as a logic, is called the Transcendental Doctrine In his own manual of logic, Kant says: .E! Method. "Just as the Doctrine of Elements in logic has as its content the conditions of the completeness of a knowledge, so an the other hand the General Doctrine of Method, as the other part of logic, must treat of the form of a science in general or of the way and the manner in which the manifold of knowledge is connected ta make a science." (Loeic 96). A doctrine of method therefore teaches how to handle and how to put together the elements or building blocks of a science, how to make them the mutyally supporting parts of a systematic edifice. logic is in a special position. But a transcendental In mathematics and natural science, as Kant observes in a work which is the precursor of the Critigue, the method is the result of investigations in progress and follows upon the science; in - pure philosophy alone "the method anticipates every science" (Sensible and ' . Intelli51ible World 23). the method" (B XXII). And so Kant calls the whole Critique a "treatise on For the transcendental ' philosophy, defined as the of the system of principles discovered in the critical enterprise "id~a" (B 27), is to serve to mark out and secure the paths of inquiry in all the sciem;:es, to be a Prc.Legomena, or preface, .!£. Any Future Metaphysics Which .------- Can Assume the Part of a Science, and this is precisely what a method is. ~ . ' But the critical investigation itself must also be somehow directed, and this is what the Transcendental Method does; it is a method of method. Vet there is something strange about it, for what trustworthy method can show one the way to the grounds of trust? Note, too, that Kant calls the critical system an "ipea", almost suggesting that it is itself one of those dubious constr< Licts of reason. The art -- note, not the science -- of systems is called, in 13 �keeping with Kent's edifice metaphor, "Architectonic", or ~th• master-builder's art 11 , the neme of the next to lest .section of the book. But be~ore Kant can treat the system of knowledge tie muat complate lt; for an ele""\'t is m1~1lng. This ia done in a prior section .called the "canon liilike Bacon •e of Pure Reason". ~ OrQanon ·or science•: wh~ch is qu. ted at'. the o beginning of the Critique, Kant's new organon of pure raeson ie no~ •n inatrum11nt for positive discovery but for the cure end prevention of error, e negative or~~...,o (8 25) or 0discipline" (8 737), ee the first section of the Transcendental Method, which demands that reason be shown ta have. no iegitimete theorsUcel use, is called. But amewhare, K18nt says, reason must be. a sourca of positive knowledge CB 823). A method for rightly using e faculty, 8uch as the reason, is called e "Canon" (8 8241; the section so named ln the Critique d•1covere the positive use of the reeacn, which is the missing element in "precticel" reelm, 1n morality. in the Critique Critique 2!,~ E!. Ptacticel t~e eyst.-, in the It .is therefore, ea it were, e claaring meda fi!asan for the purpose of laying the foundations of the Ra!!Jln. The possibilities of pure reason era now ca111pletely exµaunded end ~ant . . can give t11a legi timete table of retionel hLltll!ln knowledge or ph1loaophy1 (8 869)1 the transcendental counterpert of the Catalogue or histories Bacon had appended , to hie O:menon, which ie intended ta direct empirical inquiry. I shall recount it only fer enough to reveal eClll'lething significant about the Crit1gue ea a whale. All retional knowledge has aither !!p1r1~1l roots, which mB&tna that it is based on the trial and error cf sanes experience, or it la purely rational; only the letter is considered in the Critique. It is to be noted ff. :L~~· ; ~ { .r : r : r.~ ;- 1 1 '. ' that thia fundamental division is entecadsnt .to the inquiry itself. The philosophy of pure reason in its preparatory or "prc:>paedeutic" stage is celled •critiqua!' The principles there d1acovered, when presented completely and eyetewieticelly, · 14 �may then be called •1metpphyeice". Metaphysics hes tMICJ br8'"1chea, the metaphysics of thaoreticel reason which i .a ~ ea we shall sae, . the sane. as the metaphysics of natyra and the of practical reason, or of morale • . The meta- mataph~eics physics of nature· 18 in tum d1v1dad into two parts, one r:tealing with the . sum Qf all obJect19 given to our faculty of knowledge. Thi~ · part Kant cel;J,11 "physiology", the ac. ount of nature. The other part deals with those faculties c themselves, apart from th•i~ ob.jact. Kant calls it "ontology", the acc~t of being. Hera, in the ~h!.~~*~-~' . KB"lt· in the elmoat ·iranically unobtru'eivt traditional ta?me r&\l&Bl.9 . th• t'ull t'o:rca of his revolution; th• quaation of. ' . . Aristotle's, Metaphvaice (VJI, i) Which has well as nru ever pursued end ever lftiaeed: answered by pointing et the queaticner. but bes~, Jl dhet , say~; '~n es he thtl past is being?•· ~ is now !!:!!. science · E! beinQ 1111 to be !!. Ea."!!!. neth1ng !tl! science g! 1n;Jlliring !!!!!!!.• Tli1s brings us ta the ~~.~!f E.~r~. at' this praeantat1an blhich da-.la witli · the Critical MBn under four mo.tinge: the Subject, th11 Predicate, the Object, and the Meaning. Pert . II: THE CRITICAL M~ · The order of presentation will have the farm of en experi91811t in reconstructing the Cr1tigue which is suggested by· the Prolqganana; Kent's introductory sketch of the Cri tigua , which he wrote between 1ts two editions. .In . thie short book Kant pretends to present .analytically, that . . is by reducing the given ~ problems to the conditions they implf, the same material presented in the Critique synthetically, th11t is by starting with the first and highest. principle, and deducing the consequancaa. ( P, Intro; this use of .these ·ilrme must not be confused with that 1) by which judgments are called synthetic or analytic, as described above, (P 5 n.) or 2) by 11.Jhich the dissection of e faculty is is called an analytic, as seen belCl.il.) ·Now everyone who has read both works 15 �1a perfectly ewe're that they are both equally analytic or '*regressive", as !lny work af discovery would be. My experiment will therefore consist af presenting · the elements cf the fLritigue in that ~ynthatic ar progressive order which Kent I . .. never actually followed, I !dill etternµt, es it were ·, tc reed · the C:ritigue backwards, ta derive critical men from hie principle~ The matters I em about to take up ere drawn mostly from those earlier . . ' • sections of t ·ha Critique which I have bypassed so far and which are generally IlllnBdiately after the Introduction end rightly the object of most intense study. comes, es the first part of the "iranacendentel Aesthetic". . ~EP.!r..1~,! P.~. 9..1!.!!?!l~~.. a section entitled •Aesthetic" caries rrm the Greek. bJDrd eistheeie, . . . . sense, end meeris the exposition of the hunem capability for s~aing. . (B 35 n.)~ "Transcendental", you 111111 remember, means •beyond manse experience". ·The Transcendental Aesthetic therefore tl'9•t1 mf our cepllcity fo~ sensing without sensation. The poethunously published work of Kl!lnt ehawa that tha diacavary of this strange capecity came to dminate hie attention. And well it might, for it .holds the key to his peculiar view of human nature. The ·second part in question, the beginning of the logical Critique (which i11111edietely precedes the Dialectic, the "discipline · of reeeon" discussed above) is called the "Transcendental Analytic". It is a "canon of tha Wd1retendiog" (8 ??)and contains the analysis of the grounds of our capacity rar a priori thinking • . The first book of this is called the· "Analytic of Conc•pt•"· In it is found that investigation in the Cri tigua, designed, aa ~ant says, ·•with soma depth" which cast him the most labor (A 98), tha notorious "Trenscendantel Deduction of the pure a priori concepts of the undarstendin~" used above but a grounding ,procedure in ~hich (not a deduction in tha sense certain· critical .discoveries are justified by being ehcui to be the neQsseery .conditioris of the possibility of science (8 11?)). Considered apart fri:Jn its systematic context, it cen ·be 16. �aaid to establish the nature of the transcendental self, the highaat, or perhaps better, the deepest point of the Critigue. I now ctr&.it lerg11ly upon it for my synthetic .beginning. a. ~ The nane for thet which underliee all alee ie Subject In the beginning there is the "I", and the "l" is by 1.teelf. lt is the highest point of . the Critique ( B 134 n .) ; ell else is founded upon . 1t .. In · English we help ourselves over the enormity of such a reference.to the,!. by eeying !b!_ !!!!!,! er ~ ego, but Kant uses no such eubeti tutes. Were in exactly llea this enormity of the highest critical concept? The pronoun which we very aptly call "of the first person" (a parson being defined by Kant. es something conscious of the . numerical identity of its I (A 361)) is precisely of such a nature that no one else, no outsider, can say "l" for or of another. The word "l" is the pure expression of inwardness which cannot become cur D\IJT1 or another's object (8 .321); thus 1n .. ettamptlng to use the noun for which the "pronoun" I stands, cur name, we are constrained to shift to another "person•, the third, just es say "he" or "it". - Ide Hew then can Kant make the I en object of investigation? For Descartes in hie incubator, such a study was still -------- examination (Discourse on Method IV, 8 422 n.). is, as blS must, in speaking of another si~ply and frankly !!!!- One of Kant's greet innovations shall see, preciee'iy to show in whet respects we can and cannot observe ourselves, in what way the I can become its own object (8 155 ff.). But because the I of the Critique is always presented as any I in general (8 ~O~O, a tremendous fact beccanes blurred: there is !!E,WBY the Kantian self can cane to know of another self (B 405). It is explicitly disbarred by its very· firstness, its radical self-sufficiency, from sharing.in the inwardness of another or even receiving immediate evidence of another's depth, hie soul. (Kant ventures the hypothesis that in the world of. ~ppearance inwardness asslll!es . 17 �the fom cf pure' exte:rnality, that ·saule .when they appear to e:>ther souls do ac as bodias (8 428) .) It is tharetare in the te:t111l!I af the Critique perfectly · indifferent or~ whebr ·1ta ·1is151\e or many; · whsthar Kent is exmdning himself I; eech I is universal, all the world there ia. · (This absolute isolation of the self is connacted with Kent's understanding of language, ~ subject which he neglects almost altogether. Souls can cCl!lnunicete with each ether if language conveys beings of thought from one soul Kent, BS we ' shell see, there is no .such being and no such to another, but for convswing~ We can. see et .once that .t his caste •n uncanny light on the book ltsfitlf -- for 1e it nut conveying to us precisely Kant's thought? -- but for us it is at this moment pl'Clfitable only to allow his thought to come to ue, even. if this very ac~eptenc~ should imply its - ref~tation.) How then does the I, the original I, become knOU11 to itself? Kent points out in the beginning of hie AnthroiJology (I, 1) that the original I is not the first person known ta us in time, for children speak of themselves in the third person .as if they . were one a1J1ong many before they oiecover that all their . judg.ments, no matter what ·they ere about , have one and the verb. s!lll~ subject end For all judgments follow after the phrase •I think• (B 131-132, A 354-5). Thia I which thinks is always present (A 117 n.) noting its preserving its sameness .and s\Y1~\t'1(SS l'.ld"I activity, through all passions (A 108), e final end universal subject which underlies all its awn predicates (B 407, P 46). This universal and original person can be active only in self-concern. The name which Kant borrowe from Leibnitz for "self-activity" (B 130), for selfattention, is "apperception•, or self-perception, self-consciousness. This epperception is transcendental, for in attending to myself as a thinking thing I am studying the radically original iqlawin9 faculty (A 114). ( At the same time, if knowing requirea a attaking :i.n" ·of an object;, as the ,word "perception" 18 �implies, I cannot "take in" the vary •ourca end support of ell except in a special way (8 429-30). mv knowing In em anticipation of the methemet.4.cel limit notion, Kent finds s·uch a way. The I which underlies all knwing is itself. knClill as the limit of all kncwledge, as its pure containing form. Hy root faculty, my pure self, 1• planted in an unknDblable beyond and I can - - know cf it only that it is, but never what it is (8 157). Kant smaewhere calls the LD'lconditioned the "abyss cf reason". Since our 01&r1 original condition is inaccessible to us we live over just such en abyss. But if I cannot know whdt my ultimate nature is, I yet know_eomething of its mode and effect • .. It ehOliJS itself as that absolute end pure original ecti vi ty, lltlich !Aient cells spontaneity ( B 130, ·428) • Spon.tenei ty means wilfulness, radical self-determinatiCYl. The activity which has this character is thought, which works its will according to none but its . own laws. At the root to think and to will are the sane, end it ia this identification which makes the critical man bath the th~orizer of the Critique .2!.~ Reason~~ the doer. of deeds of the second Critique, the Critique !!f. Practical Reason. It is . evident ·by nCld that the I has an arena, a kind of theatre, in which it works its effects. (Why this should be so, why there is a faculty of thought is an unenswerable question (A XVII); exactly equivalent to the question why God created for himself, and c0111nunicated with, a world. go further~ We may the deep beginnings of modernity ere nearly all to be found in bold perversions of Christianity -- the genesis of the critical man takes the form of a \ages, a sentence such 118 that by which the !!E£!. of the gospel of John launches hi111Belf into a world; that is the very model we are using in this develaJDent.) The I ie thus a universal subject in need of completion. therefore lllJBt go on to 19 . We �b. The Predicat'e s - ............iiiioiiioi. . . . . The subject and its ve~b . in the words "I think that ••• • danand a completion of meaning, namely the thought which ·the 1· thinks. Whatever the I thinks is ~ thought end ·l:!e1ongs ta 1,t , but whi.le it 18 E.f_ the I it is eleo !2!: 1t. Our original I possesses a secret paiier, which distinguishes us frtlll the beasts, of doubting i teel f, of holding 1ts a.in launches us on our career es knowers. activity before ·. itself, and. this p0bl8r Anything whetsoever ·which is there for the I is celled its nrepresentetion" (8 376). The word; again borrowed frcwn Leibni tz, is unfortunate slnt:e 1.t implies that emething present elsBaJhere, outside, is imaged by us or in us. But this is not whet K~t means. Re-presen- tations ere simply presentations, or what is present to us; there is no going beyond them, and they represent nothing else. ·(Kant's Germen term, "Vorstallt11g•, which means "something set before" 4.s more adequl!!lt•~> Thare ia nothing .fE!.!:!!. - which is not our predicate. ·The trl!!lflacendantal I delimits an isll!llld realm which hes only internal affairs. The first of cur representetion, that is, those closest to the I beyond, are its thoughts (8 42s..429). These come into the world of representations as the effects of the transcendental I regarded as a root faculty of the soul, of ---- - - ----- as its nmodes of expression" (Battle the Faculties, II, end) which Kant calls the understanding (8 93 ff.). It is that primary cognitive faculty upon which the secondary faculty of reason depends, and which, as I mentioned before, is for Kant the intellectual faculty. of activity within its a.in world. It is a faculty of representing representa- tions, thet is, a reflecting faculty. . The understanding.is the I as a source It carries forth the original unity . . of the I into the multitude of .its representations (8 105). It is the primary faculty because it governs by establi!ihing relations among, by uniting, by grasping, by "taking together~', that is, conceiving our many representations. 20 �Its primary and fundamental relating act is that which unites representations by reason of their carranan relation to the thinking I; as Kant says, it is an act "which brings the manifold (that is, the variegated field) of given · representations under the unity of apperceptian. 11 (8 135). This unity :is expressed .in "judgments" characterized by the copula "is" (8 142)~ When I think that "this body!:!, heavy", I have performed an act by which the singular and single empty representation which is expressed in "I think" has become the vehicle or correlate of two other representations which are united within it. This primary relating function is called judging (8 141-142). There is also a kind of incomplete judgment in which representations are related not upward to the apperception, but downward only; so, for instance, "body" comes under 11 heavy", and many mare representations came under "body 11 • Such incomplete judgments are called cpncepts; these are the isolated acts of the und~rstanding (8 94). · . There are a definite number of cefinite downward unifying functions, called the pure concepts of the understanding (8 102). The fact that Kant will name them must not deceive us about the nature of our reflecting faculty; it is a mere or naked power of arranging multitude,.of operating or functioning; the audible names of its products convey no real meaning (A 241). (As Kant observes in his Anthropology, (I, 18) it is precisely because wards in themselves mean nothing that they are apt far characterizing the results of thinking.) Thinking by itself is a mere functioning, an invisible empty ; grasping (A 245); to~ is not to know (B 145-146). · Its grasp must be filled. At the lower end of the hierarchy of concepts there must be some material, something to conceive. And as the Transcendental Aesthetic, from which the following is largely drawn, shows, there is. We have a faculty which supplies the material for the formulations of thinking. 21 �It la the eans1b111ty. Kent opposes the faculties of thinking and sensing ea "outermost extremes" (A 124). Thinking is active end spontaneous; the sensibility is pessiva and receptive. Thinking is an empty function; the aaneibility hes a pure original anntent (8 160). Thinking runs through a manifold, unifying it, and is discursive; the sensibility contains one singular presentation which is ready to receive a manifold, a matrix of particularity and variety. Kant cells this passive power, this faculty for reception, "intuition" (8 33). The prefix "inll has here nothing to do with any any "looking into" -- for that i~ precisely whet the receptive capacity cannot co -- but has the sense of "looking Gemen ward "Anscheuung". "inelght"~ !!l" intently, a sense clearer in Kant's Intuition is a faculty _or format1"• looking, a f capacity for taking in the alien and shaping it into sights for the soul. Here·, at i ta lower limit, the isolation of the I gives way ta certain intimations fram beyond, from'outeide~' It is an undeniable fact that we ere aware of a multitude of alien and adventitious representations, end that there are far. more i:Jf these then of those that we ourselves produce and control. How can this came about? The sensibility is not an organ of sense rut a formative capacity for receiving the given. but 11 !!l the Representations do not came to us through intuition. The sights which occur in the intuition are called appearancea 11 (B 34). In the cOlllllon understanding the appearance of a thing belongs to ll.; hidden being. it is the · appearenc_ E!, the thing and evidence concerning 1ts e But the appearances ln the intuition are famed and shaped by the faculty itself, they belong altogether to us, are through and through - appearances within us, not from without, from another thing. What then does coma .from the outsidel . Just as the sensibility offers material ~o the forming functions of the understanding (8 87),. BO the eppearancee within the ·intuition are 22 89 forms �for a material which Kant calls sensation (8 60, 207). representation of the "thereness" of something alien. I Sensation is a It is that in appear- ances which gives them reality or "thinghood"~ whieh makes them capable of confronting us as alien and independent 11 somethings" (8 375). As our representation, sensation is entirely and forcefully subjective, but it is just thus that it impresses us with intimations of an otherness which is there, outside. What does it tell us of things outside? 'i Nothing whatsoever about their nature. I. ; ~ ' For the appearances of these i things are not with ~' but with ~' so that these outer things have, insofar as they are considered in themselves, no externality, no covering outer skin, no dress,so ta speak, in which to present themselves to us. Things in themselves, outside of us and stript of their appearance, are pure naked inwardness, as inaccessible by nature as our I (8 339). Such pure inwardness, like our apperceptian, is pure thought and Kant calls such things, things ' ./ of thought, in Greek , amena" (8 306 ff.). 11 naumena" , while he calls the . appearances in us "phen- , - our two root faculties And just as Kant conjectured that Of the noumena we know only that they are, but not what I they are (8 XXVI). might be at bottom one (8 29), ~so he conjectures that the I beyond our inner- . mast limit and the things beyond our outermost ken are one and the same, that we are surrounded by one and the same unknown ocean on all sides (A 379-380). : Here is Kant's description of our inner island and the fate of him who tries to take leave of himself (8 295-296): "But this land is an island and locked by nature herself within immutable boundaries. It is the land of truth, (a charming name), surrounded by a wild and stormy ocean, the true seat of illusion, where many a fog ·. bank and much melting ice counterfeits · new lands, and by endlessly deceiving with empty hopes the sea-farer roving about in search of discoveries, involves him in adventures which he can never 23 �forego and never break off. 11 Our inner island, the scene of appaaren.c e an the ---- ocean of darkness, is by nature the land of truth. '· . . What is that truth? Kant's definition of truth is perfectly traditional in form and abeoiutely new in content (8 82 ff.). . Truth is ned~uetio ' intellectus rei", the approach or fitting of the understending to the thing. A thing which presents itself for the understanding to fit itself about, to grasp, is said to be "something throbin out before it~ ·, en "objectum" or object Truth involving objects, or objective truth, is knowledge which matters, mDterial .knowledge which is neither ~mpty is_ that nor blind (8 75). Empty knowledge :tn: which thinking has no object other then itself, the empty catching of thinking et thought~ blind knowledge is the mere unreflected sight of the object. Truth is therefore the · aecure acquisition of something ·worth having. Kant's name for' the process of such acquisition is "experiencen (8 218), a ward in Latin and English reminiscent of the devices for extracting such knowledge, namely the experiments of science. (Accordingly error is no longer, ae in the Theaetetus, the dapply significant complement of truth, but a mere mismating which arises, together with its pseudo-object, nothing (8 347 ff.), on the secondary level of reflection, end for which the critical method can provide a radical cure. For both Ln1derstending end intuition are in themselves infallible_,and error arises only when the representations belonging to one faculty are interchanged with those of another. "amphiboly" (8 316 ff.). Kent cells such an "interchange" by its Greek name, It is particularly the concepts of reflection, the concepts for thinking about thinking, which are prone to such C!lnphibolies, for since our .-.nderstanding must always grasp something, it tends falsely, to turn its own thoughts into objects. The highest concept of reflection is that of ·"something" in general, ·the others are exact! y those which have 24 �kept recurring in my deductive presei\tation: unity, reality, cause, possi- bility which are both names of categd;ries and of prior critical notions (e.g., 8 131). It is characteristic ;of critical thinking that these must all be used on two levels, properly of true objects, and again improperly to describe thinking itself. But with the critical method to guard us against their interchange the perfect truth of our knowledge is guaranteed. For man to know is to know completely and certainly; there is no place for opinion (8 809), Socrates' human way station between exposed ignorance and hidden knowledge.) We see that if we are to be about anything, then at the center of our soul there must stand c. ~Object We ere confronted with appearance~ filled with the feeling of reality. I The German word for such a confrontation is "Gegenstand", "stands up to'.' us · (8 242). something which Kant's usage is by no means rigorous, but he very often uses this word for something given, which confronts the understanding, just as he often uses "thing" for the hidden source of reality in appearances. This confronting given something is there for the understanding; blind in itself, it is the potential object of truth, that to which the understanding equates its grasp (A 104). And now the understanding shows itself to be functioning for a definite end. For in grasping the appearances, in conceiving them, thinking itself makes objects £!:. ~· The pure conqeiving fµnctions of the understanding have no other purpose but to make the givens of our sensibility .into objects, and since the grasp itself molds the thing, the fit cannot help but be an adequate one; to be objectively valid and to be necessarily universal are exchangeable notions (P 19). · our material knowledge is "objective", that is, 25 �both about something and also true, because we ourselves supply ' its material as well as its form (8 137 ff.). This form is imposed by the subjective origin of the functions of .our understanding, which ensures that they cannot bu dltered adventitiously, so that their enumeration is available to us and can be once and for all completed. This is done in the "Analytic" (8 106 ff.), or element-finding part, of the Transcendental Logic, which is therefore a logic Ef. truth (8 87). Using an Aristotelian term, Kant names the pure concepts of the understanding categories. Furthermore he gives names, taken from traditional metaphysics, to exactly four groups of three of them, but it is of the greatest importance to remember that these names carry no meanings and are nothing but labelling characters. We can know nothing objective of our own thinking functions, for to do that would be to grasp our own conceiving, to treat the categories as if they, by themselves, constituted an object, though this "transcendental" object would be a mere something, really a nothing of thought (A 250 ff.), an empty form. Thus thinking would be attempting to overleap itself, to transcend its own activity. first and foremost; But "critique" means the willingness to forego the impossible. And what is impossible is precisely that we should view our own thoughts, which are mere functions, or as Kant puts it, that we should have intellectual intuition (8 307). The expression of legitimate, material knowledge is the judgment which puts t~gether concepts in themselves disparate, on the baqis of an object in which they are united, and . united priori synthetic judgments. from~ very first -- that is to say, a And so we have come to that concluding point in our deduction to which corresponds the Cri tigue 's introductory problem, "How : are a priori synthetic judgments possible?" It is by reason of our very constitutions, now brought to light by the critical enterprise, that we inevitably make objectiv~ judgments, judg~ents 26 which are both about something �and also certain, judgments which examples of such a judgment: 11 are~- Here is one of Kant's own - The sun warms the stone." (P 20 n.). Abstract from all sensation, from the color of the sun, the warmth of tne air. ~eight of the stone, the What "is left is the assertion that one object is related to the other as cause.!£!. effect (P 29). "Cause and effect" is the name of that, for Hume, most notorious of all metaphysical notions, the second of Kant's three categories of relation. The judgment asserts that this relation is objectively the case, not merely seemingly so, as it would be if it depended on sensations, which are empirical, that is, a matter of trial and error, and therefore uncertain (B 142). But all objects, not only sun and stone, are related as causes and effects -- for that is precisely what we I ~by an abject. So also all objects stand under the remaining categories of relation, for all are permanent substances which have accidents or changing states, as when the stone, though remaining a stone, grows EE.!.£ at night, and so also all abjects are related in a community of interactions, for sun and stone attract ~ other. In fact each abject stands under mast of the remaining nine categories, far in Kant's favorite formula: "the conditions of the possibility of the sbjects of experience in general are at 'the same time the conditions of the possibility of the objects of experience" (B 197), which means: we can have material knowledge or worth-while truth only insofar as we have abjects to which to fit our thinking, and we have the latter since our thinking itself ·constitutes them. I have said that to come ynder the pure concepts of the understanding is precisely what we mean by being an abject (B 125). But we must recall that the pure categories have no real meaning and that therefore the pure object has no reality (A 250). became embodied. Dur final task will be to shaw haw the categories can This will be the S?ffie as deducing our ability to learn by experience, ta do experimental science or to be capable, as Kant says, of 27 �empirical thinking. The deductive presentation will be drawn largely from the second book of the Transcendental Analytic, which is called the "Analytic of Principles 11 • Every concept is a complex or cnaracterizing marks or "notes" canvnon to many representations and may therefore be regarded as determining a for putting these together under itself. £!:!!! If such a rule comes from the highest concepts and is one of those by which objects themselves are constituted it is called a "grounding sentence", that is, a ground or principle for fo1111ulating laws (8 188). The categories thus furnish a matrix of laws governing the constitution and power of abjects. The system so governed is called nature (8 263), and the c.a tegories are the sources of the ~ Ef. nature, and these are the results of the legislative activity of the understanding. Thus the sentence "the sun warms the stone" is very aptly called a judgment, for all of nature appears before the court ·of our understanding to be interrogated and judged by its self-given laws (A I 126)~ The highest principle of the understanding is that every object stands under the necessary conditions of the synthetic unity of the manifold of 1 intuition in pos sible experience (8 1~6). This means that we can have exper- ience, namely pronounce objective synthetic judgments upon our sensationfilled appearances, only because the manyness in our intuition has already been ' unified, has been put together in a ·synthesis. The necessary condition for this synthesis which 'first makes synthetic judgments possible is furnished by a mediating faculty whose very nature it is ta be a common ground (A 124). For in order far a representation to fall under a concept it must be somehow similar to the concept. · But the categories differ from the appearances which they are to organize as radically as do the two faculties of understanding and intuition. The "third faculty" is responsible for that 28 �interpenetration of these two which produces a synthesis, a ''structure of , unity". In Kant's words it is "a blind but indispensable function of the soul without which we wouid have no knowledge at all but of which we are, seldom even as much as conscious" (8 103). It is the imagination. As the common ground of the other two faculties, imagination is the same as understanding in being actively unfying (8 162 n.), and the same as intuition in having a given multiplicity of material (8 164). (Hegel, intending to deliver a devastating criticism, describes it simply as Kant's intuitive intellect or intellectual intuition (History of Philosophy XV, 570)). This double character is evident in the fact that the imagination alone is "productive", that is, while itself remaining hidden, it produces sdmething compacted of form and matter, an appearing object. "schemata" of the imagination (8 177). Kant calls such objectsthe Ta understand what a schema of the imagination is, what that "mediating third" which is on the one hand similar to the intellect, and on the other to intuition, is, we must briefly review and complete the development of the other two faculties of the soul. The tinderstanding, the faculty, so to speak, on the inner side of the soul, had two aspects: the transcendental apperception belonging to the single I beyond all appearance and the understanding by which that I grasps the many representations of sense. Now it must be the case that the ·eensi- bility at the other extreme also has two aspects. One of these faces toward the outer limit of the soul and is ready to receive ever new sensations issuing from beyond, under the form of externality, which is, as we shall see the triple extension of space; the other is turned toward the transcendental I and receives it as an appearance under that single intensive . dimension which is most appropriate for its original unity, namely time. The intuition therefore has a form of outer sense (of which we shall say more soon), 29 �and a form of inner sense; the reflective concepts "inner" and "outer•i -- describe both whence, in the topography of the soul, the two senses receive -- sensation and also what form they give it (8 373); so ou~er sense both receives what is alien to us (8 32) and also gives it that form which we call. "being outside'', by which we mean that the parts of the object all lie stretched out away from and outside of each other, that is, .!!::!. spa.c s. But it is the inner sense which is crucial at this juncture. material self-knowledge first becomes possible, for here~ In it appear !E, ourselves; here we can become . our own objects (8 156 f .). Kant regards this discovery of the doubling of the l, .which enables the thinking I to come I appearance~ to itself as an • both as a mystery and the fundamental fact of psychology (8 334), '; since it accounts for the very possibility of such a science. In self-attention I affect myself and em revealed to myself in a sensual appercaption (8 68 ff.). But such attention yields first of all. a representation of passing time. My inner appearances, my feelings, imaginings and thoughts, are borne along an a steady . flux in one direction, from past through present to future. This is the form of every inner. representation and since all representations are to begin with~ representations, all appearances have first of all the form of inner sense -- they are temporal (A 99). nothing b~t As Augustine says: 11 • .".time is a stretching out, but of what thing I know not, and I marvel if it be not of the mind itself'' (Confessions XI, 26). In particular the thinking l casts its timeless transcendental functions into the inner sense, where they appear as our ordinary temporal thinking, that synoptic scanning, comparing, reflecting by which we finally abstract from all the differences of objects to obtain their common concept. It is in temporal thinking alone that· change can be grasped (8 48), for in successive times alone may contradictory predicates belong to a subject (providing they both obey the law of 30 �non-contradiction, the highest formal law of thought, which is that no predicate must contradict the subject (8 189)). Time is here not as for Aristotle (Physics IV, 14), the soul's measure of motion, but its very condition. Now how can the thinking I be said to cast itslef into its inner sense? Each of the forms of the intuition, as formative receptacles, contain a kind of pure content, a pure single manifold which is nothing but their readiness to be determined or conceived in a certain way, a material which is nothing but a potential structure, a system of relations, not altogether unlike the contents · of the receptacle in the Timaeus (50 ff.). Kant terms these contents "pure intuitions 11 , using the name of the faculty for its material as well ( 8 160 n.) • . In entering the pure manifold of outer sense, the faculty of conceiving constructs the empty but determinate objects of geometry., as when we define a triangle and then imagine it, intuiting properties additional ta those in the mere concept (8 271). Thus an a pr. ari synthetic mathematical science i becomes possible, and since in sense experience it is this very same geometrically determinable manifold which is now also filled with sensation, pure geometry is always empirically applicable (8 206). But because the inner sense is the sense of senses, the first and crucial interpenetration of the extreme faculties is that in which the pure concepts of the understanding enter the inner sense, that is, when the categories determine time, or, what is the same thing, when time determines the categories (8 177). Just now it was natural to speak of imagining the construction of a concept in space; similarly it is precisely the imagination which introduces concepts into time, and its ,_schematic products are nothing constructions of the pure concepts .!D_ pure ~· ~general £!:.guiding Clearly the imagination is the central faculty of the soul, because it is nothing but the soul's capacity for combining its extremes; it is the common ground of intellect 31 �and. intuition. And since the inner sense is, as it were, at the topographical center of the soul, it does its hidden first work deep within it (8 181) there showing itself ee the ground and bedrock on which the. island of our awn epiphany to ourselves, ·which l'Dl,lst precede all alien appearances, if founded. The imagination .can introduce the pure conceiving functions into time . . ' •because the pure manifQld, being nothing but a eyetem of potential relations, . is not, as Kant observes in a pre-critical work, so unsimiler to a concept <Q!:!.:!l!:!.!. ~eneible ![!!!.Intelligible World 15). In fact, since the imagination i'e .understood es a faculty of representing in the intuition a confronting a.bJect w1-i~out its confronting presence (a ~Gegenstand" without "Gegenwart" (8 151))t pure time es en ·intuition empty cf sensation, is the inrnediete "ens imaginor°I.UTI" or imaginary being (8 347). Hence, just as Kant calls the . schema the mediating "third" between intellect and intuition (817?) the "third" which, as the beare~ so he calla tirrie of all our representations is the medlun in which they are put together or synthesized (B 194). Thie synthsaie is the work of the ~magination, and its products, the echemeta, , are those general . constructions or pettems into which concepts organize time irrrnedietely and space derivatively. Kant calls them "pheniJrnena" in a special sense (B 186), because they are a kind cf pure appearance, a pure object, or rather object structure, which although it is a no-thing of the imagination, "calling for an object" to be realized in it by sensation, is yet distinguished from the not transcendental object by being en empty fabrication of mere thought, but the "' first ·step in the "realization" of the cataglldes. They are the mediating th~"'~ 'lo which the synthesis of concepts in judgments can be referred, reminding us that an abject is the necessary correlate of the truth seeking subject. If we have not listed the categories so far it was were meaningless; they were mere concepts of reflection. 32 becaus~ their names But by echematizing �them, by steeping them in time, the imagination has endowed them with meaning (8 185 ff.). And now the principles of the understanding which give, as you will remember, rules for using the categories to constitute the objects of experience, can, by employing the schematized or temporalized ca.t egories, also become meaningful .. thinking" We are therefore ready to show adequately how "empirical arise~~or the deductive presentation of its genesis requires only that the transcendental elements already presented be worked out in detail. The following section is therefore somewhat technical. In order to bring out the coherence and even elegance of the critical technique, I will conflate and reverse the developments presented in the Analytic of Concepts and in the Analytic of Principles. The result should be a synthetic account of the genesis of "empirical thought". This is an .awkward phrase by which Kant means that reflective employment of the understanding on appearances which is called d. Experience The genesis of experience has two sides: synthesis of the object by which experimental EI. experience (A 115 s~ience we may develop the step-wise ff~), or we may follow the stages as a system of judgments arises (8 197 ff.). Of course, this does not mean that either the synthesis of the object of truth or the formation of the corresponding principles of judgment is a psychological process of the appearing I going on in time. On the contrary, this synthesis · first makes the analytic work of temporal thinking possible (8 130); insofar as temporal learning has discernable stages, their sequence is apt to be the reverse of the transcendental order, for what is first for us is not first in the order of nature. The synthesis bf t~e object is thus rather a single timeless product of the imagination which, because of the mediating nature of the imagination, has a triple aspect corresponding to all three faculties: 33 �understanding, imagination, sensibility (A 99). The fundamental rM1"8 •f · judgment, that is, the principles of the understanding, themselveQ r1veal these three aspects .,. to u_s, or we would never recognize them. (This correspondence between the genesis of the object and the rules far judging it is to be expected since it is the imagination in fact which plays the role of a faculty of judgment in the first Critigue (Critigue £!!Judgment 212)). Now since the principles of judgment arise when the imagination introduces the categories into time (since they are :,-.> ic , :; in fact nothing but rules for . applying the schemata), their number and nature is determined by the categories. Each qingle category is " a concept of something put tagehter", which means a concept of something synthesized in a definite way, a concept of an object.• But while with ~eference to the sensibility the categories are object concepts, by themselves they are also concepts of reflection. This is indicated by the fact that they come under four headings, which, now that the categories . assumed a meaning, it first makes sense to name: there are three categories each of modality, relation, quality and quantity (8 106). classes are no longer concepts fa~ h~ve These categortcal constituting the object, but concepts for refleftinQ on this cansti tution; they give the relation which the object. has to the faculties of the soul insofar as the single categories in a · particular class have contributed to its constitution. Accordingly there are fol,.!r principles of true synthetic judgments (8 200) which say at the same time what role each of the four categorical :classes plays with respect to the faculties in constituting the whole of possible experience and haw the single categories constitute aspects of objects. reason of being 11 Therefore, precisely by the source of all truth" (El 296) in the material or real sense, these principles are also the transcendental truths, the metaphysical principles of knowledge. Here then is· the new metaphysics, a metaphysics of physics. 34 �Kant's names for the judgments following from the principles are, as we shall see, carefully chosen to trace out the steps of the genesis. It is I there f ore right ta · fallow the transcendental synthe.t ic act and its expression as knowledge simultaneously, which means, as was said, reading the .&\~!Y!!E. qf Concepts, particularly the Transcendental Deducti_ in version A, together an with the ,Rn,C3J.Y.~i~ . !2!. Principles. . I ; In fact, this way brings cut something I fundamental about the critical man and his enterprise: I the constitutive 111ork ' of his soul. and his knowledge are ultimately indistinguishable -~ the Critigue cannot distinguish between a judgment as an act and as an expression, far in view of the isolation of the self ta wham would what be expressed? Let us, then, fallow the 9enesis of experience, ordering it from the Subject outward to the Object~ The I is the original source ' of unity in representations, since all thinking is~ thinking and belongs to one self. identical . in origin. All thinking is therefore This identity or self-sameness first makes possible those diverse unifying functions by which understanding conjoins the many representations of the I, for self-consciousness, by acknowledging all representations as its awn, gives them that vertical unity of which. the categories are different horizontal aspects. The unity of apperception is what necessarily accompanies every synthesis, simply by reason of the selfconscicusness of .the intellect which enters into it. Since it is contributed by the thinking I, this aspect cf the synthetic product is called the intellectual synthesis (8 151, A 103). And since an object is something in whose concept a manifold of given representations is united, this synthesis, in bringing unity into representations, first makes ' cognition of an object possible. Consonant with the transcendental nature of the I, this unity is purely formal, and is therefore formally distinguishable from the synthesis 35 �~tself9 in which diverse concepts together with a sensible manifold constitute a material object (8 131). The intellectual synthesis yields the highest synthetic principle, which, stated in terms of the apperception,is=: · all empirical consciousness, all my appearing representations, must be conjoined in one self-consciousness (A 117 n.). In terms of representations this means that there must be one which comprises all others and that is the general one called "something"; we must first of all know in what ways this something can be in self-consciousness, that hqw a thing may be related to the unity of apperception. i~, These ways are known through the last set of categories, those of modality, namely: possibility, actual existence, and necessity, and their schemata, which are: something consonant with time in general, something actually there at a definite time anq something existing at all times (B 184). The judgments employing these schemata are called the "postulates of empirical thinking in general" (8 265 ff.). They are these three: whatever corresponds to the fonnal C8nditions of experience (namely concepts and intuitions) can exist at some time and is possible; whatever is connected with the material conditions of experience ' (namely sensation) exists at a definite time and is actual; whatever is related to something actual by the general conditions of experience exists at all times and is necessary. The last refers only to relations of. appear• ances according to the laws of causality, and means that if something is actually there, ~we can always make the hypothesis that there must be something else actually existing which is its effect. They are called . •postulates" because they merely demand the genesis of something but do not anticipate its nature. Thus the postulates of modality add nothing to the concept of the object itself but merely relate it to its generating faculty of cognition, for each of my representations is in my self-consciousness in 36 �a different mode, depending on its source. The contribution of the postuia~es is therefore entirely on the subjective side'; in particular, they guide us in employing the most fundamental of all the concepts · for transcendental reflection, form and material. They are called postulates of "empirical · thinking" because they require that all faculties take part in the full . theoretical activity of experiencing. Thus if something is only of the under- standing, it is merely possible; if it is connected with the material of sense, sensation, it is merely actual; but if it is the result of the conjunction of perceptions through concepts, and therefore attributable to the imagination, it is necessary -- consequently the most complete kind of empirical judgment is the necessary hypo~hesis. The second stage is that of the synthesis proper, where synthesis means the product of the synthetic work of the imagination viewed not as the union of the extreme faculties, but independently, on the ground of the imagination itself. This synthesis is distinguished from the foregoing as an objective result from its subjective unifying act. It is a determination of the whole manifold of inner intuition considered as a given pure material, an original ordering arising not so much in the pure intuition as along with it. Kant calls it . the figurative synthesis (8 151), for it consists in the schemata or time organizations which together constitute the pure but sensible structure of objects, that temporal form which relates appearances in a regulated time order; the imagination, in producing this structure of object relations, works that a thoroughgoing ''affinity" (A 122) of appearances which gives them their systematic aspect and constitutes the "form of experience". The categories involved are therefore those of relation, namely substance and accident, cause and effect, and community or interaction (action and passion). 37 Their schemata �are organizations of time into detenninate pennanence, . succession, and simultaneity (8 183). The principle according to which objects are judged in this aspect is: experience is possible only through the representation of a necessary -conjunc.t ion of sense perceptions. The judgments based an it I are called "analogi. s of e experience" ~ An analogy, understood mathematically, is a proportion, that is, a form for finding an unknown; · for instance, a:b = c:x, so that x ~ ~ • Interpreted as a kind of metaphysical algebra, .the sameness of the relations involved is not quantitative but qualitative, hence the unknown term cannot be constructed from the analogy, but the latter oan be regarded as giving a rule as well as a justification for seeking it in experience and a mark for finding it (B 222). Clearly the analogies of exper~ence are really instructions for forcing unknowns to disclose themselves, for experimenting. ( There are three leading principles far making analogies, incorporating the three schemata: in a~l ·' changes of the appearances substance is permanent and has a fixed quantity; all alterations occur according to the law of connection of cause and effect; all substances, insofar as they are perceived in space as simultaneous, stand in a rela~ion of thoroughgoing interaction. An example of an analogy based on the first · principle would be the .judgment: "As accident is to substance so is the altered form of burnt matter to the matter itself" (8 228); this analogy therefore implies that the quantity of matter is conserved in combustions and in general is the source of all coriservation laws. The second principle clearly yields, once matter ha:;i been properly defined, the first two Newtonian laws of motion, th 0se of _inertia and force, while the third yields the law of action and reaction~ And indeed, once the critical grounding enterprise is completed, Kant w rks o out the deduction of the laws of motion in .Tb.§. Metaphysical Principles Natural Science of 1786; the axioms of Newtonian science are thus mere 38 .Ef. �theorems of the Kantian system! The principles of modality and relation are only "regulative", _which means that they rule the relation of objects to the subject and to each other, while they .add nothing to the constitution of the objects themselves. Kant also calls them "dynamic", because they involve those powers and relations which objects . must h~ve whenever they exist, but which, since their existence is contingent, have no being apart from actual experience. principles, on the other hand, are 11 The remaining com;iti tutive 11 and "mathematical 11 , because they do refer to the objects themselves, and because they apply to all possible experience since they concern the pure and the affected material, that is, the mathematical constitution of objects (8 199). This brings us to the third and last synthesis • . This third synthesis, in which the objects of experience are, so to speak, filled out, is the synthesis .Q.f apprehension (A 98 ff.). As the imaginative synthesis includes the .unifying act of the transcendental self-consciousness as a separable prelude, so the imagination performs the concluding act of "apprehending" or taking direct possession of intuitions, that is, of bringing them into empirical consciousness (A 120). Apprehending is the generation of original inner mirror of 11 the action of the subject 11 • motion~ the phenomenal In "running through" and 11 taking up" the manifold of the sensation-filled intuition, the imagination at once activates it and gathers it into a unity of intuitions, a connected inner experience. The categories for this phase are those of the first set, of quantity (unity, plurality, totality) and of quality (reality, negation, limitation). The categories of quantity have the schema of number (8 182), for quantity in time is precisely such ordered succession as is apprehended 39 �in counting. °The apprehensive synthesis may .then be · understood as a connected awareness of the pure manifold of time . and spi;ice, arising in the so1,Jl :'by a kind of original counting. · The principle based on this schema is: appearances are extensive magnitudes. all Extensive magnitudes are precisely . those whose parts lie outside one another so ' that they can be counted. This principle governs the "axioms of intuition". They are called axioms not only because they are the source of the axioms of mathematics (8 204), but also because they apply directly to intuit~ons and are therefore immediately evident, for the intuition is the place of evidence; what is "intuitive" is patent to inner sight (8 762). The combining activity is now complete. There is no additional synt~esis, :·;· but there is one more set of categories, those of quality, which make it possible for the synthetic structure to be filled with sensation. · is that of degree Ef reality (8 182). Their schema "Reality" is that which corresponds to sense impressions, that in our consciousness which convinces us that we against something alien of a definite sort; a "real" object. a~e up "Degree" is the quantity of influence which the outside exerts, a quantity not &uccessively accumulated but all there at once as an intensity of awareness.· The principle . ' i is: I in all appearances the real which is an object of sensation has an intensive magnitude, that is, a degree (8 207). "anticipations of perception". The corresponding judgments are called They are anticipations because of the remarkable .fact that we can know!!. priori one aspect of something which by its .very nature we must wait for and receive !!. posteriori, namely sensation~ For example, when I come on a body in the dark I can anticipate that its coloration will have some degree of intensity although I can say nothing about its particular color before I see it. "Perception" is empirical awareness, that is, consciousness attended by sensation. Sense perception therefore stands at the opposite extreme 40 �of pure apperception; but it is to the former alone that the name "perception" (and Kant's German word "Wahrnehmung") properly applies, for it signifies not an activity but a passive "taking in" (attended · b~ awareness), corresponding ta the unpredictable givenness of sensation. This is the threefold synthesis given in the order of transcendental priority: the apprehensive synthesis pre-supposes the imaginative synthesis as a condition, and the latter, in turn, depends on the intellectual synthesis (A 121-122). Each of these transcendental aspects can now appear in time as stages of empirical knowledge, namely knowledge which is 11 a posteriori", or subsequent to, experience and which uses what is adventitiously given. However, the faculties come into empirical use in an order of imu1ediacy which is the inverse of the transcendental priority: In the learning process of children for instance, sense perception precedes empirical thinking and the latter, the power of making objective judgments, precedes full self-consciousness (l~nthropology c~itical I, 1). Hence arise the various versions of the universal pre- illusion which took the child's course far the human way, and regarded truth as somehow given 1E, rather than constituted ~the soul. To recapitulate the empirical syntheses in the order of temporal priority: When possible experiences are, so to speak, activated, the empirical self first becomes conscious of the synthesis of apprehension as a scanning process consisting of a succession of instantaneous views by which it takes hold of the manifold spatial scene and the sensations it brings with it; this means quickly running over and picking up a series of aspects, for instance, of a house, including its dimensions and colors, ta obtain a synopsis (A 97) of the accessible whale. The synthesis of the productive imagination appears as memory in which past representations, connected by association, are related to the present self, so that it can encompass stretches of time; Kant calls this process imaginative 11 ~production" 41 (A 100). Finally . the intellectual ' �. synthesis, the source of cognition, has its empirical counterpart in our ordinary thinking process in which we scan our representations far what Kant calls a "!£c6gnition" (A103) of their affinity. But such recognition is precisely the proces s of forming concepts on the basis of experience (B 134 n.). ~nd so we.have fina l ly come to actual empirical thinking, which is the temporal beginning of all our knowledge, though not, as we learn on the first page of the Critique (A 1), its source. Empirical thinl.ing is now fully grounded and we have come down to the point where the first problems with which the C!'itigue begins can arise. now we must ask: Wh;L_ did Kant undertake this great grounding enterprise in the course of which the critical man arose? certainty of sciencE? themselves. Was it really to secure the But that was assumed to begin with by the problems Perhaps it is not the certainty but the significance of the new science which is at stake. ~ri tigue And c:;nswers is ; If thot is so, the ultimate question which the "What is nature to us that 1i1e should need to know her?" This is the very question whose answer Kant emphasizes in a short addition he made in the second edition to the end of the section from which this s ynthetic presentation is reconstructed, the Tran_s,c.erid.,ef!.t p l ~n-~~..Y.:P_c. This brings us to ~2. The Meaning Our inner sense is the sense of senses (8 50), but, as the steady unchanging form of our flowing inner appearance, as ~ime, it does not itself appear (8 219). Our one-dimensional temporal self, ever slipping away, is by itself incapable of duration; measurEd time, detc~1inate durations, can appear only against m empirical representation ot' permanence. ;0 Ksnt remc:irks how empty a science pure psychology mus t evor bs since in its singl o dimEnsion that which makes ;; science scientific , ths use of mathematics, is 42 im rP ~ sibl8 (A 381 ff; �Metaphysical Principles of Natural Science, Intro.). appearance is needed. For that a substantial The metaphysical place of "phenomenal substances" is outer sense (8 291 ff.). The form in which we intui. otherness is that of t externality, of three-dimensional space. It is crucial to understand that things are not "outside" us because they have a place within space but that they appear spatially because they appear in that sense which is receptive to othernes~ (A 385). Nowhere does critical self-knowledge demand a more dizzying revolution than in making us aware that we do not look out into the outside because it is in itself and absolutely there (A 375), but that our seeing is altogether an inner capacity for receiving unshaped sensations in a spatial form (A 370), for we have the satisfying uncritical illusion that appearances come to us of sight. .f!:E!!!. things through our organs of sense, particularly Our outer sensibility is no such organ but more like Newton's divine sensorium (Optics, Quest. 31) in which the whole spatial world is at once and present !£God, as h:iS self-created representation. iu. The critical man is just such a divinity; a connection of which Kant shows himself aware in the work which is the precursor of the Critique (On World 23). ~Sensible ~ Intelligible Kant's formulaic description, which draws attention to the full force of his revolution, is that space is empirically ~, for it contains intimations of an outer reality in the form of definite given appearances, but transcendentally ideal (8 44), . for it is a mere idea and, apart from being a form of knowing, a nothing of thought. Appearances in space have therefore a certain structure merely by reason of the spatial form which received them, first of all, of course, their three dimensions (8 41), a structure seen in its pure form in the mathematical objects which the understanding functioning with concepts such as "three-sided rectilinear figure" may "construct" in the intuition (8 741 ff.). And this solidifying dimensionality of space, though 43 �not the source, is yet the condition of possibility of a matter anchored in the three extensions of space and pennanent in quantity, and therefore capable. of appearing as a substance underlying all changes 1n state. · The system of all . . such permanent things with their alterations, with their relations of c£Lsality and community is, as we have seen, precisely what Kant calls nature (P 16, 8 263), while its delimitable parts, the things or objects of nature, have the name of bodies. (A 106). Bodies alone furnish us with that pennanence against which we can measure our own duration and flux; bodies, again, teach us all we can know of cause and community; !!:!_nature (8 276). alone . ~~ ourselves Nor ought this to be very surprising, since pure nature herself was constituted by the transcendental I functioning within itself, and is therefore nothing but the diversifying mirror of its unity. Kant significantly uses the same language in describing both the transcendental I and body , as p8rmanent appearing substance, for he calls both the steady correlate of all my appearances (A 123, 183). So also the thin, flowing, appearing I seeks to find itself in extensive solidity (A 381). This is why Kant calls not only the transcendental I but also the question concerning nature the "highest point" of the Critique (P 36). The true purpose of the Critique £!:.Pure Reason is therefore not ta guarantee the certainty of science, for this certainty is itself its mast certain assumption, but rather to insure that science be an ever-lasting enterprise in self-knowledge,~ never completed human activity (A 1), in which alone the self can determine itself, can procure for itself the stuff through which it feels itself to exist, the mirror in which it assumes a shape. For the enterprise of metaphysics is shortly to be completed, and thereupon the human desire to know what is beyond nature will have been completely satisfied by being shown its hopelessness • . There remains the 44 �inexhaustible indulgence of our curiosity, insatiable for that experience which alone makes us appear to ourselves (8 255, 334). This ia :tha final significance of Kent's "Copernican Revolution": that men literally and exactly finds himself in the bodies end their motions which constitute nature, that neturel science alone provides a sort of self-knowledge. fDr in studying the world of nature man studies his own creature and image; here he rinds whet he can ~PP.ropriete, because it is his awn.-- In the poethumously published notes for the work on the transition from the metaphysics of nature to physics, which Kant, significantly, regarded as his most important and final achievement, there,occurs an isolatedphrese, revealing and ' ewe-1nspir1ng. It says simply: "I, the proprietor of the world.'' Schriften, Preueeische Akademis, XXl, 45). 45 (Kent's Geeamialta � 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. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. 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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. Page numeration Number of pages in the original item. 45 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An appreciation of Kant's Critique of Pure Reason Date A point or period of time associated with an event in the lifecycle of the resource 1972-05 Description An account of the resource Typescript of a lecture delivered in May 1972 by Eva Brann as part of the Formal Lecture Series. Identifier An unambiguous reference to the resource within a given context lec Brann 1972-05 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Format The file format, physical medium, or dimensions of the resource pdf Creator An entity primarily responsible for making the resource Brann, Eva T. H. Deans Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3e3bb1e8305722f8ec64489c5e2b34e5.jpg 1ed96dea037de17023050c9077aaced4 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 9 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Identifier An unambiguous reference to the resource within a given context SJC-P-2320 Title A name given to the resource An Attic, [Annapolis, Maryland] Description An account of the resource 1 photographic print : color Creator An entity primarily responsible for making the resource Unknown 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f0dd4f24b6e908cf4da2401144724371.jpg e9f21ad93a024fbd59a7f42a102d3fa0 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 17.5 x 13 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Identifier An unambiguous reference to the resource within a given context SJC-P-2352 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d933d676a497914ef5cdb96f2d14c458.jpg c2f107bd0ab6b4d4cfc792cafea46619 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 17.5 x 13 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2354 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/95d70464b996d6989592509112b2f810.jpg b60c4646e22b61a9f665f670d8dd7cba 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 17.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2356 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/613d81c540b5cb259888e40f0ffd3e34.jpg f0a56f70d84b057f8148fb13d5d11910 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 Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. 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 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 imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 13 x 17.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2357 Title A name given to the resource An Elderly Man on the Telephone Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Parran, Thomas 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 Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph.